Course syllabus

Developmental Psychology: Childhood and Adolescence, 6 credits

Course code: PS705G Credits: 6
Main field of study: Psychology Progression: G1N
    Last revised: 14/03/2019
Education cycle: First cycle Approved by: Head of school
Established: 22/12/2016 Reading list approved: 14/03/2019
Valid from: Autumn semester 2019 Revision: 1

Aims and objectives

General aims for first cycle education

First-cycle courses and study programmes shall develop:

  • the ability of students to make independent and critical assessments
  • the ability of students to identify, formulate and solve problems autonomously, and
  • the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

  • gather and interpret information at a scholarly level
  • stay abreast of the development of knowledge, and
  • communicate their knowledge to others, including those who lack specialist knowledge in the field.

(Higher Education Act, Chapter 1, Section 8)

Course objectives

Knowledge and understanding
After the course, the student shall be able to:

  • identify and describe the principles of developmental psychology,
  • identify, describe and compare central theories within developmental psychology, and apply these to explain the development of children and adolescents,
  • describe the general development of children and adolescents with respect to psychological functions (e.g., perception, sensory motor development, cognitive and socio-emotional abilities, temperament/personality, communication and languages),
  • account for different research designs within developmental psychology,
  • describe individual deviations from typical development that are unique for early development, from the prenatal period and through adolescence,
  • apply basic knowledge of quantitative and qualitative research methods to evaluate empirical studies.

Competence and skills
After the course, the student shall be able to:

  • apply major developmental theories to explain development from conception through infancy, childhood and adolescence,
  • describe how child and adolescent development depends on contextual factors such as culture, gender, ethnicity, and socioeconomic status,
  • provide examples of how knowledge from developmental psychology may be of importance for the future profession,
  • apply the style of APA (6) in written text.

Comprehension and approach
After the course, the student shall be able to apply a professional and scientific approach.

Main content of the course

The course provides an introduction to developmental psychology, emphasizing childhood and adolescent development from a lifespan perspective. Of central interest is the physical, cognitive, and emotional development, and how it relates to children and adolescents' social relationships with legal guardians, peers, friends and romantic partners. The course further covers sexual development and how and why typical developmental problems (depression, delinquency, eating disorders) arise.

Teaching methods

The teaching consists of lectures, seminars, and group assignments. Attendance at seminars is compulsory and participation will be examined for full course credit.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Examination methods

Developmental Psychology: Childhood and Adolescence, 5 credits (Code: A001)
Written examination

Developmental Psychology: Childhood and Adolescence, seminar, 1 credits (Code: A002)
Attendance and performance during seminars is compulsory. If eligible reasons apply, absence from seminars may be compensated through attendance at a follow-up seminar and/or complementary assignments provided by the course director.


For students with a documented disability, the university may approve applications for adapted or other forms of examinations.

For further information, see the university's local examination regulations (in Swedish).

Comments on examination methods

Attendance and performance during seminars is compulsory. If eligible reasons apply, absence from seminars may be compensated through attendance at a follow-up seminar and/or complementary assignments provided by the course director.

Grades

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may prescribe which grading system shall apply. The grade is to be determined by a teacher specifically appointed by the university (an examiner).

According to regulations on grading systems for first- and second-cycle education (vice-chancellor's decision 2019-01-15, ORU 2019/00107), one of the following grades is to be used: fail, pass, or pass with distinction. The vice-chancellor or a person appointed by the vice-chancellor may decide on exceptions from this provision for a specific course, if there are special reasons.

Grades used on course are Fail (U), Pass (G) or Pass with Distinction (VG).

Developmental Psychology: Childhood and Adolescence
Grades used are Fail (U), Pass (G) or Pass with Distinction (VG).

Developmental Psychology: Childhood and Adolescence, seminar
Grades used are Fail (U) or Pass (G).

For further information, see the university's local examination regulations (in Swedish).

Comments on grades

Grade for the entire course:
A passing grade for the course requires that both the written examination and performance during seminars receive a passing grade.

Specific entry requirements

General entry requirements.

For further information, see the university's admission regulations (in Swedish).

Transfer of credits for previous studies

Students who have previously completed higher education or other activities are, in accordance with the Higher Education Ordinance, entitled to have these credited towards the current programme, providing that the previous studies or activities meet certain criteria.

For further information, see the university's local credit transfer regulations (in Swedish).

Other provisions

Crediting will be tested on an individual basis.

ECTS based grade for international students. ECTS based grading system includes A (VG +), B (VG), C (G +), D (G), E (G-; sufficient; pass), FX (fail, some work is needed in order to receive a passing grade), and F (Fail, considerable work is necessary). A student who receives a passing grade on the exam may not retake an exam to receive a higher grade. A student who fails an exam has the right to retake the exam. A student who has failed two retake examination can request from the Head of Department that another teacher is appointed to grade their examination. To pass the entire course the examination and participation in seminars must have been passed. The grade is an integrated judgment of the results from the exam and active participation in seminars and is given when all parts have been passed.

The grading scale includes pass (G, godkänd), fail (U, underkänd) and pass with distinction (VG; välgodkänd) for Swedish students and an
Re-examination:
1. A student who fails has the right to sit a new examination. In the normal case an additional opportunity is given after the ordinary examination.
2. For a course that has been cancelled or significantly changed in content or scope, there may be examinations on three occasions within 18 months after the changes have been made.
3. A student who has failed an exam for a certain course or part of course on two occasions have the right to request the head of the department to appoint another examiner.
4. A student who has been awarded the grade Pass on a specific course may not be given a new exam in order to achieve the grade Pass with Distinction.

Reading list and other teaching materials

Required Reading

Berk, E. Laura. (2013/or the latest edition)
Child Development
Boston, NY: Pearson.

Additional literature in the form of empirical articles may be added to the list of required reading.

Additional Reading

Burton, Lorelle J. (2010/ or the latest edition)
An interactive approach to writing essays and research reports in psychology
Brisbane, Australia: John Wiley & Sons, Ltd.