Module Details
| Module Code: |
PSYC6006 |
| Title: |
Psychology for Social Care
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Long Title:
|
Psychology for Social Care
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| NFQ Level: |
Fundamental |
| Valid From: |
Semester 1 - 2024/25 ( September 2024 ) |
| Field of Study: |
3110 - Psychology
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| Module Description: |
This module is designed to enable the student to develop a body of theoretical and research knowledge on the psychology of human development from birth to old age and it's application in the social care context.
It aims to introduce students to the language of psychology. It will familiarise students with different perspectives in psychology and help students understand how psychology is applied at a simple level. Students will learn the principles and applications of scientific inquiry, the research process and will gain practical experience of conducting observational research.
Students will be introduced to the competing theoretical approaches to social, cognitive, personality, intellectual and moral development.
This module maps to the Standards of Proficiency for Social Care Workers from within the following domains:
Domain 1: Professional Autonomy and Accountability
Domain 2: Communication, Collaborative Practice and Teamworking
Domain 3: Safety and Quality
Domain 5: Professional Knowledge and Skills
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Demonstrate an understanding of the principles and applications of the scientific method and related ethical considerations as they apply to evidence-informed practice. (Domains: 1.15, 2.6, 2.17, 3.2, 3.3, 5.1, 5.5, 5.6, 5.10, 5.12) |
| LO2 |
Demonstrate a basic understanding of the theoretical approaches to social, cognitive, personality, intellectual and moral development across different contexts and within different cultures. (Domain: 5.1, 5.4, 5.7) |
| LO3 |
Understand the debates in psychology as they relate to professional practice. (Domain: 5.1, 5.4, 5.6, 5.7) |
| LO4 |
Describe the origins, measurement and consequences of individual psychological differences. (Domain: 5.1) |
| LO5 |
Demonstrate their ability to apply the principles of humanistic and person-centered approaches to working with individuals in a Social Care work context. (Domains 1.23; 2.2; 4.4; 5.4, 5.8, 5.13, 5.19) |
| Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
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| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
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| No requirements listed |
| Indicative Content |
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The nature of psychological research: relevance to evidence based prac
• Overview of the scientific method. (Domain: 5.5)
The research process: observation; theory; hypothesis-testing. (Domain: 5.5)
Ethical Considerations including obtaining informed consent. (Domain: 1.15)
Research designs: observational, correlational, experimental. (Domain: 5.6, 5.10)
Conducting an observation. (Domains: 1.15, 2.6, 2.17, 3.2, 3.3, 5.10, 5.12)
Relevance to informed evidence based social care work practice and SKIP Model. (Domain: 5.1, 5.5)
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Theories of cognitive development
• Introduction to Piaget Cognitive Development Stage Theory and Vygotsky• s Socio-cultural Theory of Cognitive Development. (Domain: 5.1, 5.4, 5.6, 5.7)
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Theories of social and moral development
• Introduction to Erikson and Kohlberg Theories. (Domain: 5.1, 5.4, 5.7)
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Personality
• Theories: Trait • factor, Psychodynamic, Learning (social and behaviourist) , Humanistic, Cognitive (Domain: 1.23, 2.2, 4.4, 5.1, 5.4, 5.7, 5.8, 5.13, 5.19)
Influences on personality development:
Genetic influences & evidence. (Domain: 5.1, 5.4)
Environmental influences, evidence and impact on life outcomes. (Domain: 5.1, 5.7)
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Intelligence
• Nature and definition. (Domain: 5.1)
Measurement Influences:
Genetic influences & evidence. (Domain: 5.4)
Environmental influences, evidence & impact on life outcomes. (Domain: 5.4)
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Module Content & Assessment
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| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
| Special Regulation |
| Students are required to achieve a mark of 40 % or greater in each assessment component to pass the module. |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
3.00 |
3 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Small group work |
Every Week |
1.50 |
1.5 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Assigned Reading |
Every Week |
2.50 |
2.5 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
4.50 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lecture |
Every Week |
2.00 |
2 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Small group work |
Every Week |
1.00 |
1 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Assigned Reading |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
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Module Resources
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| Recommended Book Resources |
|---|
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Richard D. Gross. (2015), Psychology: the Science of Mind and Behaviour, 7th Ed. [ISBN: 1471829731].
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Nigel Benson and Catherine Collin. (2011), The Psychology Book, DK, UK, [ISBN: 0756689708].
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Andrew M. Colman. (2015), A Dictionary of Psychology, OUP Oxford, UK, [ISBN: 0199657688].
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John W. Santrock. (2018), Life-span Development, 17th Ed. [ISBN: 978-1259922787].
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Grace J. Craig, Wendy L. Dunn. (2006), Understanding Human Development, Prentice Hall, p.698, [ISBN: 0131710303].
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Gerald Corey, Marianne Schneider Corey. (2003), Becoming a Helper, Brooks Cole, p.0, [ISBN: 0-534-35614-1].
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Graeme Burton, Richard Dimbleby. (2006), Between Ourselves, Bloomsbury Academic, p.288, [ISBN: 978-0-340-809532].
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Tom O'Connor, Mike Murphy. (2006), Social Care in Ireland, 15, [ISBN: 0954573641].
| | Supplementary Book Resources |
|---|
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Nóirín Hayes. (2005), Early Childhood, 3rd Ed. Gill & MacMillan, p.229, [ISBN: 0717139328].
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Michael W. Eysenck. (2013), Simply Psychology, 3rd Ed. [ISBN: 978-1848721029].
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Nick Hayes. (2009), Teach Yourself Psychology, Teach Yourself, US, [ISBN: 0071621016].
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
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Website, Barnardos,
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Journal, Developmental Psychology, APA.
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Journal, British Journal of Developmental
Psychology (BJDP).
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