PSY8044 : Advanced Topics in the Neurodiversity of Development
PSY8044 : Advanced Topics in the Neurodiversity of Development
- Offered for Year: 2024/25
- Module Leader(s): Dr Helen St Clair-Thompson
- Owning School: Psychology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module aims to provide an advanced understanding of the neurodiversity of development, focusing on the origins of neurodiversity (e.g. genetic or non-genetic basis), and the way it can affect psychological functioning (e.g. cognition and behaviour).
The module therefore aims to:
- Introduce students to the main methods used in the psychological study of neurodiversity, and the main methods used for assessing and diagnosing neurodiverse conditions.
- Enable students to understand some key characteristics, abilities and behaviours that are observed in neurodivergent populations.
- Enable students to compare and contrast the psychological profiles of neurodivergent individuals.
Outline Of Syllabus
Students will cover a broad range of topics; including assessment, diagnosis, and interventions for neurodivergent individuals and also cover a range of theories related to the characteristics, cognition and behaviour that are seen in neurodivergent populations.
Learning Outcomes
Intended Knowledge Outcomes
At the end of the module students should be able to:
- Understand and evaluate the methods used to study neurodivergence
- Understand and evaluate the methods used in the assessment and diagnosis of neurodivergence
- Synthesise information collated about a variety of neurodiverse populations
- Appreciate the diagnostic / educational / intervention / personal impacts of neurodivergence
- Comment critically on research exploring the psychological perspectives of neurodivergence
- Reflect on how theories of typical development may be impacted upon by atypical pathways
Intended Skill Outcomes
At the end of the module students should be able to:
- Critically evaluate theories that have been proposed to account for neurodivergent conditions
- Produce an academic poster about assessment and measurement in neurodiversity.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 66:00 | 66:00 | Preparation and completion of assessments |
| Scheduled Learning And Teaching Activities | Lecture | 11 | 2:00 | 22:00 | Present in person interactive lectures |
| Structured Guided Learning | Structured research and reading activities | 11 | 2:00 | 22:00 | Reading papers on Canvas, completing formative quizzes for each topic |
| Guided Independent Study | Independent study | 1 | 90:00 | 90:00 | Revising and exploring lecture notes and reading. |
| Total | 200:00 |
Teaching Rationale And Relationship
Interactive lectures will be held every week. Students will be expected to engage in structured research and reading to supplement the lectures, and to complete activities and formative quizzes on Canvas. Students will be required to engage in independent study and reading to supplement the material presented in lectures, and to prepare for and complete their assessments.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 75 | Coursework essay, 3,000 words |
| Poster | 2 | M | 25 | Students will individually produce a poster about assessment methods for a neurodivergent condition |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 2 | M | Quizzes made available on Canvas |
Assessment Rationale And Relationship
There will be 2 forms of assessment for this 20 credit module. 25% of the overall grade for this module will come from a poster, focusing on the more practitioner based module aim (methods of assessment and diagnosis). Students will be expected to research assessment methods, find relevant examples, and create a poster.
75% of the overall grade for this module will come from completion of a 3,000-word essay. This essay title will be given mid-module and the work will be submitted in the final teaching week of the module. The essay will cover theories related to a particular neurodivergent population, and students will be given a choice in terms of the theories and the population they focus on.
Formative assessments will include quizzes made available on Canvas, students will also be able to engage in group discussions about topics and their assessments.
These methods of assessment support student learning by encouraging wider reading / critical analysis skills and assimilation of arguments based on theory and evidence.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSY8044's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PSY8044's past Exam Papers
General Notes
N/A
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The information contained within the Module Catalogue relates to the 2024 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 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.