PL2S130 - Developmental and Social Perspectives on Identity 01 Sep 2023 - 31 Aug 2027 | Version 4
Associated Module Information
| Module Code: | PL2S130 | ||
|---|---|---|---|
| Module Title: | Developmental and Social Perspectives on Identity | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Psychology | ||
| Faculty Sub Group: | Youth and Community | ||
| Module Leader: | Mary O'Connell | ||
| Module Team: | Klara Price, Leigh Attwood, Kirsty Richards, Alexis Jones, Dan Bowers, William Price | ||
| First Intended Intake: | SEP 2018 | Final Year of Intake: | 2023 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100497 - psychology | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 4 |
|---|---|
| Valid From | 01 Sep 2023 |
| Valid To | 31 Aug 2027 |
Module Aims
To enable students to gain a deep critical appreciation of current debates in social and developmental psychology.
Content Summary
This module will address cutting edge topics in social and developmental psychology with a key focus on identity. This will include the Social Identity Approach; including Social Identity Theory & Self-Categorisation Theory
The importance of context as a driver for Social Identity Theory. Measurement and formation of identity and its links to behaviour. Motivational processes and the impact of identity for well-being. This module will also cover identity in the context of lifespan development; including Marcia’s identity process model, Erikson’s lifespan approach to identity development and questions of identity transition as seen, for example in adolescence or midlife. This will provide scope to explore the final topic of this module; namely the wider context in which development occurs such as family, school and peer contexts. These will be explored with specific reference to well-being and culture. A series of directed study activities, seminar tasks and formative assessment opportunities will support students’ progress towards summative assessments.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Practical classes and workshops | 36 |
| Independent Study | 100 |
| Directed Study | 64 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically appraise current debates in social and developmental psychology |
| LO2 | Evaluate and reflect on the role of context in social and developmental psychology. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Essay 1 | Written essay with a choice of titles on key topics in social or developmental psychology. | 0 | 1500 | 50 | No | 40 |
| Synchronous Online Assessment | Classroom Test - Time Constrained (Online) 1 | Classroom test made up of MCQs and short answer essay questions. | 60 | N/A | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Essay 1 | ✔ | ✔ | |
| Classroom Test - Time Constrained (Online) 1 | ✔ | ✔ | |