| CODE | PSY5623 | ||||||||||||
| TITLE | Lifespan Development and Psychopathology | ||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||
| MQF LEVEL | 7 | ||||||||||||
| ECTS CREDITS | 5 | ||||||||||||
| DEPARTMENT | Psychology | ||||||||||||
| DESCRIPTION | An exposition of the life themes and problems of both 鈥渘ormative鈥� persons and of individuals who present signs and symptoms of the major mental disorders. These themes and problems will be tackled with particular emphasis on their meaning and the contexts in which they occur.These people鈥檚 suffering can frequently be traced to developmental deficits, inadequate pasts, distressing life events and problems of a socio-cultural origin. The study-unit focuses on how development occurs and what can go wrong, including the onset of psychopathology. Students are expected to read the material for each class session and participate reflectively in the class discussions. They are also expected to form personal hypotheses on the basis of their readings and observations and be able to ground them and evaluate them critically. Study-unit Aims: This unit aims to assist students in understanding the suffering of both individuals who exhibit the various signs and symptoms of psychic and behavioural problems, as well as that of persons who do not suffer from psychopathology. The experience of both groups of people is identified within developmental deficits, distressing experiences and socio-cultural problems with an aim towards accurate evaluation and formulation. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 鈥� make theoretical conceptualisations about client鈥檚 development and psychological and behavioral problems in the context of different clinical syndromes; 鈥� be more aware of one鈥檚 own ongoing development, for growth and greater professional effectivity. 2. Skills: By the end of the study-unit the student will be able to: 鈥� become aware of their own personal approach to mental illness and to think about their own biases and attitudes which may hinder the helping process. The student will possess beginning skills in evaluating and diagnosing psychiatric disorders and in arriving at a comprehensive formulation of cases. Students will be encouraged to think critically about diagnostic issues and adopt a phenomenological approach to conceptualization. A de-pathologizing use of language, where the focus is on the individual rather than the diagnostic label, will be encouraged. A critical reflexive stance will be encouraged throughout. Lifespan development By the end of the study-unit, students will be able to: 鈥� perceive client issues, where appropriate, from a normative point of view; 鈥� be sensitive to common life and personal issues that are commonly met in psychotherapeutic settings; 鈥� be sensitive to the dimensions and attributes of development in such a way that they can describe and assess the quality (or lack) of their manifestation in clients; 鈥� make a developmental diagnosis as opposed to a differential/taxonomy based one; 鈥� devise appropriate interventions with clients using this knowledge; 鈥� become more skilled at assessing risk, readiness, competencies and limitations. Main Text/s and any supplementary readings: Required Text: Adult Psychopathology Oyebode, R. (2008). Sims鈥� symptoms in the mind: An introduction to descriptive psychopathology. Saunders Elsevier. Bibliography: Alloy, L. B., Riskind, J.H., Manos, M.J., (2005). Abnormal psychology 鈥� current perspectives. New York: McGraw- Hill American Psychiatric Association. (2013). DSM - 5. Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Bracken, P & Thomas, P. (2005). Postpsychiatry: mental health in a postmodern world. UK: Oxford Medical Publications. Bentall, R.P., (2003). Madness explained. Psychosis and human nature. Penguin PDM Task Force. (2006). Psychodynamic Diagnostic Manual. Silver Spring, MD: Alliance of Psychoanalytic Organizations. Gelder, M., Mayou, R., Cowen, P. (2001). The shorter oxford textbook of psychiatry. Oxford Press. Kendall, R.E. & Zealley, A. K. (1996) Companion to psychiatric studies (5th ed.). London: Churchill Livingstone. WHO (1992). The ICD-10 Classification of mental and behavioural disorders 鈥� clinical descriptions and diagnostic guidelines. Geneva. Lifespan Development Bibliography: Chodorow, N. (1978). The Reproduction of Mothering. Berkeley, University of California Press. Fine, R., (1988). Troubled Men. New York: Jossey Bass. Johnson, R. A., (1992). He. New York: Harper & Row. Johnson, R. A., (1992). She. New York: Harper & Row. Josselson, R., (1987). Finding Herself: Pathways to Identity Development in Women. New York: Jossey Bass. Josselson, R., (1996). The Space between Us: Exploring the Dimensions of Human Relationships. London: Sage. Fassinger, R. E, & Schlossberg, N. K. (1992). Understanding the adult Years: Perspectives and Implications. In S. Brown & R. Lent, (Eds.) Handbook of Counselling Psychology (2nd ed.). New York: John Wiley & Sons. Kegan, R., (1982). The Evolving Self. London: Harvard University Press. Larrabee, M. J. (1993). An Ethic of Care. London Routledge. Levenson, D. J. et. al. (1978). The Seasons of a Man鈥檚 Life. New York: Ballantine. Maslow, A. (1968). Toward a Psychology of Being. New York: Van Nostrand. Rubin, L. (1983). Intimate Strangers. New York: Harper & Row. Walsh, M.R., (1987). The Psychology of Women: Ongoing Debates. London: Yale University Press. Warner Schaie, K. & Willis, S. L. (1996). Adult Development and Aging. New York: Harper & Row. Whitbourne,S. K., & Weinstock, C. S. (1986). Adult Development. London: Praeger. Wrightsman, L. S. (1994). Adult Personality development: Theories and Concepts. London: Sage. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: BPsy (Hons) | ||||||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Joshua Aquilina Elena Felice Marta Sant |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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