Students
PSY 339 – Applied Child and Adolescent Psychology
2015 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Kay Bussey
Tuesday 11-1pm, Thursday 2-3pm
Rhiannon Fogliati
Cathy McMahon
Talia Carl
|
|---|---|
| Credit points |
Credit points
3
|
| Prerequisites |
Prerequisites
6cp at 200 level including PSY235(P)
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| Corequisites |
Corequisites
PSY222 or PSY248
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit aims to provide information about children's and adolescents' development in applied contexts. There is a particular emphasis on theories and processes relevant to children's psychological development, and the applied significance of children's social cognitive development for public policy. The lectures are devoted to a critical appraisal of contemporary research findings and the application of these findings to children's and adolescents' everyday life. The unit comprises both a lecture series and a tutorial strand.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
General Assessment Information
Essays must be submitted online through iLearn by 5 pm on Monday, April 27th.
Return of Essays: Essay grades and feedback will be available on iLearn from June 1st, 2015.
Tutorial Presentation Papers must be submitted online through iLearn by 5pm of the day that student's deliver their presentations.
Return of Tutorial Presentations: Tutorial presentation grades and feedback (for both the oral and written components) will be available on iLearn, the week following your presentation.
A copy of the assignment must be kept as proof that the assignment was completed and submitted.
Length penalty: A penalty of 5% of the total mark will be deducted for every 100 words over the stipulated length of all written work. This gives an over word limit of 99 words before the penalty is applied.
For example, the Essay is worth 40% of the total mark for the unit. For every 100 words over 1500 words, 2 marks (5% x 40 = 2) will be subtracted from the mark the student receives for the assignment. For an essay 200 words over the 1500 stipulated, 4 marks will be subtracted, etc.
The written report for the tutorial is worth 5% of the total mark for the unit. Therefore, for every 100 words over 500 words a ¼ of a mark (5% of 5 = 0.25) will be subtracted from the mark the student receives for the assignment. For a tutorial report 200 words over the 500 stipulated, ½ a mark will be subtracted, etc.
Late submission penalty: There is a daily (week and weekend days included) late submission penalty of 5% off the total mark.
For example, the essay is worth 40% of the total mark for the unit. For an essay submitted a day after the submission date, 2 marks (5% x 40 = 2) will be subtracted from the mark the student receives for the assignment. For an essay submitted two days after the submission date, 4 marks will be subtracted, etc.
The written paper for the tutorial presentation is worth 5% of the total mark for the unit. Therefore, for a written paper submitted a day after the oral presentation, ¼ of a mark (5% of 5 = 0.25) will be subtracted from the mark the student receives for the assignment. For a written paper submitted two days after the oral presentation, ½ a mark will be subtracted, etc.
Assignment Extension of Time Requests: Ordinarily, no extensions of time for submission of written work will be granted since ample time for preparation will have been given. If an extension is required for medical or other extenuating circumstances, students may request this in writing through ask.mq.edu.au with supporting documentary evidence (such as medical certificate, counsellor note, or similar). The staff in the Student Centre will make all decisions regarding extensions. Neither individual tutors nor the course convenor will grant extensions.
All requests for extensions must be made prior to the due date for the assignment.
If an extension is granted, you must copy and paste the notice of approval into the front page of your assignment when you submit via iLearn.
FINAL EXAMS
The University Examination period in Session 1, is from 09 June to 26 July 2015.
You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations.
http://students.mq.edu.au/student_admin/exams/
The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at http://www.psy.mq.edu.au/speccond/scrules.htm
If a Supplementary Examination is granted as a result of the Special Consideration process, the examination will be scheduled after the conclusion of the official examination period.
Supplementary Examination in the Department of Psychology will be held on the 16th and 17th of July, 2015. The format of a supplementary examination is at each unit convener’s discretion and is subject to change from the original final examination.
Supplementary Exams are only offered to students who have satisfactorily completed all other assessments for the unit and were unable to sit the final exam because of documented illness or unavoidable disruption.
