PSYC6071 Emotional & Behavioural Development
The module explores some foundational needs (such as attachment, autonomy, relatedness and competence) in social, emotional and mental health. A strengths based approach is taken to inform approaches that can support interventions to develop social, emotional and mental health. Issues are considered at a range of levels, including whole school, group and individual factors. This module runs alongside Psychological in Professional Practice, Consultation, Assessment and Intervention where the key knowledge and skills are put into practice in the your field placements. Part way through the module you will select a theory to research in more depth taking into account the practical implications for educational psychologists and write a 4,000 word essay. This is peer reviewed and then marked by the module coordinator. This module aims to ensure that you have a sound understanding of processes underpinning typical emotional and behavioural development. You are required to consider the implications of this understanding in the context of non-discriminatory and non-oppressive practice.
Aims and Objectives
By the end of this module you should be able to: Articulate knowledge of theories of psychology relevant to: social emotional development and behaviour, and attachment Articulate an understanding of biological, cultural and social influences on development, and knowledge of evidence-informed strategies to promote social-emotional functioning and mental health. Develop skills in the critical evaluation of research and produce systematically conducted research syntheses to inform practice and policy decisions. Generalise and synthesise knowledge and experience to enable application and adaptation in different settings and novel situations.
Having successfully completed this module you will be able to:
- Articulate knowledge of theories of psychology relevant to: social emotional development and behaviour, and attachment
- Articulate an understanding of biological, cultural and social influences on development, and knowledge of evidence-informed strategies to promote social-emotional functioning and mental health.
- Develop skills in the critical evaluation of research and produce systematically conducted research syntheses to inform practice and policy decisions
- Generalise and synthesise knowledge and experience to enable application and adaptation in different settings and novel situations (10.1)
This module looks at typical emotional and behavioural development and the theoretical models that underpin these, using a strengths based approach informed by Positive Psychology. Particular attention is paid to the role of attachment and a sense of social belonging; two particular frameworks are taught: the multi-element model (LaVigna & Willis, 1995, 2005) and the Social Information Processing model (Crick & Dodge, 1994; Lemerise & Arsenio, 2000). There is a close relationship with skills taught in Psychology in Professional Practice where dynamic assessment and Personal Construct Psychology are introduced.
Learning and Teaching
Teaching and learning methods
The core content in this module is covered through problem based learning sessions at the University, with some taught sessions used to complement key learning. These sessions are supplemented by a programme of phased skill development on placement with a Field Tutor. Aspects of the seminar and field work in this module will focus on and relate closely to PSYC6070 Learning Development, and the two placement modules: Psychology in Professional Practice and Consultation, Assessment and Intervention.
|Total study time||200|
Resources & Reading list
Cline, T., Gulliford, A., & Birch, S. (Eds.). (2015). Educational Psychology: Topics in Applied Psychology.
Timimi, S. (2009). A straight talking guide to children’s mental health problems. Ross-on-Wye: PCCS Books. Woolfolk, A. (2013). Educational Psychology.
Long, M., Wood, C., Litttleton, K., Passenger, T. & Sheehy, K (2010). The Psychology of Education.
Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher.
Seligman, M. E. (2011). Flourish: a new understanding of happiness and well-being – and how to achieve them..
Rogers, W. (2006). Classroom Behaviour: A practical guide to effective teaching, behaviour management and colleague support.
Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity.
Hooper, J. (2012). What Children Need To Be Happy, Confident and Successful. Step by Step Positive Psychology to Help Children Flourish.
In the event of a trainee failing the assessment, the trainee is required to liaise with the first marker and submit either, a substantially revised, or a new piece of work. Resubmission is within an agreed timescale, usually with a six week limit. Trainees can only re-submit a piece of work once, and resubmitted work is capped at a low pass
|Essay (4000 words)||100%|