PSYCHOL 3021 - Health & Lifespan Development Psychology
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code PSYCHOL 3021 Course Health & Lifespan Development Psychology Coordinating Unit Psychology Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites PSYCHOL 2004 and (PSYCHOL 2005 or PSYCHOL 2006 or PSYCHOL 2007 or PSYCHOL 2008 or PSYCHOL 2009) Assessment Written reports, exam Course Staff
Course Coordinator: Dr Nicole Nelson
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Details of the timetable are available in the Course Planner. See: https://access.adelaide.edu.au/courses/search.asp -
Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
These learning outcomes are consistent with the Australian Psychological Accreditation Council (APAC) guidelines established for undergraduate training courses in the discipline of Psychology.1 Demonstrate an advanced understanding of the theoretical underpinnings and methodological issues that inform contemporary research and practice in health psychology, mental health, neuropsychology and child development 2 Demonstrate the ability to write a standard research report using American Psychological Association (APA) structure and formatting conventions. 3 Write effectively in a variety of other forms (e.g. essay, short answer) for the purpose of summarising and critically reviewing the health and lifespan literature. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1,2,3 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1,2,3 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
2,3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1,2,3 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
1,2,3 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
1 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2,3 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
1,2,3 -
Learning Resources
Recommended Resources
The Library is a major resource centre for students. Library guides specific to psychology are available, and include a list of electronic databases, links to tutorials and help with searching methods.
The following resources will also assist students with the written components of this course:
American Psychological Association. (2020).Publication manual of the American PsychologicalAssociation (7th ed.). https://doi.org/10.1037/0000165-000
Note: the library has a very helpful APA Referencing guide here.
Findlay, B., Kaufmann, L., (2018). How to Write Psychology Research Reports and Essays (8th ed.). Vic, Australia: Pearson Australia
Smith, T.R., & LeCouteur, A. (2012). The principles of writing in psychology. Vic, Australia: Macmillan Education Australia
Online Learning
This course will use MyUni for:
- Communication with students via Announcements and Discussion Board
- Submission of assessment
- Access to lecture recordings
- Access to tutorial materials
- Additional readings
- Self-directed learning activities
- Exam preparation materials
Link to MyUni ;
https://myuni.adelaide.edu.au/ -
Learning & Teaching Activities
Learning & Teaching Modes
This course is taught in a combination of lectures, online modules, flipped classrooms and tutorials. Note for semester 2 2021 lectures will be available face-to-face and will be recorded, and tutorials will be face-to-face.
Lecture content will include clinical scenarios to guide and trouble-shoot the application of different evidence-based treatments (e.g. Cognitive Behaviour Therapy) and theoretical models (e.g. biopsychosocial model) across the lifespan. Engagement in self-directed learning activities and additional reading is expected.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lectures: 2 x 1 hour lectures each week for 12 weeks = 24 hours
Tutorials: 6 tutes x 1 hour each = 6 hours
Self-directed learning and research = 56
Assignments: 68 hours
Final exam: 2 hours
Total: 156 hoursLearning Activities Summary
Week Lectures Week 1 Welcome, Essay and Research Proposal Brief Child Development Week 2 Child Development Child Development Week 3 Child Development Child Development Week 4 Neuropsychology Neuropsychology Week 5 Neuropsychology Neuropsychology Week 6 Neuropsychology Neuropsychology Week 7 Mental Health Mental Health Week 8 Mental Health Mental Health Week 9 No Lecture (Labour Day Holiday) Mental Health Week 10 Health Psychology Health Psychology Week 11 Health Psychology Health Psychology Week 12 Health Psychology Health Psychology
Disclaimer: This program is provisional and subject to change -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment for Health and Lifespan Developmental Psychology consists of the following:
Assessment Task Weighting Learning outcome(s) being addressed Tutorial Participation 10% 1, 3 Discussion Board Posts 10% 1, 3 Course Quizzes 20% 1 Research proposal 30% 1, 2 In-person Final Exam 30% 1 Assessment Related Requirements
Please note that the research proposal requires an understanding of research methodology and design in psychology. Students who have not completed PSYCHOL 2004 Doing Research in Psychology will need to take steps to ensure they have competency in this area.
Assessment Detail
Assessment for Health and Lifespan Developmental Psychology (HLDP) consists of the following:
Quizzes which allow the student to demonstrate knowledge of the theoretical underpinnings and methodological issues that inform contemporary research and practice.
A major research report/proposal that allows the student to demonstrate written communication skills, including skills in critical writing.
An exam to assess students’ ability to apply key principles taught in HLDP.
Submission
Details on submission process/requirements, penalties for late submission, the process of applying for extensions, and policy relating to re-submission/redemptive work are discussed in the Introductory HLDP lecture in week 1.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.