Instructions on applying for sitting of a supplementary exam are available from the website, www.psy.mq.edu.au/speccond. It is the student’s responsibility to follow the steps outlined in this website. An email will be sent to the student advising them of the outcome of their request for a supplementary exam. If a supplementary exam has been granted, it is the student’s responsibility to check the Department of Psychology Special Consideration website for information relating to the date and location of the supplementary exam. Students who are granted to sit for a supplementary exam must make themselves available to sit for the supplementary exam on the specified date. There will only be one time. It is the student’s responsibility to email Student Centre to confirm attendance at the supplementary exam.
You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, which is the final day of the official examination period.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Tutorial Presentation - Oral | 5% | Between Weeks 7 and 12 |
| Tutorial Presentation - Paper | 5% | Between Weeks 7 and 12 |
| Tutorial Attendance | 5% | See Tutorial Schedule |
| Essay | 40% | 27th April |
| Exam | 45% | Examination Period |
Tutorial Presentation - Oral
Due: Between Weeks 7 and 12
Weighting: 5%
Topics covered in tutorial presentations are linked to the lectures. Four to five students present on each topic and take different positions in a debate. Students will be allocated to a presentation topic in their first tutorial.
On successful completion you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Tutorial Presentation - Paper
Due: Between Weeks 7 and 12
Weighting: 5%
The tutorial paper consists of the powerpoint slides from the student's oral presentation. It should be no more than 500 words (across a maximum of 10 powerpoint slides). The paper must be submitted online through iLearn by 5pm of the day that the student's oral presentation is delivered.
Feedback for the tutorial presentation (both the oral and written components) will be available on iLearn the week after the student's presentation.
On successful completion you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Tutorial Attendance
Due: See Tutorial Schedule
Weighting: 5%
Tutorial attendance is expected. Students will receive 5% for 80% tutorial attendance.
On successful completion you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Essay
Due: 27th April
Weighting: 40%
Essay topics will be distributed during the first lecture. The word limit is 1500 words (not including references or title page). It should conform to the following specifications: double spacing, 12-point font, margins of 2.54 cm. Headings and references should conform to the requirements outlined in the sixth edition of the APA manual. An abstract is not required. Essays are to be submitted electronically through iLearn.
Feedback for essays will be available on iLearn from June 1, 2015.
On successful completion you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Exam
Due: Examination Period
Weighting: 45%
The exam consists of 45 multiple choice questions and 2 short answer questions (approximately 100-150 words each).
On successful completion you will be able to:
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Delivery and Resources
Technology used and required.
Computer with Internet Access (Available at the Campus Library).
All lectures are recorded and available via iLearn.
Changes since the unit was last offered.
The content of the material has been updated.
Marks are now awarded for tutorial attendance.
References have been updated.
Other material.
There is no text for the unit.
The reading list is provided on iLearn.
