Emotional Elements of Learning 1

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• 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.
• Generalise and synthesise knowledge and experience to enable application and adaptation in different settings and novel situations (10.1)
• Develop skills in the critical evaluation of research and produce systematically conducted research syntheses to inform practice and policy decisions
• Articulate knowledge of theories of psychology relevant to: social emotional development and behaviour, and attachment

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.

Teaching and learning methods

The core content in this module is covered through problem based learning sessions 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.

Resources & Reading list

Textbooks

Long, M., Wood, C., Litttleton, K., Passenger, T. & Sheehy, K (2010). The Psychology of Education. Abingdon, Oxon: Routledge.

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

Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity. Maidenhead, UK: Open University Press.

Timimi, S. (2009). A straight talking guide to children’s mental health problems. Ross-on-Wye: PCCS Books. Woolfolk, A. (2013). Educational Psychology. London: Pearson.

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

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

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

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

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

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.