PSY-20058 - Module Specification
School of Psychology
Faculty of Natural Sciences

Programme/Approved Electives for 2024/25

Available as a Free Standing Elective

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2024/25

Psychological theory and research are utilised in many fields and professions which seek to improve the lives of children. One of the most common ways that psychology is leveraged is in interventions, which are designed to remediate or prevent developmental, social, or educational issues. This module is designed in two sections, the first will introduce you to the foundational principles of intervention design and evaluation; it¿s critically important to ensure that the work we do with children is the most beneficial it can be. The second section will provide you with overviews of how psychology has been applied in a variety of contexts, which may include: how children learn, healthy and unhealthy relationships, children with special educational needs and disabilities (SEND), amongst others. Where possible and appropriate these sessions will include guest speakers who practice in these fields so you can learn first-hand what it like to apply psychology in these contexts. The assessments are configured around designing and evaluating interventions with children utilising skills that those working in the field need ¿ presenting, designing projects, evaluating projects, and communicating with different audiences.

The aim of the module is to consolidate students previous learning about child/developmental psychology and extend this to include new topics in the domains of research methods (e.g., how to collect data with young children), theory (e.g., broader social contexts of development), and application (e.g., co-producing interventions). A major focus of the module will be the development of students¿ abilities to apply psychological theories in relation to children, for example, how teachers might implement an intervention in their classrooms.

Intended Learning Outcomes

Select appropriate research methods for use with children: 1
Design an intervention appropriate for children drawing on a relevant theory and methods of evaluation and design: 2
Critically discuss the broader context of child development and how that influences how children develop: 2

Study hours

Classroom learning hours ¿ 12 x 2-hour classroom sessions = 24 hours total
Total asynchronous guided learning = 26 hours (Varies from week to week)
Total independent reading and study = 50 hours (varies from week to week)
Assessment 1 preparation = 20 hours
Assessment 2 preparation = 30 hours
Total Assessment preparation = 50 hours

School Rules

None

Description of Module Assessment