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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Psychology of Self Control
Module Code PSYC410 (ITS) / PSY1054 (Banner)
Faculty Science & Health School Psychology
Module Co-ordinatorLorraine Boran
Module Teachers-
NFQ level 8 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
Coursework Only
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



Workload Full-time hours per semester
Type Hours Description
Lecture22Lecture based on indicative content; Asynchronous and synchronous format (in person); active listening and engagement with lecture material
Seminars4Synchronous moderator-led seminars (in person)
Online activity5Loop Discussion Fora
Independent Study94Independent Study preparation for seminars and assessment.
Total Workload: 125

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

Indicative Content and Learning Activities

Definitions and biopsychosocial theories of self-control

Self-control and executive function

Developmental trajectory of healthy and unhealthy self-control

Genetics of Self-Control

Cognitive and Brain Endophenotypes of Self-control

Dysfunctional Self-control

Self-control and handicapping cognitions and behaviour

Promoting Self-control: Resilience, Optimism and Mindset

Re-training Self-control: Executive Function Training

Socio-economics of dysfunctional self-control

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Report(s)Focused Literature Review and Intervention Report70%n/a
AssignmentVideo Presentation (Tell it Straight)30%n/a
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1
Indicative Reading List

  • CARVER, C. S., & SCHEIER, M. F.: 2001, ON THE SELF-REGULATION OF BEHAVIOR., CAMBRIDGE UNIVERSITY PRESS.,
  • Carver, C.S. & Scheier, M.F.: 1981, Attention and Self-Regulation: A control theory approach to human behavior., Springer Verlag, New York.,
  • De Ridder, L., Adriaanse, K.F.: 2017, Routledge International Handbook of Self Control in Health and Wellbeing., Taylor & Francis,
  • Gross, J.J.: 2013, Handbook of emotion regulation, 2nd, The Guilford Press, London,
  • Jutta Heckhausen (Editor), Carol S. Dweck (Editor): 2009, Motivation and Self-Regulation across the Life Span, Cambridge University Press, 0521101484
  • Vohs, K.D., Baumeister, R.F.: 2016, Handbook of self-regulation: Research, theory and applications, 3rd, The Guilford Press, London,
  • Anderson, J.R.: 2005, Cognitive psychology and its implications, Open University Press, Maidenhead,
  • Baddeley, A.D.: 2007, Working memory, thought and action, Oxford University Press, New York,
  • Carlson, N.R.: 2010, Physiology of behaviour, 10th, Allyn & Bacon, Boston, MA,
  • Conway, A.R.A., Jarrold, C., Kane, M.J., Miyake, A.& Towse, J.N. (Eds): 2007, Variation in working memory, Oxford University Press, New York,
  • Eysenck, M., & Keane, M.: 2015, Cognitive psychology: A student's handbook, 7th, Psychology Press, Hove,
  • Kalat, J.W.: 2009, Biological psychology, Wadsworth Cengage Learning, Belmont, CA,
  • Kolb, B. & Whishaw, I.Q.: 2008, Fundamentals of human neuropsychology, 6th, Worth Publishers, New York,
  • Pinel, J.P.: 2011, Biopsychology, 8th, Pearson Education, Boston, MA,
  • Smith, E., & Kosslyn, S.: 2006, Cognitive psychology: Mind and brain, Pearson, London,
  • Quinlan, P. & Dyson, B.: 2008, Cognitive psychology, Psychology Press, Harlow, UK,
  • Reisberg, D: 2001, Cognition: Exploring the science of the mind, 2nd, Norton, New York,
  • Roche, R., & Commins, S.: 2009, Pioneering studies in cognitive neuroscience, Open University Press, London,
  • Sternberg, R.J.: 2003, Cognitive psychology, 3rd, Harcourt Brace, New York,
  • Styles, E.A.: 2006, The psychology of attention, 2nd, Psychology Press, Hove,
Other Resources

None

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