Unit information: Atypical Development in 2019/20

Unit name	Atypical Development
Unit code	EDUC30043
Credit points	20
Level of study	H/6
Teaching block(s)	Teaching Block 1 (weeks 1 - 12)
Unit director	Dr. Sedgewick
Open unit status	Not open
Pre-requisites	Introduction to Psychology in Education Developmental and Educational Psychology
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit will build on years 1 and 2 work to provide an analysis of the nature, origins, developmental course and treatment of atypical development throughout childhood and adolescence. The module will use a variety of methods including lectures and small group discussions. The students will be expected to play an active part during the sessions and do such preparatory reading as is recommended. It will likely cover the following areas:

- Atypical developmental trajectories - Sleep disorders (maybe with FK?) - Autism Spectrum Disorders - Eating disorders - Visual impairments - Language Impairments - Memory - Internalising behaviour problems - Anxiety disorders

Externalising disorders: ADHD and Conduct Disorder

Intended Learning Outcomes

Upon successful completion of this unit, students will be able to demonstrate that they have:

1. understood key concepts and theoretical models for studying atypical development
2. developed a good range of skills in the evaluation and interpretation of psychological research on differentiations between typical and atypical patterns of development
3. developed the ability to evaluate classification systems of childhood disorders and how they are applied
4. understood the characteristics, course, aetiology and treatment of the major disorders and impairments in children
5. developed the ability to critically interrogate the effect of a childhood disorder or impairment on other areas of development
6. developed an awareness of the ethical issues and practices of the field

Teaching Information

This unit will consist of 1 x two-hour weekly lecture and one hour weekly seminar. Classes will involve a combination of lectures and class discussion. Students will be expected to engage with readings and participate on a weekly basis.

Formative assessment: peer review and tutor feedback of both the research report and the essay outline. Two seminars will be allocated for this (one for the research report and one for the essay outline).

Assessment Information

The unit will be assessed by means of an essay on a topic of atypical childhood development (2000 words, 60%) and a research report (1000 words, 40%). Both assessments will test ILOs 1-6.

Reading and References

Karmiloff-Smith, A. (2009). Nativism Versus Neuroconstructivism: Rethinking the Study of Developmental Disorders. Developmental Psychology, Vol. 45, No 1, 56-63

Ashworth, A., Hill, C.M., Karmiloff-Smith, A., and Dimitriou, D. (2014.) Sleep Enhances Memory Consolidation in Children. Journal of Sleep Research 23 (3), 302–8.

Knight, F. & Dimitiriou, D. (in press). Methodologies for paediatric sleep research in typical and atypical populations.

Pellicano, E. (2013). Testing the predictive power of cognitive atypicalities in autism: evidence from a 3-year follow-up study. Autism Research, 258-267.

Schmidt, U., Adan, R., Böhm, I., Campbell, I., Dingemans, A., Ehrlich, S., Elzakkers, I., Favaro, A., Giel, K., Harrison, A., Himmerich, H., Hoek, H. W., HerpertzDahlmann, B., Kas, M., Seitz, J., Smeets, P., Sternheim, L., Tenconi, E., van Elburg, A., van Furth, E., & Zipfel, S. (2016). Eating Disorders: The Big Issue. The Lancet Psychiatry, 3(4), 313-315.

Tobin, M. (1997). Chapter 8: Assessment Procedures. In Heather Mason & Stephen McCall (Eds.) Visual Impairment: Access to Education for Children and Young People. David Fulton Publishers: New York

Brunswick & Martin (2006). The neuropsychology of language and language disorders In, Human Neuropsychology 2 nd Edition by Dr G. Neil Martin (Chapter 8)

Silk, J., Shaw, D., Forbes, E. Lane, T., & Kovacs, M. (2006). Maternal depression and child internalizing: The moderating role of child emotion regulation. Journal of Clinical Child and Adolescent Psychology, 35, 116-126.

Taylor, E.A., Sonuga-Barke, E.J.S., 2008. Disorders of attention and activity. In M Rutter, D Bishop, D Pine, S Scott, J Stevenson, E Taylor and A Thapar (eds) Rutter’s Child and Adolescent Psychiatry (fifth edition) Oxford: Wiley-Blackwell, pp. 521-542.

Murray, L., Creswell, C., & Cooper, P. J. (2009). The development of anxiety disorders in childhood: An integrative review. Psychological Medicine, 39, 1413- 1423.

Rapee, R. M. (2012). Family factors in the development and management of anxiety disorders. Clinical Child and Family Psychology Review, 15(1), 69-80. Rapee, R. M., Schniering, C. A., & Hudson, J. L. (2009). Anxiety disorders during childhood and adolescence: Origins and treatment. Annual Review of Clinical Psychology, 5, 311–341.