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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Psychology & Self-Control
Module Code PSYC512 (ITS) / PSY1067 (Banner)
Faculty Science & Health School Psychology
Module Co-ordinatorLorraine Boran
Module Teachers-
NFQ level 9 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 advanced 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 and wellbeing. Students will also critically consider different explanatory levels and methodological approaches, at the forefront of the psychology of self-control, including neural, psychological and social correlates of healthy and unhealthy self-control.

Learning Outcomes

1. Critically consider development trajectories of healthy and unhealthy self-control in terms of hot and cold cognitive processes
2. Critically identify key genotypes, endophenotypes and phenotypic expression of self-control processes.
3. Critically appraise factors influencing the development, and maintenance of self-control
4. Critically evaluate conceptual and methodological approaches used to re-train and/or enhance self-control
5. Critically consider the socio-economic consequences of dysfunctional self-control in terms of health and wellbeing.



Workload Full-time hours per semester
Type Hours Description
Lecture22Asynchronous and synchronous (in person) format; Active listening and engagement with lecture material
Seminars4Synchronous Student-led journal club seminars.
Online activity5Loop Discussion Fora
Independent Study94Independent preparation for seminars; essay; intervention report and oral presentation.
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; including emotion regulation

Self-control and control processes

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 and/or enhancing Self-control

Socio-economics of dysfunctional self-control

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Report(s)Intervention Report70%n/a
AssignmentVideo Presentation30%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.: 1988, 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, UK,
  • Jutta Heckhausen (Editor), Carol S. Dweck (Editor): 2009, Motivation and Self-Regulation across the Life Span, Cambridge University Press, UK,
  • Vohs, K.D., Baumeister, R.F.: 2016, Handbook of self-regulation: Research, theory and applications, 3rd, The Guilford Press, London, UK,
  • 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 Ed, 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 Ed., 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 Ed, