Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only |
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Description The aim of this module is to provide an overview of the main biopsychosocial models of healthy and unhealthy self-control, in terms of sensory, cognitive, behavioural and emotion regulation. Particular emphasis will be placed on the developmental trajectory of self-control and executive function, as well as consideration of the socio-economic consequences of dysfunctional self-control such as health, education, and criminality. Students will also consider different explanatory levels including neural, psychological and social correlates of healthy and unhealthy self-control. | |||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Evaluate key biopsychosocial theories of self-control 2. Outline development trajectories of healthy and unhealthy self-control 3. Identify and analyse key genotypes and endophenotypes associated with self-control 4. Critically evaluate factors influencing the development, and maintenance of self-control 5. Evaluate methods used to re-train self-control 6. Consider the socio-economic consequences of dysfunctional self-control | |||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Definitions and biopsychosocial theories of self-controlSelf-control and executive functionDevelopmental trajectory of healthy and unhealthy self-controlGenetics of Self-ControlCognitive and Brain Endophenotypes of Self-controlDysfunctional Self-controlSelf-control and handicapping cognitions and behaviourPromoting Self-control: Resilience, Optimism and MindsetRe-training Self-control: Executive Function TrainingSocio-economics of dysfunctional self-control | |||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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