Module Details
| Module Code: |
PSYC7001 |
| Title: |
Family Psychology
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Long Title:
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Family Psychology
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| NFQ Level: |
Intermediate |
| Valid From: |
Semester 1 - 2023/24 ( September 2023 ) |
| Field of Study: |
3110 - Psychology
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| Module Description: |
This module will cover psychological perspectives and research on the family. Family systems theory, attachment theory and family psychology will be used to explore family dynamics, functioning and dysfunction. Research and statutory inquiry reports will be used to foster student evidence informed practice.
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| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Discriminate attachment styles and attachment related behaviour in both children and adults.
Domains (2.17; 5.1; 5.7) |
| LO2 |
Identify and evaluate how familial relationships develop and breakdown.
Domains (2.12; 2.17; 3.7; 5.1; 5.7, 5.8, 5.9) |
| LO3 |
Psychologically analyse family functioning and dysfunction.
Domains (1.23; 2.17; 5.1; 5.4; 5.7) |
| LO4 |
Assess family functioning, needs and strengths from a systemic perspective and other frameworks anchored in an evidence-based approach.
Domains (1.23; 2.17; 3.2; 3.6; 3.9; 5.1, 5.7) |
| LO5 |
Formulate how best to work with and support families experiencing difficulties, in partnership with them as well as other professionals and informed by evidence to enhance professional practice skills.
Domains (1.2; 1.3; 1.5; 1.6; 1.8; 1.21; 1.23; 2.17; 3.1; 3.6; 3.9; 4.1; 5.1; 5.7) |
| 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 Family Unit
What is 'a family' in contemporary Ireland? Blended families. Separated and divorced parents. Motherhood, fatherhood, and grandparenthood. Roles, rules, and rituals. Child abuse, family strengths. Domestic violence.
Domains (1.23; 2.17; 3.6; 3.9 5.1, 5.7)
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Psychological Perspectives on the Family
Attachment theory. Resilience. Coercion theory. Features of family functioning and dysfunction. Family values. Parenting styles. Positive parenting. Disciplinary styles. Systems theory. Co-dependency. The family life path. Family shadows. Family assessment.
Domains (1.2; 1.3; 1.5; 1.6; 1.8; 1.21; 1.23; 2.17; 3.1; 3.2; 3.6; 3.9; 4.1; 5.1; 5.4; 5.7; 5.8; 5.9)
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Case Studies
Case studies of statutory child abuse reports as well as attachment case studies. Parenting skills. Working effectively with families as a social care professional in a multidisciplinary team incorporating a partnership approach, family assessment and support. The Meitheal model. Challenges faced and supports offered to professionals in family work.
Domains (1.2; 1.3; 1.5; 1.6; 1.8; 1.21; 1.23; 2.12; 2.17; 3.1; 3.2; 3.6; 3.7; 3.9; 4.1; 5.1; 5.4; 5.7)
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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 |
Family Psychology |
Every Week |
4.00 |
4 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Workshop applying theory to practice and using case studies |
Every Week |
1.50 |
1.5 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Guided reading |
Every Week |
1.50 |
1.5 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
5.50 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Family Psychology |
Every Week |
2.00 |
2 |
| Lecturer-Supervised Learning (Contact) |
Contact |
Worskop applying theory to practice and using case studies |
Every Week |
1.00 |
1 |
| Directed Learning |
Non Contact |
Guided 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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Susan McKay. (1998), Sophia's Story, Gill & Macmillan, Dublin, [ISBN: 0717127974].
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Houses of the Oireachtas. (1996), Interim report of the joint committee on the family.: Kelly, a child is dead., Stationary Office, Dublin, [ISBN: 070762407X].
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South Eastern Health Board. (1993), Kilkenny Incest Investigation, Stationery Office, Dublin, [ISBN: 0707602858].
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O'Connor T. & Murphy, M.. (2005), Social Care In Ireland, CIT Press, p.388, [ISBN: 0954573641].
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Howard, N. & Lyons D.. (2014), Social Care: Lessons from Practice, 1st. 8,14,15,16, Gill and Macmillan, Dublin, [ISBN: 9780717159697].
