Independent Guided Study. Total Number of Study Hours Activities 24 (18 face to face + 6 online) N/A

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1 MODULE DESCRIPTOR TITLE Psychology of Social Development SI MODULE CODE CREDITS 30 LEVEL 7 JACS CODE C820 SUBJECT GROUP Psychology DEPARTMENT PSP MODULE LEADER Sue Jamison-Powell MODULE STUDY HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Placement (if applicable) Independent Guided Study Total Number of Study Hours Activities 24 (18 face to face + 6 online) MODULE AIM The module aims to develop students' critical understanding of the theory, evidence, measurement and research methodology of core topic areas within the domain of social psychology, as applied to lifespan development. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to Explain how individuals come to understand the social world around them, and the influence that the social context has on these processes across the lifespan Describe and critically evaluate the assessment tools, methodologies, and approaches used to study developmental social psychology across the lifespan Evaluate complex issues in the current literature and propose alternative hypotheses Develop autonomy in planning and preparing the assimilation and dissemination of current knowledge INDICATIVE CONTENT This module serves as an introduction to core area of social psychology, approached from a developmental perspective. Key indicative topics include basic social psychology concepts, perspectives on social developmental, social-contextual influences on social development. LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Adopting an enquiry-based approach, this module will be delivered via a number of different learning activities, including lectures, workshops, class discussions, and extra reading material and instruction online. Through guided independent study, students will have the opportunity to explore issues in differential and social development in more depth. This module will be delivered in lecture and workshop sessions, and online study guides that relate to each session. Independent and group work activities and discussions will focus on specific issues in the current social psychology literature; such activities will provide formative feedback from both peers and staff. This will be furthered by the use of BB (i.e. discussion forums, activities

2 related to further reading). Individual study, using study guides and independent reading will enable students to consolidate and extend their learning through guided reading. Students will need to complete a multi-field proforma that reflects key information required by realworld research funding proposals. ASSESSMENT TASK INFORMATION Task No.* Short Description of Task 1 Critical literature review SI Code EX/CW/PR Task Weighting % Word Count or In-module retrieval Exam available Duration** CW words N FEEDBACK Students will receive tutor and peer formative feedback on the development of their ideas through class discussion from the second week of teaching. Feedback for the summative assessments is provided within 3 weeks of submission deadline. LEARNING RESOURCES FOR THIS MODULE (INCLUDING READING LISTS) Main Text: Durkin, Kevin, Developmental social psychology: from infancy to old age, Oxford: Blackwell. Reading List: Aboud F., Children and prejudice, Blackwell. Amichai-Hamburger Y. & McKenna K.Y.A., The Contact Hypothesis Reconsidered: Interacting via the Internet. Journal of Computer-Mediated Communication, 11(3), pp Barnow S., Lucht M. & Freyberger H.-J., Correlates of aggressive and delinquent conduct problems in adolescence. Aggressive Behavior, 31(1), pp Barrett M. & Short J., Images of European people in a group of 5-10-year-old English schoolchildren. British Journal of Developmental Psychology, 10(4), pp Available at: byycov.pdf. Bartsch K., Children s use of mental state information in selecting persuasive arguments. Developmental Psychology, 36(3), pp Available at: Bartsch K., London K. & Campbell M.D., Children s attention to beliefs in interactive persuasion tasks. Developmental Psychology, 43(1), pp Bartsch K., Wright J.C. & Estes D., Young Children s Persuasion in Everyday Conversation: Tactics and Attunement to Others' Mental States. Social Development, 19(2), pp Berk L.E., Development through the lifespan. Berk, Laura E., Development through the lifespan, Boston: Pearson. Bukowski B. & Laursen William M. W.M., A Developmental Guide to the Organisation of Close Relationships. International Journal of Behavioral Development, 21(4), pp Cameron L. & Rutland A., 2006a. Extended Contact through Story Reading in School: Reducing Children s Prejudice toward the Disabled. Journal of Social Issues, 62(3), pp

