Developmental Psychology Level 3 Certificate Course
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Developmental Psychology Level 3 Certificate Course
Developmental Psychology course online. Understand the relationship between age and behaviour. This course is aimed at people working with people of any age in a counselling, supporting, or teaching capacity. Understand how physiological and psychological changes over the lifespan affect human behaviour. Parents and carers will gain greater insight into issues that present particular challenges at different stages of the life span, especially from adolescence to old age. This accredited Level 3 course also sets the theoretical framework complementing the Child Psychology course.
This course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a "Fully Qualified Practitioner" andCMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
Learning Goals: Developmental Psychology BPS210
- Explain the nature, scope and impact of developmental problems in children and adolescents.
- Explain autism, including its diagnosis, and appropriate responses that may be made by family, friends, teachers, carers and practitioners.
- Explain Asperger’s disorder, including its diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of pervasive developmental disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of attention-deficit and hyperactivity disorders, including diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain conduct disorders, including its diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of learning disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Explain a range of communication disorders, including their diagnosis and appropriate responses that may be made by family, friends, teachers, carers and practitioners
- Create and present a plan of support for a child with a specific condition.
Lesson Structure: Developmental Psychology BPS210
- Theoretical approaches and key concepts
- Lifelong growth, nature/nurture theories ...psychodynamic, behavioural, social cognitive, cognitive, lifespan
- Early childhood
- Cognitive & social development in the first 6 years
- Genetics, personality, cognition, recognition, memory, social relationships
- Middle childhood
- Cognitive, moral & social development in the school years
- Motor skills, cognitive and language development, relationships with family and peers, moral development
- Challenges of middle childhood
- School and learning, sense of self, achievement, peer pressure, family breakup, grief and trauma
- Cognitive, moral and social development
- Cognitive development, moral development, identity, relationships with family and peers
- Challenges of adolescence
- Sexuality, peer groups, identity vs role confusion, trauma, depression, values and meaning
- Cognitive and psychosocial development in early and middle adulthood
- Sexuality, parenthood. work and achievement, moral reasoning, gender roles, cultural perspectives, adult thinking
- Challenges of adulthood
- Marriage and divorce, grief, depression, parenting, dealing with change
- Late adulthood
- Cognitive and psychosocial changes in the elderly
- Intelligence, learning and age, physiological influences, cognitive abilities, personality changes, relationships
- Challenges of late adulthood
- Loss, mourning, depression and elderly suicide, aging brain ... dementia etc, integrity vs despair, loss of independence.
- Learn key theories and concepts in the study of developmental psychology;
- List major ethical concerns when studying development, and one step a researcher can take to reduce each;
- Identify cognitive and social aspects of a small child development and some key inherent and external influences;
- Describe the phases of language acquisition in infants, and what can adversely affect it;
- Describe major cognitive, moral and social developments in middle childhood and how they influence behaviour
- Compare short term memory with long term memory in middle childhood, and discuss how this affects the child's ability to learn;
- Identify common psychological challenges faced by children from ages 6 to puberty;
- Reflect on your own success and failure experiences, and your own sense of competence in middle childhood. Consider how they affected your perceptions of yourself as you matured;
- Identify areas of change that will affect adolescent behaviour and thinking;
- Explain post formal thought, and consider how it can contribute to an adolescent's ability or willingness to make moral choices;
- Identify challenges common to adolescence, and ways to deal with them;
- Explain individuation. Discuss its importance, and how it can both challenge and complement group identity;
- Identify changes that can occur in early and middle adulthood and influence behaviour;
- Explain K. Warner Schaie's stages of adult thinking and explain why Schaie's model might be more relevant to understanding adult cognition than Piaget's cognitive model;
- Identify some key challenges faced in adulthood and ways of coping with them;
- List some changes that are typically associated with "midlife crisis". Discuss both negative and positive aspects of "midlife crisis".
- Identify effects of physiological changes and life experience on the aged person's cognitive and psychosocial experiences;
- Explain how 'cognitive plasticity' can affect an older person's ability to learn despite brain cell loss;
- Research depression and suicide among the elderly;
- Research ways that an older person can be made to feel more independent and automonous.
- Consider in your response what family members can do to respect the older person's need for autonomy.
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona's credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer's Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Exerpt from the Course
DEFINITION OF ASPERGER’S DISORDER
In the past, Apserger’s Syndrome has been considered as something separate to autism, but still a disorder on the autism spectrum. But recently, it has become classified within the autism spectrum. However, as the symptoms of Asperger’s are quite significant, this lesson will consider Asperger’s in more detail.
Asperger’s Syndrome, or Asperger's Disorder, is a disorder on the Autism Spectrum. Usually a child with Asperger’s Disorder will have a severe and sustained pattern of impairment in social interactions, not unlike that observed in autism. The child will have restrictive and repetitive patterns of behaviour, activities and interest. They may exhibit repetitive motor movements like finger clicking or rocking back and forth.
Their behaviours cause impairment in their social, occupational, and other areas of their functioning and development. Unlike autism, the child will not tend to have delays in their language acquisition or cognitive development, but may have some difficulties in learning the subtle “rules” of communication, such as the give and take in conversations.
Often children are seen to develop normally until around three years of age when they demonstrate a lack of warmth to others and their conversation becomes very monotonous. They spend a lot of time pursuing narrow interests and whilst they do show more interest in other children than those with autism, they struggle to share interests and pleasures with them and lack spontaneity. Their speech may exhibit many long monologues on the same subject and sometimes they are viewed as being somewhat eccentric.
