EDF5569 · Advanced practice in educational and developmental psychology

Overview

This unit focuses on the presentation, aetiology and recommendations for neurodevelopmental, neurocognitive, behavioural and psychological difficulties across the lifespan. You will develop the ability to identify typical and atypical development, transition and adjustment issues, learning processes, and recommendations for educational instruction. You will acquire an advanced understanding of autism spectrum disorder, attention-deficit/hyperactivity disorder, language and learning disorders, conduct disorders, dementia, anxiety and mood disorders, attachment, and traumatic stress disorders. This unit will provide you with the foundation for gathering relevant background information for psychological assessment, development and monitoring of therapeutic goals, and selection and evaluation of evidence-based recommendations for promotion of academic, social, emotional, and behavioural development.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. distinguish typical and atypical development across the lifespan in a culturally sensitive manner
2. examine neurodevelopmental, neurocognitive, behavioural, and psychological disorders
3. create developmental and culturally sensitive history questions for psychological assessment
4. select and critically evaluate therapeutic goals and recommendations for psychological intervention, including interprofessional practices.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. Semester enrolment • 24 hours of scheduled learning delivered on campus via weekly/regular directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study B. Term enrolment • 24 hours of scheduled learning delivered online via synchronous directed learning activities; and • the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.