3 Cameron L. & Rutland A., 2006b. Extended Contact through Story Reading in School: Reducing Children s Prejudice toward the Disabled. Journal of Social Issues, 62(3), pp Finn M. & Henwood K., Exploring masculinities within men s identificatory imaginings of first-time fatherhood. British Journal of Social Psychology, 48(3), pp Glick, Peter, The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70(3). Available at: Haslam, Nick, Dehumanization: An Integrative Review. Personality and social psychology review, 10(3). Hoff L.A., Hallisey B.J. & Hoff M., People in crisis: clinical and diversity perspectives, New York: Routledge. Available at: ew/s Hogg H. & Cooper J., Goethals G.R. (2003). Century of Social Psychology: Individuals, Ideas, and Investigations. in Hogg, Michael A. and Cooper, Joel (2007). The SAGE handbook of social psychology. The SAGE handbook of social psychology. Hogg M.A. & Vaughan G.M., 2010a. Essentials of social psychology, Upper Saddle River, N.J.: Prentice Hall. Available at: ew/s Hogg M.A. & Vaughan G.M., 2010b. Essentials of social psychology, Upper Saddle River, N.J.: Prentice Hall. Available at: ew/s Hogg M.A. & Vaughan G.M., 2010c. Essentials of social psychology, Upper Saddle River, N.J.: Prentice Hall. Available at: ew/s Hogg M.A. & Vaughan G.M., 2011a. Social psychology, Harlow: Prentice Hall. Available at: ew/s Hogg M.A. & Vaughan G.M., 2011b. Social psychology, Harlow: Prentice Hall. Available at: ew/s Hogg M.A. & Vaughan G.M., 2011c. Social psychology, Harlow: Prentice Hall. Available at: ew/s Hughes C. & Leekam S., What are the Links Between Theory of Mind and Social Relations? Review, Reflections and New Directions for Studies of Typical and Atypical Development. Social Development, 13(4), pp John O.P., Robins R.W. & Pervin L.A., 2008a. Handbook of personality: theory and research. Available at: John O.P., Robins R.W. & Pervin L.A., 2008b. Handbook of personality: theory and research. Available at: Ladd G.W., PEER RELATIONSHIPS AND SOCIAL COMPETENCE DURING EARLY AND MIDDLE CHILDHOOD. Annual Review of Psychology, 50(1), pp

4 Leman P.J. & Lam V.L., 2008a. The Influence of Race and Gender on Children s Conversations and Playmate Choices. Child Development, 79(5), pp Leman P.J. & Lam V.L., 2008b. The Influence of Race and Gender on Children s Conversations and Playmate Choices. Child Development, 79(5), pp Maltby, John, Day, Liz, and Macaskill, Ann, Personality, individual differences, and intelligence. Mikami A.Y., Boucher M.A. & Humphreys K., Prevention of Peer Rejection Through a Classroom-Level Intervention in Middle School. The Journal of Primary Prevention, 26(1), pp Monteiro M.B., de França D.X. & Rodrigues R., 2009a. The development of intergroup bias in childhood: How social norms can shape children s racial behaviours. International Journal of Psychology, 44(1), pp Monteiro M.B., de França D.X. & Rodrigues R., 2009b. The development of intergroup bias in childhood: How social norms can shape children s racial behaviours. International Journal of Psychology, 44(1), pp Myers D.G., 2012a. Social psychology, New York: McGraw-Hill Higher Education. Myers D.G., 2012b. Social psychology, New York: McGraw-Hill Higher Education. Nesdale D. et al., 2005a. Group Norms, Threat, and Children s Racial Prejudice. Child Development, 76(3), pp Nesdale D. et al., 2005b. Group Norms, Threat, and Children s Racial Prejudice. Child Development, 76(3), pp Reynolds K.J. & Turner J.C., Individuality and the prejudiced personality. European Review of Social Psychology, 17(1), pp Rogers, Timothy B., The psychological testing enterprise: an introduction Rose-Krasnor L., The nature of social competence: a theoretical review. Social development (Oxford, England), 6(1). Schaffer H.R., 2006a. Key concepts in developmental psychology, London: SAGE. Schaffer H.R., 2006b. Key concepts in developmental psychology, London: SAGE. Schaffer H.R., 2006c. Key concepts in developmental psychology, London: SAGE. Sentse M. et al., Rejection and Acceptance Across Contexts: Parents and Peers as Risks and Buffers for Early Adolescent Psychopathology. The TRAILS Study. Journal of Abnormal Child Psychology, 38(1), pp Towns A.J. & Adams P.J., Staying quiet or getting out: Some ideological dilemmas faced by women who experience violence from male partners. British Journal of Social Psychology, 48(4), pp Trentacosta C.J. & Shaw D.S., Emotional self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30(3), pp Turner R.N. et al., 2007a. Reducing prejudice via direct and extended cross-group friendship. European Review of Social Psychology, 18(1), pp Turner R.N. et al., 2007b. Reducing prejudice via direct and extended cross-group friendship. European Review of Social Psychology, 18(1), pp Turner R.N. & Brown R., 2008a. Improving Children s Attitudes Toward Refugees: An Evaluation of a School-Based Multicultural Curriculum and an Anti-Racist Intervention. Journal of Applied Social Psychology, 38(5), pp Turner R.N. & Brown R., 2008b. Improving Children s Attitudes Toward Refugees: An Evaluation of a School-Based Multicultural Curriculum and an Anti-Racist Intervention. Journal of Applied Social Psychology, 38(5), pp Verkuyten M., Multicultural recognition and ethnic minority rights: A social identity perspective. European Review of Social Psychology, 17(1), pp

5 SECTION 2 MODULE INFORMATION FOR STAFF ONLY MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE Y EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2017 MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 01/ /2018 Is timetabled contact time required for this module? Y Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below N What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Indicate how the module will be marked *Overall PERCENTAGE Mark of 40% Y *Overall PASS / FAIL Grade N *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment N strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Sub-task / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FINAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handedin? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) Task No. 1 NON-STANDARD ASSESSMENT PATTERNS MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. NB: Non-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.

6 REVISIONS April 2017 July 2017 DB1PS DB3PS