University of Surrey - Guildford

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2010/1 Module Catalogue
Module Provider: Psychology Short Name: PSY3044
Level: HE3 Module Co-ordinator: MENON M Dr (Psychology)
Number of credits: 10 Number of ECTS credits: 5
Module Availability
Final Year PSY/APS
Assessment Pattern

1) Essay type assignment [25%]
2) Unseen essay exam 90 minutes [75%]

Module Overview
All Level 2 Psychology modules
Module Aims
This final year course introduces students to theories, methods, and research findings in the area of social and personality development during childhood. Readings will be assigned from both the developmental and social psychology disciplines, with the goal of integrating information from these two sources so as to identify promising future directions as well as current trends in the field.
Learning Outcomes

On successful completion of this module, students will be able to:

  • Compare and contrast theoretical perspectives in social and personality development
  • Understand the various measures and methods used to conduct research in this field
  • Critically evaluate relevant research literature
Module Content

Broadly, this module will cover the following topics:

·         Theoretical perspectives and research methods

·         Establishment of intimate relationships

·         Extrafamilial influences

·         Aggression and antisocial conduct

·         Gender-role development

                           Self concept
Methods of Teaching/Learning
Session time will be divided so that the first hour will comprise a traditional lecture, and the second hour will be seminar based (students will be required to read assigned papers before each class to facilitate discussion). For this reason, the module is capped at 20 students.
Selected Texts/Journals
Shaffer, D.R. (2005). Social and personality development.
Belmont: Thomson Wadsworth

Journal Articles (subject to change)
Collins, W.A., Maccoby,E.E., Steinberg,L., Hetherington, E.M. & Bornstein, M.H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55, 218-232.
Egan, S.K. & Perry, D.G. (2001). Gender Identity: A multidimensional analysis with implications for psychosocial adjustment. Developmental Psychology, 37, 451-463.
Harris, J .R. (1995). Where is the child's environment? A group socialization theory of development. Psychological Review, 102, 458-489. 
Hart, J., Shaver, P.R. & Goldenberg, J.L. (2005). Attachment, self-esteem, worldviews and terror management: Evidence for a tripartite security system. Journal of Personality and Social Psychology, 88, 999-1013.
Kochenderfer, B.J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of children's school adjustment difficulties? Child Development, 67, 1305-1317.
Menon,M., Tobin, D.D., Corby, B.C., Corby B.C., Menon, M., Hodges, E.V.E. & Perry, D.G. (2007). The developmental costs of high self-esteem for antisocial children. Child Development, 78, 1627-1639.


American Psychologist
British Journal of Developmental Psychology
Child Development
Developmental Psychology
Journal of Personality and Social Psychology
Psychological Review
Last Updated
September 2009