POSITIVE DEVELOPMENT ACROSS THE LIFE COURSE - 2025/6

Module Overview

Positive development is essential for human flourishing, encompassing the growth of competencies such as cognitive ability, creativity, empathy, and psychological resilience. This module explores positive development across the lifespan, moving beyond traditional research that often focuses on risk factors and pathological outcomes.Students will critically engage with key developmental domains including physical, cognitive, social, emotional, and behavioural, and examine the processes and predictors that shape these competencies across different life stages. The module takes an interdisciplinary approach, integrating insights from developmental, positive, and applied psychology, as well as genetics. This includes discussions on individual differences in environmental sensitivity and the role of genetic factors, particularly in shaping developmental trajectories through gene-environment interactions. While the primary focus is on childhood, the module also explores key aspects of positive development in adolescence, adulthood, and old age.Beyond theory and basic science, the module encourages students to apply research insights to real-world contexts. As part of the assessment, students will design an evidence-based intervention or policy aimed at fostering positive development, ensuring they develop both theoretical understanding and practical skills.

Module provider

Psychology

Module Leader

PLUESS Michael (Psychology)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): 10

Module Availability

Semester 2

Prerequisites / Co-requisites

None

Module content

Key topics of the module include:

• Foundations of Positive Development  Theories of development and well-being, evolutionary and cross-cultural perspectives on development.
• Different Developmental Domains  Physical, cognitive, social, emotional, and behavioural growth across the lifespan.
• Psychological and Social Factors  Attachment, relationships, purpose, flourishing, and positive psychology.
• Environmental Influences  The role of physical and material environments, including housing, nutrition, pollution, and socioeconomic factors.
• Genetics and Individual Differences  Nature vs. nurture, gene-environment interactions, and variations in sensitivity and resilience.
• Lifespan Perspective  Positive development in infancy, childhood, adolescence, adulthood, and old age.
• Interdisciplinary Approaches  Insights from developmental, positive, and applied psychology, as well as genetics and social sciences.
• Applications to Real-World Contexts  Developing interventions and policies to foster positive development.

Assessment pattern

Alternative Assessment

n/a

Assessment Strategy

The assessment for this module is designed to encourage critical engagement with theory and empirical research while fostering the application of knowledge to real-world contexts in the form of a proposal for an intervention or a social policy aimed at promoting a specific aspect of positive development. This will require students to integrate theoretical perspectives and empirical evidence from multiple disciplines to justify their proposed approach.To support students in developing a high-quality final submission, they will first submit an outline of the essay detailing their main ideas and structure. This will allow for formative feedback, helping them refine their arguments and ensure a strong theoretical foundation.Students will then build on the feedback to complete the full essay in for submission at the end of the module. The assessment strategy promotes deep learning by requiring students to critically analyse key concepts, engage with interdisciplinary research, and apply knowledge in a meaningful way. It also ensures students further develop essential skills in academic writing, critical thinking, and evidence-based reasoning.

Module aims

• Develop a comprehensive understanding of positive development across the life course and critically evaluate key theoretical and empirical research in the field.
• Explore the key factors and processes that contribute to positive human development from infancy to old age, considering cognitive, emotional, social, and behavioural domains.
• Explore the role of individual differences in shaping positive development, with a focus on resilience, environmental sensitivity, and genetics.
• Apply theoretical and empirical insights to real-world contexts by designing evidence-based interventions or social policies that promote positive development.

Learning outcomes

Methods of Teaching / Learning

This module is designed to foster a deep understanding of positive development while actively engaging students in both theoretical and applied learning. The teaching strategy combines structured lectures, interactive elements, and dedicated tutorial support to ensure comprehensive learning outcomes.

• Weekly Lectures:
  • Weekly lectures form the core of the module.
  • Each lecture integrates interactive elements such as discussions, debates, and group activities, enabling students to connect theory with real-world contexts.
• Tutorial Session:
  • A dedicated tutorial is provided to support coursework, offering targeted guidance on assessment preparation, including literature reviews and intervention design.
• Self-Study and Pre-Class Preparation:
  • Students are expected to engage in extensive self-study by reading assigned academic papers prior to each session.
  • This preparation is crucial for active participation during lectures and discussions, and it helps develop critical appraisal and independent research skills.
• Supplementary Online Resources:
  • A dedicated SurreyLearn page will host the reading list, lecture materials, relevant links, and discussion forums, further enhancing the learning experience.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PSYM180

Other information

None

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.