PYN607 Development and Disability

Unit Outline: Semester 2 2024, Kelvin Grove, Internal

Overview

This unit introduces a systemic understanding of learning and development across the lifespan. It is important for psychologists to understand typical development and learning processes, and to be able to recognise the influences of genetic, neurobiological, ecological, and cultural factors on client presentation, particularly as it applies to disability. You will develop a comprehensive understanding of learning processes, developmental concepts, strengths-based practice, and social-contextual factors that impact client presentation across the lifespan. You will learn about assessment of learning difficulties and differential diagnosis of the main neurodevelopmental disorders outlined in the DSM-5-TR. This unit will also equip you to communicate information and feedback to people with disability and their families.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Articulate developmental concepts and analyse their relationship to disability.
2. Identify important social, cultural and contextual influences in the lives of people with disability.
3. Communicate sensitive information in a clear and respectful manner for people with disability and their support people.
4. Competently describe best practice in terms of assessment and differential diagnosis of learning and developmental disabilities.
5. Critically evaluate intervention options to enhance positive outcomes in people with learning difficulties and developmental disability

Content

Learning Approaches

The unit comprises a series of lectures which include practical demonstrations, workshop activities, discussions of case study material, and may also involve student presentations.

PY18 and PY19 course design is intentionally blended to purposefully integrate active face-to-face learning experiences with blended/online learning experiences across the course consistent with the course learning outcomes, cohort needs and discipline professional practices. Canvas is used within this unit to inform and enhance your learning. All unit material required for learning and completing assessment is included online through Canvas. Additional readings and resources such as web links and video material is also posted where appropriate to expand your ability to advance your knowledge in the unit's subject matter.

A key aim of the unit and course is to support (provisional) psychologists in developing the knowledge, skills and competencies to provide the best quality care for their clients. Underlying this aim, and in line with registration guidelines, is a focus on ensuring the public's safety.

Feedback on Learning and Assessment

In class activities will provide opportunity for individual and group reflection on your own developing skills. You will also receive written feedback on your submitted assignments that will enable you to develop your skills and knowledge progressively across the semester.

Assessment

Overview

Assessment in this unit is both formative and summative. Formative assessment involves feedback on your assessment items.  Summative assessment consists of tests, in-class presentations and written handouts. Specific criteria for each piece of assessment will be discussed in Week 1.

How your grade will be determined:

You will receive a numerical mark for each individual assessment item in PYN607.  Feedback will be provided on the assignment according to the criteria and standards provided in the rubric. 

Note that prior to release of marks, the unit coordinator undertakes a moderation process to ensure that criteria and standards have been applied consistently and fairly. Actively reading the feedback provided will enhance your learning success. Final grades are not confirmed until reviewed by the relevant Faculty Assessment Committee and approved by the Executive Dean at the completion of each teaching period.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Seminar Presentation

Either individually or in small groups, you will be assigned one of the diagnoses covered in PYN607, and will deliver a presentation on a topic relating to either assessment/diagnosis, or intervention/treatment, that will serve as professional development for your colleagues when they are working with clients who may have the assigned diagnosis. You must critique the literature and research evidence behind your topic, and apply this information as a guideline for applied practice. In addition to the presentation, you will provide your presentation slides and a reference list as handouts for the class. 

Assessment: Written Task: Disability Handout

You will be allocated a specific disability to research, and will produce a 1500 word written handout presenting information about that disability. The handout will include an accurate overview of the disability, how it is diagnosed, variations among presentations of the disability, intervention options, and where to find support. The handout should be written in plain English, presented in an easy-to-read format, and intended for families of people who have recently been identified with this disability. The style should be informative and respectful, and reflect your understanding of human diversity, strengths-based practice, and the social context of disability.  

This is an assignment for the purposes of an extension.

Assessment: Exam

A total of 50% of your grade will come from an open book examination. Questions will be based on professional application of the content from lectures and associated readings, and will require short answer responses.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Requirements

Registration (provisional or general) with the Psychology Board of Australia is required.

Resources

Resource Materials

Prescribed text(s)

American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (Fifth Edition - Text Revision). American Psychiatric Association.10.1176/appi.books.9780890425787

Reference book(s)

Batshaw, Roizen & Pellegrino. (2019) Children with Disabilities 8th Ed. Brookes Publishing

Sattler, J. (2014) Foundations of behavioral, social and clinical assessment of children (6th Ed.)  Jerome Sattler

Risk Assessment Statement

You should be aware that some content in this unit may be confronting to certain audiences. Please exercise your own discretion when participating in classroom activities or discussions. The QUT Student Counselling service is also available and free of charge to all QUT students.

Course Learning Outcomes

PY18 Master of Clinical Psychology

1. Apply advanced and specialised knowledge of Clinical Psychology to plan, assess, treat and manage clients with mental disorders and conditions, across the lifespan and from a range of backgrounds, including accessing, evaluating and utilising digital health information.
   Relates to: ULO1, ULO2, ULO5
2. Engage in the development and evaluation of evidence-based interventions, using advanced critical thinking and decision making skills, applying professional values and reflective practice to inform culturally safe and effective intra- and inter-professional collaboration with a wide range of stakeholders.
   Relates to: ULO2, ULO4, ULO5
3. Promote and practice effective written, oral and digital communication to analyse and convey complex information and build productive professional relationships.
   Relates to: ULO3
4. Deliver Clinical Psychology services with a high degree of professionalism and reflective practice.
   Relates to: ULO3

PY19 Master of Psychology (Educational and Developmental)

1. Critically evaluate and apply theories of psychology and evidence-based knowledge and skills applicable to the professional practice of educational and developmental psychology, adhering to contemporary professional practice standards.
   Relates to: ULO1, ULO2, ULO5, Seminar Presentation, Exam
2. Formulate approaches for engaging in critical thinking. decision making and reflective practice, drawing on cognitive, technical and creative skills, to identify and implement contemporary evidence-based intervention and assessment strategies in varied contexts that reflect culturally safe and responsive practice.
   Relates to: ULO2, ULO3, ULO4, ULO5, Exam
3. Access, evaluate, and utilise relevant psychological information that informs and assists in intra- and inter-professional collaboration with a range of audiences and contexts that demonstrates creativity and initiative as an educational and developmental psychologist.
   Relates to: ULO3, ULO4, Written Task: Disability Handout
4. Promote and practise effective written, oral and digital communication to analyse and convey complex information and build productive professional relationships across diverse stakeholders.
   Relates to: ULO3, Seminar Presentation, Written Task: Disability Handout