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Bray J. & Stanton M.. (2009), The Wiley-Blackwell Handbook of Family Psychology, Wiley Blackwell, Malden MA, [ISBN: 978111834464].
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Cassidy J. & Shaver P.. (2008), Handbook of Attachment, Guilford Press, New York, [ISBN: 160623028X].
| | Supplementary Book Resources |
|---|
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O'Doherty C. & Jackson, A.. (2015), Learning on the Job: Parenting in Modern Ireland, Oak Tree Press, Cork, [ISBN: 9781781191873].
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David Howe. (1995), Attachment Theory for Social Work Practice, Macmillan, Basingstoke, [ISBN: 0333625617].
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Howe, D., Brandon,M. & Hinings, D.. (1999), Attachment Theory, Child Maltreatment, and Family Support, Macmillan Press, London, [ISBN: 0333749782].
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Jon Bernardes. (1997), Family studies, Routledge, London, [ISBN: 0415164680 M].
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Christie, A., Featherstone, B., Quinn, S. & Walsh T.. (2015), Social Work in Ireland: Changes and Continuities, Palgrave, London, [ISBN: 9781137383204].
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Shane Dunphy. (2006), Wednesday's Child, Gill & MacMillan, p.207, [ISBN: 0717140067].
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Clive Hazell,. (2006), Family Systems Activity Book, Author House, Milton Keynes, [ISBN: 9781425915049].
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Colman Noctor. (2015), Cop On: What it is and Why Your Child Needs it to Survive and Thrive in Today’s World, Gill & Macmillan, Dublin, [ISBN: 9780717166541].
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Jowett, M.. (2005), Social Work with Children and Families, Learning Matters, Exeter, [ISBN: 184445018X].
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Jones, E.. (1993), Family Systems Therapy, Wiley, New York, [ISBN: 0471938254].
| | Recommended Article/Paper Resources |
|---|
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de Roiste, A. & Powell, F. (Eds). (2012), Special Issue on Child Abuse, Irish Journal of Applied Social Studies, 12 (1),
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Dept. of Health and Children. (2008), Monageer Inquiry,
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Hogan & O'Reilly. (2007), Listening to Children's Stories of
Dometic Violence,
| | Supplementary Article/Paper Resources |
|---|
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Nixon, E.Buggy, J. & Greene. S.. (2010), Sexual responsibility, fatherhood and
discourses of masculinity among socially
disadvantaged young men in Ireland, Crisis Pregnancy Agency Report, 23,
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McKeown, K. & Kidd, P.. (2000), Men and domestic violence: What research
tells us,
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(2011), The Munro Review of Child Protection
(UK),
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SAFE iRELAND. (2016), The State We Are In,
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Shannon, G.. (2017), Shannon, G. (2017) Audit of the exercise
by An Garda Síochána of the provisions
of Section 12 of the Child Care Act 1991,
| | Other Resources |
|---|
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Website Report, HSE. (2010), Roscommon Child Care Case, Dublin,
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Website, TUSLA- Child and Family Agency. (2011), Child Protection and Welfare Practice
Handbook,
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Website report, HSE. (2012), Practice Guide on Domestic, Sexual and
Gender based Violence. For staff working
with children and families, HSE,
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website report, Fahey, T. , Keilthy, P. & Polek, E.. (2012), Family Relationships and Family
Well-being: A study of Families of Nine
Year Olds in Ireland, Dublin, UCD and Family Support Agency,
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website report, (2013), Meitheal – Grúpa daoine aG obair le
chéile a national practice Model for all
agencies working with children, YounG
people and their f amilies, TUSLA,
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Website, National Office for the Prevention of
Domestic, Sexual and Gender based
Violence. (2016), Second National Strategy on Domestic
sSexual and Gender Based Violence,
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website, Parents Plus. (2019), Parents Plus parenting programme,
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Website, (2017), Changing Culture and Transforming the
response to Gender Based Violence in
Ireland. Safe Ireland’s Submission to
the National Women’s Strategy 2017-2020,
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Website, Kelleher, P.. (2011), They should not be allowed to get away
with it, Dublin,
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