Unit Schedule
Lectures: Venue: W5A T2
Day & Time: Tuesday, 2-4pm
Lecture Schedule
|
Week |
Date |
Lecture Topic |
Lecturer |
|---|---|---|---|
|
1 |
February 24 |
Introduction to the Course |
Rhiannon Fogliati |
|
2 |
March 3 |
ONLINE lecture - The Family - I |
Kay Bussey |
|
3 |
March 10 |
ONLINE lecture – The Family - II |
Kay Bussey |
|
4 |
March 17 |
Infertility, Assisted Reproductive Technology and Parenting |
Cathy McMahon |
|
5 |
March 24 |
Postnatal Depression and Infant Development |
Cathy McMahon |
|
6 |
March 31 |
Child Abuse and Neglect |
Kay Bussey |
|
|
|
Recess |
|
|
7 |
April 21 |
Child Sexual Abuse |
Kay Bussey |
|
8 |
April 28 |
Peers |
Kay Bussey |
|
9 |
May 5 |
Aggression and Bullying |
Kay Bussey |
|
10 |
May 12 |
Moral Development and Criminal Responsibility |
Kay Bussey |
|
11 |
May 19 |
Prosocial Development |
Kay Bussey |
|
12 |
May 26 |
Gender Development |
Kay Bussey |
|
13 |
June 2 |
Overview |
Kay Bussey |
Tutorial Streams
|
Day |
Time |
Room |
Name of Tutor |
|
Tuesday |
9am – 10am |
W5A 105 |
Talia Carl |
|
Tuesday |
10am – 11am |
W5A 105 |
Rhiannon Fogliati |
|
Tuesday |
4pm – 5pm |
X5B 138 |
Talia Carl |
|
Tuesday |
5pm – 6pm |
X5B 138 |
Talia Carl |
|
Thursday |
12pm – 1pm |
E7B 200 |
Rhiannon Fogliati |
|
|
|
|
|
Tutorial Schedule
|
Week |
Date |
Topic |
|
1 |
February 23 |
No tutorial |
|
2 |
March 2 |
Organizational meeting, allocation of presentation topics and tutorial preparation information |
|
3 |
March 9 |
Time to complete cross-examination experiment – do not attend tutorial |
|
4 |
March 16 |
No tutorial |
|
5 |
March 23 |
No tutorial |
|
6 |
March 30 |
Essay preparation information |
|
|
|
RECESS |
|
7 |
April 20 |
‘Parents exert very little influence over their children’s development, peers have most influence’ versus ‘Parents rather than peers exert significant influence over their children’s development’. |
|
8 |
April 27 |
‘Parents should be able to physically punish their children if they want to’ versus ‘Parents should not be allowed to physically punish their children if they want to’ |
|
9 |
May 4 |
Children are not reliable witnesses’ versus ‘Children are reliable witnesses’ |
|
10 |
May 11 |
‘Bullies are oafs’ versus ‘Bullies are skilled manipulators’ |
|
11 |
May 18 |
‘Even 7-year-olds should be held responsible for their own criminal behaviour’ versus ‘Children should be at least 14 years-of-age before they are held responsible for their own criminal behaviour’ |
|
12 |
May 25 |
Children are best brought up by two parents. The gender of the two parents does not matter versus the gender of the parents must be a male and a female for the best child outcomes. |
|
13 |
June 1 |
Discussion of Cross-examination experiment and examination preparation |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Essay
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Assessment task
- Tutorial Attendance
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
Assessment task
- Tutorial Attendance
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Tutorial Attendance
- Essay
- Exam
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Tutorial Attendance
- Essay
- Exam
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Development of Intervention and Prevention Programs: skills that enable child and adolescent development research to be used to guide intervention and prevention programs related to various aspects of children’s and adolescents’ development.
- Policy Formulation: skills to use child and adolescent development research to formulate policy.
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Methodological Understanding of Psychological Research: ability to critically evaluate the research methods used in empirical research.
- Critical Thinking Skills: ability to use critical and creative thinking, sceptical inquiry, and the scientific approach to understand conflicting positions in the child and adolescent development literature.
- Information and Technology Literacy: competence in using technological resources to obtain information on child and adolescent development.
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Essay
- Exam
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Research Skills: skills that enable the design of future research that could be conducted on topics covered in the course.
- Communication Skills: ability to communicate effectively in a variety of modes (e.g. written and oral).
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Tutorial Attendance
- Essay
- Exam
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Tutorial Attendance
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- Knowledge of Child and Adolescent Development: knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in child and adolescent psychology.
- Application of Child and Adolescent Psychology: ability to apply knowledge and principles of child and adolescent development research in various contexts (e.g. family, school).
- Sociocultural and International Awareness: recognition of individual differences in child and adolescent development and that it varies across contexts (e.g. cultural, ethnic, and socioeconomic).
Assessment tasks
- Tutorial Presentation - Oral
- Tutorial Presentation - Paper
- Tutorial Attendance