PSY1059 Developmental Psychology across the Lifespan Assignment Brief S1, 2025/26 | DCU

The module introduces advances the study of developmental psychology to incorporate contemporary theories from the field. Students will gain a deeper understanding of the theories, themes and concepts in developmental psychology and appreciate that development continues beyond childhood to extend throughout the lifespan. The module aims to introduce advanced concepts in the study of developmental psychology across the lifespan, with specific emphasis on contexts, culture, transitions, and the application of theory and research to real-world challenges. Lectures will also introduce topics such as functioning and age, evolutionary psychology, and sexuality. Students will also examine research approaches pertinent to the study of development across the lifespan and explore, in particular, longitudinal, life course and life history methodologies as applied in current contexts.

Learning Outcomes

1. Describe the major and contemporary theories, themes and concepts of developmental psychology
2. Review the range of research approaches most relevant to the study of development across the lifespan.
3. Critically evaluate particular research methodologies employed in applied developmental psychology and consider the application of research in policy and practice
4. Integrate knowledge on broad themes and communicate same in a clear, concise and scholarly manner
   Formulate evidence-based solutions to real-world challenges using developmental psychology theory and research

Teaching Methods 

This module will consist of eleven one-hour lectures (accounting for reading week) and five tutorials. Students will be required to submit work ahead of each tutorial and discuss the work in the tutorial. 25% (5% per tutorial) of the module marks will be allotted to this work.

PSY1059 CONTINUOUS ASSESSMENT: Weighting 100%

Assessment 1		Weighting	Mark type	Deadline	Word count
Submission Discussion     of work	and Tutorial	25%	Individual mark	Weeks 2, 4, 6, 8, 10	See below

Tutorial	Pre-tutorial submission	Weighting/Mark type	Deadline	Word count
Tutorial 1	Critique of research paper	5% Individual mark. Pass/fail	24 hours prior to tutorial	300 words
Tutorial 2	Identifying the problem	5% Individual mark. Pass/fail	24 hours prior to tutorial	150 words
Tutorial 3	Stakeholder analysis	5% Individual mark. Pass/fail	24 hours prior to tutorial	150 words
Tutorial 4	Generating policy solutions	5% Individual mark. Pass/fail	24 hours prior to tutorial	300 words
Tutorial 5	Marking a mock Interactive Oral with reflection	5% Individual mark. Pass/fail	24 hours prior to tutorial	200 words

Non-Submission/Discussion Of Work/Late Penalty

You will be assigned to a tutorial group at the beginning of the semester and cannot change once assigned. Late submission of pre-tutorial work will be subject to the School Late Penalties Policy. If you cannot attend your assigned tutorial time for one week you must provide a reason with supporting documentation (e.g., medical certificate). A make-up discussion will be held with the module coordinator at a later date. The allotted marks will only be awarded upon submission of the pre-work 24 hours prior to the tutorial each week and discussion of this work at the tutorial.

Assessment 2	Weighting	Mark type	Deadline	Word count
Submission     of       Policy Brief for Discussion	5%	Individual Mark Pass/Fail	Prior to IO	300 words
Interactive      Oral        (IO) Assessment	70%	Individual mark	Nov/Dec	10 minutes

An Interactive Oral Assessment is not a traditional question-and-answer assessment; it is a dynamic exchange that draws on your understanding of key course concepts. It allows you to demonstrate your knowledge by applying it in a real-world context while drawing on theory and research from developmental psychology. While the IOA is designed to be a discussion and free-flowing exchange of ideas in a low-pressure environment, remember that it is still an assessment, and your performance will be evaluated.

IOA Scenario

You are a lead policy manager in a non-governmental organisation (NGO), and you have developed a 300-word policy brief with a number of recommendations that align with the remit and work of the NGO. You have been granted a one-hour meeting with a government minister, Emma Nicholson, to describe the policy and outline to them why the recommendations should be adopted by the government.

You must select one of the following NGO’s and develop a policy within the stated scenario:

• Simon Communities in Ireland: improving uptake of third-level education for young people who have experienced homelessness in childhood.
• Child Development Initiative: improving vocabulary and reading scores for children by the age of 8-12.
• International Organization for Migration (IOM): Improving mental health outcomes and well-being for adults from migrant populations
• ALONE: reducing loneliness and improving social integration for older people
• There is scope to deviate from the topic areas presented above and/or propose an alternative NGO and topic area for discussion in the IOA, however, any changes must be discussed and approved by the module coordinator in advance of the IO.

You must prepare and submit a 300-word policy brief ahead of the meeting which contains a number of policy recommendations to improve the selected issue. The policy recommendations must be based on a recognised theory from developmental psychology

(you must state which theory) and be supported with evidence from the research literature. You must consider and state the problem that the policy is trying to address. The policy/policies can be implemented at any point in the lifespan but you must consider the impact of the recommendations across the lifespan. Think about the outcomes from both a short-term and long-term perspective. The policy does NOT need to be “politically popular” or cost-effective – it must be evidence-based and have demonstrable outcomes for the affected population, and if relevant, wider society.  The policy brief will not be marked but you must submit in advance of the IO and it will form the basis for the IO discussion.

Format of Policy Brief 

The 300-word policy brief should include the following:

(a) A brief introduction to the topic including:

i. A statement of problem
ii. Identify the stakeholders impacted by this problem

(b) A set of recommendations for policy and/or practice that may address the problem outlined above in order to affect change for the stakeholders

i. Use theory and research to support these recommendations

ii. Consider a developmental approach

Assessment Logistics

Location: The Interactive Oral will take place online via Zoom. The IOA will be recorded on Zoom for moderation purposes only.

Deadline: Assessment slots will be available the week prior to the assessment week. Once your slot is assigned, you will be sent a Zoom link for the IOA.

If you are unable to attend the interactive oral during the selected timeslot, you will need to contact the module coordinator as soon as possible and provide supporting documentation (e.g., medical certificate) to explain your absence. An alternative IO will be arranged within two weeks of the original IO date.  

Duration: The discussion will last 10 minutes.

Guidance: The process will be explained in detail during lectures and tutorials. Every effort will be made to maintain a stress-free environment. Guidance material is also provided in Loop along with recordings.

Apart from the content, the basic interactive oral assessment skills are the following: 

• Style: Style is the manner in which you communicate your arguments. This is the most basic skill to master.  Content is worth little unless you deliver your material in a confident and persuasive way.
• Speed: It is vital to talk at a pace which is fast enough to sound coherent and allow you time to say what you want, but slow enough to be easily understood.
• Tone: Varying tone is what makes you sound interesting. Listening to one tone for an entire presentation is boring.
• Volume: Speaking quite loudly is sometimes a necessity, but it is by no means necessary to shout through every oral interaction regardless of context. There is absolutely no need speak any more loudly than the volume at which everyone in the room can comfortably hear you.  Speaking too quietly is not helpful since no one will be able to hear you.
• Clarity: The ability to concisely and clearly express complex issues is what oral communication is all about. The main reason people begin to sound unclear is usually because they lose the “stream of thought” which is keeping them going. It is also important to keep it simple. While long words may make you sound clever, they may also make you incomprehensible.
• Eye contact: Eye contact with your discussant is very important.

PSY1059 Interactive Oral Assessment Marking Rubric