Skip to main navigationSkip to main content
The University of Southampton

PSYC6071 Emotional Elements of Learning 1

Module Overview

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 topic on which to write a 4,000 word essay which considers this topic with regard to emotional and behavioural development and explores the practical implications for educational psychologists. 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. Pre-requisite for PSYC8040

Aims and Objectives

Learning Outcomes

Learning Outcomes

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.

Independent Study25
Total study time200

Resources & Reading list

Rogers, W. (2006). Classroom Behaviour: A practical guide to effective teaching, behaviour management and colleague support. 

Seligman, M. E. (2011). Flourish: a new understanding of happiness and well-being – and how to achieve them.. 

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. 

Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity. 

Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher. 

Hooper, J. (2012). What Children Need To Be Happy, Confident and Successful. Step by Step Positive Psychology to Help Children Flourish. 

Cline, T., Gulliford, A., & Birch, S. (Eds.). (2015). Educational Psychology: Topics in Applied Psychology. 


Assessment Strategy

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


MethodPercentage contribution
Essay  (4000 words) 100%


MethodPercentage contribution
Essay 100%
Share this module Share this on Facebook Share this on Twitter Share this on Weibo
Privacy Settings