THE SIGNS AND SYMPTOMS OF ASPERGER’S DISORDER
The two key features of Asperger's syndrome are severe impairment to social interactions, and stereotyped and limited interest and activities. These must cause significant problems in one or more areas of functioning.
1) Impaired Social Interactions
Impairments to interactions are marked and sustained. The individual may show impairments in the use of non-verbal behaviours used in interactions such as eye contact, gestures, facial expressions, and body language. They do not seem to understand how to use these mechanisms appropriately in order to regulate interactions with others.
They may fail to reciprocate emotions, and may be unable to share enjoyment and interests with others. Whilst they may prefer solitary pursuits and use others as tools in their games, their lack of reciprocity is more usually because they follow a self-interested or one-sided approach to others rather than through the social or emotional indifference observed in autism.
They might also embark on friendships with peers outside their developmental age. Often younger children show little interest in relationships and may have no friends at all. Whilst older children become more interested in others they still struggle with social conventions.
2) Repetitive Behaviour
The repetitive patterns of behaviour observed in Asperger's syndrome are similar to those of autistic disorder. They often have very narrow interests which they may be preoccupied with. Often they spend an awful lot of time pursuing these interests at the expense of other activities and interests.
CAUSES OF ASPERGER’S DISORDER
The cause of Asperger's disorder is not known. It may be a variant of autism or a separate syndrome. There may well be a genetic influence since there is an increased risk of developing the disorder amongst family members who have it.
The History of Asperger’s Disorder
Asperger’s disorder was first described by Hans Asperger’s in the 1940s. He identified a pattern of behaviour and difficulties that was similar to those described as autism by Kanner (challenges with social and communication skills, and an absorption with a particular interest). The difference to Kanner’s description was that the language development and intelligence was normal, and the onset appeared to be later. Asperger’s recognised the special talents of children with Asperger’s disorder – he considered them to be “little professors” because of their ability to talk in great depth about their particular area of interest. He saw them as having the capacity to achieve success and make valuable contributions as they used their special talents into adulthood. Interestingly, it was said that Asperger’s exhibited many of the features that he identified in the children – he was a socially withdrawn child with few friends, and a passionate interest in language, being able to quote his favourite writer’s poems.
It took some time for Asperger’s work to be adopted in the English speaking world – his work was written in German, and many professionals saw Asperger’s disorder as being a mild form of autism, and used the term “high functioning autism to describe these individuals. In 1981, the term gained popularity through the work of Lorna Wing – a British Researcher. In 1994 Asperger's Disorder was added to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) as a separate disorder from autism.
But as mentioned earlier, Asperger’s Disorder was replaced in the DSM-V by higher functioning Autism.
EBook to compliment this Course
Learn to appreciate and work with the growing mind of infants. This guide teaches and enlightens on the development of young minds, the effects of nature and nature and the changing problems that can develop. Written for parents, students and anyone working with children.
How Children Think
How Children Think eBook course online. Anyone who has ever tried to make a child do anything (clean up their mess, desist from throwing mud, stop drawing on the walls) knows that children think differently to adults. This book attempts to provide the skills and knowledge to develop a greater understanding of children.
This ebook attempts to provide the skills and knowledge to develop a greater understanding of children, and what is really going on for them. The first chapter discusses developmental stages in a child’s life, which is important for understanding what is to be expected and accepted at different points of a child’s development.
The next few chapters initiate the age-old discussion on the effects of nature and nurture on development. Chapter four provides insights into the importance of creating balance in a child’s life and chapter five discusses ways to change undesirable behaviour, providing practical solutions. Chapter six takes this a step further, going into problems and solutions of behaviour modification, as well as discussing issues such as abuse, bullying and deprivation.
The book concludes with a discussion on keeping up to date with constantly evolving research.
This book will provide valuable clues into the way children think, and useful keys to support development. We hope you enjoy it.
|How Do Our Tuition Fees Compare?||Full time classroom based Further Education Courses - Approx. £5,000 per year - Part-time classroom based Adult Education Courses - Approx. £7.00 per hour - N.B. classroom tuition means you learn at the pace of the class. One-to-one private tuition - from £15.00 per hour - ADL one-to-one tution fees - From £340 per 100 Hour Course = Average of £3.40 per hour - N.B. one-to-one tuition is tailored to your own individual learning availability and pace.|
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|Course Prerequisite||None - Our course levels are an indication of the depth of learning you should receive. They do not describe the level of difficulty.|
|Course Qualification (Study Option A)||Endorsed Qualification from TQUK - Training Qualifications UK, an Ofqual Approved Awarding Organisation - Completed written assignments and final evaluation per course/module to be taken.|
|Course Qualification (Study Option B)||Certificate of Attainment from ADL - Completed written assignments only - no final evaluation.|
|Comparative Credits Information||UK Course Credits: 10 - U.S. Credit Hours: 3 - when compared to regulated courses.|
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|Study Support||Personal tutor/mentor support from industry relevant professionals throughout your whole course. Mentors are contactable by e-mail, telephone and through the Moodle online classroom. They provide assistance with your course material, plus discuss, explain and give advice when needed. They will also mark and grade your assignments, plus provide constructive and helpful feedback vital to your success.|
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|ACCPH Professional Accreditation||Accredited by ACCPH, which allows you to join as a professional member after completion. Membership means you can add the letters MACCPH after your name.|
|CMA Professional Accreditation||Accredited by the CMA - The Complimentary Medical Association. On completion of any qualifying module, you can join as a Fully Qualified Practitioner and be entitled to use the post-nominal latters MCMA after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.|
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