Developmental Psychology & Disability Studies (MA)

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum</h2> <p>The full Masters award requires you to gain 180 credits, including a dissertation. The curriculum is constructed from 60-credit ‘Blocks’ of provision, from which students will choose two of the combinations permitted. Each 60-credit Block comprises either two 30-credit or four 15-credit modules.</p> <p><strong>Developmental Psychology block<br> </strong>Term 1</p> <p><span style="text-decoration: underline;">Cognitive Development (30 credits)</span></p> <p>This module will elaborate on diverse aspects of the development of human cognition. It will tackle both theoretical and methodological implications that lie within the field of cognitive psychology, by critically&nbsp;analysing&nbsp;cognitive mechanisms/processes that&nbsp;develop from birth into early and middle childhood. The module will be research-driven, providing space and opportunities for a deep understanding of theory and research that underpin major areas of cognitive development, such as perception, memory, attention, reasoning, executive functions and make key conceptual links with other sub-fields, such as neurocognition.&nbsp;</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Developmental Psychology (Childhood) - (15 credits)</span></p> <p>The module will explore contemporary theoretical approaches within developmental psychology. It will be covering biological, cognitive, social cognitive, neuro-cognitive, social and emotional areas development. The module will also be both research informed with a specific focus on the inter-relationships with classic and contemporary research paradigms within early and mid-childhood development and current theorising. A range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of child development will be central to this module.</p> <p><span style="text-decoration: underline;">Developmental Psychology (Infancy) - (15 credits)</span></p> <p>This module is similar to the one above but focuses on infant development.&nbsp;&nbsp;Central to the module will be a range of research outcomes relating to deep critical awareness of current theoretical and methodological advances in developmental psychology and how these impact on current views of infant development. &nbsp;</p> <p><strong>Disability Studies block<br> </strong>Term 1</p> <p><span style="text-decoration: underline;">Critical Disability Theory (30 credits)</span></p> <p>Focusing on critical theory from the modern and postmodern eras, this module provides a basis for an interrogation of Disability Studies and Special Educational Needs. From Freud to Foucault, Goffman to Garland-Thomson, Derrida to Davis, McRuer to Murray, and so on, the module follows the progression of critical disability theory from the early twentieth century to the present day. Though explicitly theoretical, the content of the module is grounded in experiential knowledge. Concepts such as stigma, the normate, panopticism, normalcy, narrative prosthesis, dismodernism, crip theory, aesthetic nervousness, autistic presence, and the metanarrative of blindness are explored in relation to social, cultural, and individual attitudes toward impairment, disability and education.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Modelling Disability (30 credits)</span></p> <p>Disability has been conceptualised in many ways and for many purposes. In the past it tended to be non-disabled people who were responsible for the conceptualising and theorising of disability. In recent years, however, thanks largely to disability activism, disabled people have taken control of the ways in which disability is modelled. In order to gain a better idea of what is meant by disability, the module takes a critical journey through religious, charity, medical, social, affirmative, cultural, and other models of disability.</p> <p>After completion of the taught phase (when both Blocks are completed and 120 credits has been successfully gained) then students will begin the research phase, whereby they will study a Research Methods module and then embark on a Dissertation that synthesises the two Blocks that they have studied.&nbsp;</p> <p>&nbsp;</p> </div>