Module Database Search
| MODULE DESCRIPTOR | |||
|---|---|---|---|
| Module Title | |||
| Development, Behaviour and Interpersonal Processes | |||
| Reference | SS4036 | Version | 4 |
| Created | August 2017 | SCQF Level | SCQF 10 |
| Approved | September 2009 | SCQF Points | 15 |
| Amended | September 2017 | ECTS Points | 7.5 |
| Aims of Module | |||
|---|---|---|---|
| To provide a critical conceptual understanding of theories of human development and behaviour in a multi-cultural context. To apply developmental theories to self and practice contexts. | |||
| Learning Outcomes for Module | |
|---|---|
| On completion of this module, students are expected to be able to: | |
| 1 | Provide a comparative and critical account of those theories which attempt to explain human development and behaviour. |
| 2 | Select, apply and evaluate situationally appropriate models to inform practice in a range of given situations. |
| 3 | Analyse the cultural limitations and variability of such theories along with different cultural assumptions about the nature of childhood, adolescence and adulthood. |
| 4 | Use relevant theory in the assessment of individuals and families. |
| Indicative Module Content |
|---|
| The life cycle, attachment, growth and development. Schemata and stages in cognitive development. Operant, classical and other forms of conditioning. Social Learning Theory, models of family functioning and social psychology including social attribution. Cultural variables governing the above. The content also reflects, where appropriate, the knowledge, skills and professional confidence and competence requirements of the Key Capabilities in Child Care and Protection (Scottish Executive 2006). |
| Module Delivery |
|---|
| The module is delivered in taught mode, by lectures, interactive group activities, case studies and directed study. |
| Indicative Student Workload | Full Time | Part Time |
|---|---|---|
| Contact Hours | 64 | N/A |
| Non-Contact Hours | 86 | N/A |
| Placement/Work-Based Learning Experience [Notional] Hours | N/A | N/A |
| TOTAL | 150 | N/A |
| Actual Placement hours for professional, statutory or regulatory body |
| ASSESSMENT PLAN | |||||
|---|---|---|---|---|---|
| If a major/minor model is used and box is ticked, % weightings below are indicative only. | |||||
| Component 1 | |||||
| Type: | Coursework | Weighting: | 100% | Outcomes Assessed: | 1, 2, 3, 4 |
| Description: | The coursework will take the form of a case study based essay. | ||||
| MODULE PERFORMANCE DESCRIPTOR | |
|---|---|
| Explanatory Text | |
| Coursework | |
| Module Grade | Minimum Requirements to achieve Module Grade: |
| A | A |
| B | B |
| C | C |
| D | D |
| E | E |
| F | F |
| NS | Non-submission of work by published deadline or non-attendance for examination |
| Module Requirements | |
|---|---|
| Prerequisites for Module | None, in addition to course entry requirements. |
| Corequisites for module | None. |
| Precluded Modules | None. |
| INDICATIVE BIBLIOGRAPHY | |
|---|---|
| 1 | Aldgate, J., 2006. The Developing World of the Child. London. Jessica Kingsley |
| 2 | Boyd, D., & Bee, H., 2008/2013. Lifespan Development, 5th/6th ed. Boston: Allyn & Bacon |
| 3 | Crain, W., 2011. Theories of Development, 6th ed. London. Pearson Education |
| 4 | Erikson, E., 1998. Identity and the Life Cycle. New York: Warton |
| 5 | Hewstone, M., Stroebe, W., & Jonas, K., 2012. Introduction to Social Psychology, 5th Ed. Blackwell Publications |
| 6 | Hogg, M.A. & Vaughan, G.M., 2010. Social Psychology, 6th Ed. Pearson Education |
| 7 | Howe, D., 2011. Attachment Across the Lifecourse - A Brief Introduction. Palgrave Macmillan. Basingstoke |
| 8 | Gibson, N. Human Growth, Behaviour and Development. 2015. Sage. London. |