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Developmental Psychology Level 3 100 Hours Certificate Course
Learn About Developmental Psychology
Developmental Psychology Online Course
This Developmental Psychology Online Course is aimed at people working with people of any age in a counselling, supporting, or teaching capacity.
Understand the relationship between age and behaviour. 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” 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.
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.
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.
Practical (Set Tasks)
- 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
How Children Think EBook
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 do children think? Children are on a constant path of development from conception to adulthood (and beyond). Understanding children from a psychological perspective can be of great assistance to adults, in order to help them support the children in their lives to develop into highly functioning adults – whether their own children, or in a professional or social environment.
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.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books?
A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc)
A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit?
A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date?
A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy?
A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. When can I enrol/start?
A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course?
A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take?
A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do?
A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work?
A. Yes –
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Q. What qualification will I receive?
A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Q. Our tutors – who are they?
A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time?
A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
- All Course Material via Online, USB or Correspondence
- Assignments Marked
- Professional Tutor Feedback
- Set Tasks - Practical Exercises to help you develop skills
- Self-Tests – multiple choice questions at the end of lessons in most modules
- Unlimited Personal Tutor Support – via our student classroom
- Committed and Friendly Admin Support – vital to your success
- All ADL Exam or Project fees (exception RHS exams)
- Qualification Certificate
- Official Transcript with assignment grades
- Student Manual
- Academic Writing course (optional - 10 hours only)
- Critical Thinking course (optional - 10 hours only)
- Job Seekers Careers Guide
- Study Tips on How To Study Better
- Career Counselling by ADL Staff
- CV Writing Help, Tips and Advice
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,