PYN611 Psychobiological Models of Lifespan Development: Implications for Wellness and Disability

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Human development is among other things, an embodied process. In this unit students will take an indepth exploration of the ways in which human biology underpins and interacts with psychological, social and cultural processes to effect developmental outcomes and human adaption or learning. Areas of study will include, but are not limited to: genetic influences, the nature and role of neural systems, the impacts of environment and experienceon the biolgoical substrate, and the aging process in human development.

Learning Outcomes

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

1. Critically evaluate the role of biological influences in human development and on adaptive learning outcomes.
2. Describe and critically analyse how the complex concepts discussed have relevance to applied practice with persons across the lifespan.
3. Clearly articulate the concepts of translation science and their significance for future professional practice and identity.
4. Critically define the limits, controversies, and emerging areas in this field of study to ensure ethical application and translation of emerging knowledge.

Content

Learning Approaches

This unit will consist of face to face lectures where a variety of learning approaches will be utilised, including lecturestyle presentation of content, discussion based learning, and online activities and exercises to complement in class learning.

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 their knowledge, skills and competencies so they are able 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

Feedback on all assessment will receive feedback from academic teaching staff.  Class discussions and activities will create opportunities for students to engage with concepts to allow validation of understanding.

Assessment

Overview

Assessment in this unit is intended to allow you to express your developed knowledge of advanced ideas, as well as your capacity to translate these to relevant audiences that you may provide professional services to.

How your grade will be determined:

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

At the end of semester, marks for individual items will be summed to determine your overall percentage.

Your grade will then be determined based on the following grade parameters: 

7 – 85 – 100% 

6 – 75 – 84% 

5 – 65 – 74% 

4 – 50 – 64% 

3 – 40 -49% 

2 – 25 – 39% 

1 - <25% 

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. From time to time there are errors made in marking (for example, mistakes in adding up or missing sections of a submission). If you find such errors, you should approach the unit coordinator immediately. 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: Short Theory Essay

You are required to identify an area of controversy in one of the areas of developmental psychobiological science and to present a critical discussion of the issues. The paper should identify the nature of the controversy, implications for practitioners, potential risks posed to the public, including ethical issues and considerations for vulnerable populations. Suggestions for resolutions to the controversy such as practice guidelines and/or future research directions should also be presented.

This is an assignment for the purposes of an extension.

Assessment: Translational Case Example

In this second brief paper the student is required to take one of the areas studied in the unit (but the not same area as chosen for assignment and use a de-identified case to describe how the learning obtained in the unit has enhanced their understanding of the case and the practice implications these concepts have highlighted. Elements related to assessment, intervention and communication with the client should be identified.

This is an assignment for the purposes of an extension.

Assessment: Webinar

In small groups (maximum of three depending on class size) students are to prepare an 'online' practical webinar suited to posting on Canvas as a resource for their peers in the class. A list of topics will be provided in Week 1 for students to select. The assessment will require students to demonstrate an ability to communicate in a clear way their understanding of complex issues, highlighting the translation of research into practice, and the ability to work together as a team to create a practical resource for colleagues.

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.

Resources

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

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, ULO3, ULO4, Short Theory Essay, Webinar
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, ULO4, Translational Case Example, Webinar
3. Plan, undertake and disseminate research in complex real world situations from diverse perspectives, demonstrating a high level of personal autonomy and accountability relevant to professional practice, .
   Relates to: ULO4
4. 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, Translational Case Example, Webinar
5. 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: Webinar