SHE Level 6
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MDC824557
Module Leader Lindsey Burns
School School of Health and Life Sciences
Subject Psychology
  • A (September start)-B (January start)

Pre-Requisite Knowledge

Consultancy and Training in Applied Psychology 2

Summary of Content

This module synthesises many of the themes of the programme in the form of an exploration of life-span development, focusing on the range of factors influencing the individual at different points of the life-span and considering these in terms of their implications for theory and practice. The module will commence with an exploration of theories of life-span development and critically evaluate these in terms of the possibilities they offer as an organising framework for applied psychology. It will then progress onto an exploration of the challenges and opportunities presented by different patterns and stage in life, focusing in particular upon childhood and adolescence, the development and evolution of relationships, families and family life, aging and transition, and finally the move into old age and toward death. Each of these elements will be explored in terms of the implications they present for theory and practice, and common issues and dilemmas associated with them critically examined in depth. One focus for this will be the issue of addictions and addictive behaviour, which will be explored in terms of a life-span model attending specifically to the demands and challenges of the local Scottish context. This exploration will provide a 'working example' of the multiplicity of themes relevant to applied psychology theory and practice as well offer an important link to the social context of the programme


The module will explore the following topics: -360b7 Psychological theories of life-span development; -360b7 Narrative and social constructionist approaches to the life-course; b7 The role of the life-span in applied psychology; b7 Applied with children and young people; b7 Applied psychology with couples and families; b7 Applied psychology and transition; b7 Applied psychology with older adults; b7 Addictions and the Scottish Context b7 Applied psychology and common presenting problems.

Learning Outcomes

On completiojn of this module students should be able to:1. Critically evaluate theories of life span development and transition, and their relevance to applied psychology theory and practice;2. Critically appraise key issues arising from childhood and adolescence, and their relevance to applied psychology theory and practice;3. Critically discuss key issues arising from relationships and family systems, and their relevance to applied psychology theory and practice;4. Critically evaluate key issues arising from old-age, and their relevance to applied psychology theory and practice;5. Critically reflect on a range of psychological difficulties, in terms of their relationship to applied psychology theory and practice.

Teaching / Learning Strategy

The module will be delivered via a programme of interactive workshops, integrating themes on different modalities (i.e. working with families) from Professional Development in Applied Psychology 3. The latter part of the module, focusing on common presenting problems will be primarily student-led in terms of content and focus to support students' in determining and meeting their development needs as practitioners.

Indicative Reading

-360b7 American Psychiatric Association. (2005). DSM-IV-TR: Diagnostic and Statistical Manual of Mental Disorders , 4th Ed., text revision. Washington, DC: APA. b7 Goudie, F. (2003). Psychological therapy with older adults. In Woolfe, R. et al. Handbook of counselling psychology . London: Sage b7 Lachman, M. (2001). Handbook of mid-life development . New York: Wiley. b7 Levinson, D. J. (1996). The seasons of a woman's life . New York: Random House. b7 O Leary, C. (1999). Counselling couples and families: A person-centred approach . Sage: London. b7 Mooeney, C. G. (2000). Theories of childhood: An introduction to Dewey, Montessey, Erickson, Piaget, and Vygotsky. Readleaf: New York. b7 Maybe, J. & Sorenson, B. (1995). Counselling young people . Open University Press; Milton Keynes. b7 Pita, D. (2004) Addictions counselling . New York: Crossroad Publishing. b7 Rogers, C. (1967). On becoming a person . London: Constable. Reading lists will be updated on an annual basis with reference to relevant peer reviewed journals.

Transferrable Skills

Literature searching; problem solving; collaborative working; presentation skills; advanced communication and writing skills; creativity and innovation; critical thinking; time management; critical dialogue .

Module Structure

Activity Total Hours
Practicals (PT) 42.00
Assessment (FT) 30.00
Practicals (FT) 42.00
Assessment (PT) 30.00
Independent Learning (FT) 228.00
Independent Learning (PT) 228.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 1.00 50.00 50% Oral presentation
Coursework 2 1.00 50.00 50% Client study and process report