|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
1. To present foundation concepts in psychology, incorporating development over the lifespan.
2. To provide a practical introduction to the theories of how we perceive ourselves and others and how this influences our interpretation of behaviour and situations.
3. To consider how these principles relate to clinical practice.
4. To consider the variety of contexts in which speech and language therapists work.
5. To provide students with the opportunity to observe, analyse and evaluate interactions between individuals and groups, considering the importance of the environmental context and the respective roles and personality types of the individuals.
6. To develop reporting skills and practice through writing essays, observational reports and logs, and giving short presentations.
• Cognitive Psychology
• Nature-nurture debate
• Psychology of language
• Psychology of learning
• First impressions and intuition
• Self, self-concept and self esteem
• Personality, temperament and self-presentation
• Social interaction and observing interaction
• Professional interactions
• Power balance and establishing equality in professional interactions
• Group formation and structure
• Performance and decision making in groups and observing group performance
• Roles in groups and multidisciplinary teams
Workshop on essay writing
Workshop on referencing
Understanding of the development of cognition across the lifespan
Appreciation of the role of genetics vs. the environment in typical development and in communication impairments
Understanding of theories of language acquisition
Understanding of theory around learning and how learning changes across the lifespan
Understanding of the theories of self-perception, other perception, personality and interaction.
Knowledge of the contexts in which speech and language therapists work and the factors that influence interaction within those contexts.
Understanding of the theories of group formation and performance and decision-making in groups
Ability to write well-structured essays and reports, and to cite sources and reference appropriately
Emerging ability to apply developmental norms and theory to individual patterns of development
Ability to contribute to oral presentations shared with the rest of the group
Working independently and with others
Ability to observe, analyse and evaluate interactions between individuals and groups.
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||15||2:00||30:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||6||1:00||6:00||N/A|
|Guided Independent Study||Skills practice||4||2:00||8:00||Preparation for presentations and debate|
|Scheduled Learning And Teaching Activities||Workshops||2||1:00||2:00||N/A|
|Guided Independent Study||Independent study||1||134:00||134:00||N/A|
Knowledge outcomes are addressed through lectures and guided reading/study.
Skills outcomes are addressed through essay and referencing workshops, practice at giving presentations.
Lectures to introduce and provide an overview of main topics. Practical workshop sessions to provide the students with an opportunity to observe interaction skills and the impact of inappropriate interpersonal skills. Private study encompassing reading around topic areas to consolidate knowledge. Structured observation of videos to facilitate observational skills and analysis of professional interactions.
The format of resits will be determined by the Board of Examiners
Knowledge outcomes are assessed through the essays. Skills outcomes are promoted by setting a formative essay mid-tem in semester 1 and giving feedback in good time for students to apply this in their summative essay.
Learning Log to encourage student to reflect on main knowledge outcomes from each session and to reflect on clinical applications. To encourage self-reflection and use of personal experience to supplement knowledge. Observational report to assess the main skill outcome.
Disclaimer: The information contained within the Module Catalogue relates to the 2016/17 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.