Lifespan and Psychological Development
| Code | School | Level | Credits | Semesters |
| MEDS5001 | School of Medicine | 5 | 30 | Autumn UK |
- Code
- MEDS5001
- School
- School of Medicine
- Level
- 5
- Credits
- 30
- Semesters
- Autumn UK
Summary
In this module students are introduced to a developmental perspective that tracks an individual across the lifespan, taking account of the diversity of different developmental trajectories. The module consolidates knowledge and skills acquired in previous modules by framing these within the evolving challenges faced by individuals as they progress from birth to old age. The module complements the adult focus of CPS and TWI by emphasising common clinical problem presentations of infants, children, adolescents and older adults.
Relationship to External Bodies Approved by Health & Care Professions Council. Accredited by British Psychological Society.
Target Students
Students registered on the Doctorate in Clinical Psychology.
Classes
- One 4-hour-30-minute lecture each week for 6 weeks
- Five 4-hour-30-minute lectures each week for 2 weeks
Learning in this module is delivered through lectures, student led and tutor led seminars, skills workshops, role-plays, reflective practice groups, clinical presentations, group and individual tutorials, personal study and group learning.
Assessment
- 100% Presentation: Formal presentation
Assessed by end of autumn semester
Educational Aims
The aims of this module are to impart to students a lifespan and developmental perspective which expands their knowledge, skills and experiences acquired with adults of working age. The module teaches students about common problems across the lifespan and encourages consideration of different developmental stages as they affect an individual’s presentation. The module extends students’ appreciation of issues of diversity, enhances their competence in applying their knowledge and skills to different client groups and introduces them to the challenge of applying clinical psychology in a wider range of contexts, such as families and institutions.Learning Outcomes
Knowledge and understanding of:
· human development at all stages of life including death and dying.
· the different manifestations of clinical problems as mediated by age.
· common problems of infancy, childhood and adolescence.
· common problems which are a function of developmental transitions such as separation and
individuation, coping with disability, forming, maintaining and dissolving relationships, parenting, retirement, infirmity, role changes, dementia, decline and death.
· developmental factors influencing the design, choice and implementation of viable clinical interventions with individuals, taking full account of client preferences, individual needs, resources, diversity issues and taking into account the impact of family and institutional settings.
Intellectual skills:
· A thorough critical understanding of developmental factors within clinical psychology.
· The ability to critique and synthesise information from competing developmental literatures and systemic and EBP evidence-based models.
· The capacity to apply such understanding creatively to specific clinical problems at both ends of the age range.
Professional and Practical skills – the ability to:
· Creating an individualised treatment programme including assessment, formulation, planning,
intervention and evaluation at both ends of the age range.
· Retaining an individual client focus and maintaining clarity as to who the clients are and how their
differing needs can best be met, if appropriate in the face of competing demand from families, agencies and institutions involved in the care of the client.
· Negotiating a therapeutic contract with the identified clients and/or which is in their best interest using a clear and defensible rationale for the position adopted.
· Recognising how interventions are limited by developmental factors and knowing when to withdraw.
· Reflecting on developmental issues and their personal impact.
Transferable skills:
· Awareness of, and sensitivity to, ageing and developmental issues.
· Advanced ability to transfer knowledge and skills across the age range.
· Advanced written skills to communicate complex concepts effectively to both expert and lay audiences.
· Using advanced academic skills to critique and synthesise existing information and creating new
knowledge and applying this to unfamiliar or novel situations.
Conveners
- Sarah Wilde