Biological and environmental contributions to typical and atypical development from infancy to adolescence.
Advanced study of typical and atypical development and factors that influence developmental
outcomes is important to many sectors in society - parents, policy analysts and practitioners.
Its particular relevance for practitioners is reflected in its inclusion as a core
competency for psychologists who aim to register as psychologists under the clinical
and educational psychology scopes of practice.
This paper addresses issues in both typical and atypical development, with an emphasis on research-informed teaching and considerations regarding the implications of knowledge of development and of research evidence for practice and policy.
|Paper title||Development and Psychopathology|
|Teaching period||Full Year|
|Domestic Tuition Fees (NZD)||$1,282.09|
|International Tuition Fees (NZD)||$5,357.07|
- Admission requires an average grade of at least B+ in 300-level PSYC papers and satisfactory performance in PSYC 311.
- Entry into Psychology 400-level normally requires a major in Psychology, a B+ average or higher in Psychology 300-level papers, and a pass in PSYC 311 Quantitative Methods. We highly recommend that students have completed PSYC 310. Students from other universities must show evidence of an equivalent level of competence.
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- More information link
- View more information on the Department of Psychology's website
- Teaching staff
- Lecturers: Professor Elaine Reese or Dr Elizabeth Schaughency
- Paper Structure
- This paper explores issues in typical and atypical development, considering the contributions
of developmental psychology and developmental psychopathology. Course material includes
topical issues affecting children and young people and current research and theory
in child psychopathology, examining each in the context of our growing knowledge of
child development and factors relating to developmental outcomes.
Internal Assessment: 60% of the final grade will consist of two pieces of written work and oral presentations in class.
- Teaching Arrangements
- Three hours on Thursdays and Fridays
- Weekly readings will be assigned from primary research material and selected book chapters.
- Graduate Attributes Emphasised
- Lifelong learning, Communication, Critical thinking, Research.
View more information about Otago's graduate attributes.
- Learning Outcomes
- The goals of this paper are
- To develop literacy in development and developmental psychopathology, a base of knowledge pertaining to development and developmental psychopathology and recognition of psychopathology within a developmental context
- To provide the context and groundwork for the development of a strong conceptual understanding of models of psychopathology (contributors and development) and the ability to think critically and scientifically about such models
- To foster curiosity about contributors to developmental outcomes, to encourage participation in research into development and developmental psychopathology and to stimulate learning from research in the field
- To promote the capacity and desire for lifelong learning around issues affecting children and young people, as critical consumers in society and/or for self-directed continuing education for career development in professional psychology
- To enhance the academic skills and other personal attributes (e.g. communication, community, ethical awareness, social responsibility) relevant to promoting the welfare of children and young people in society and required for a career in professional psychology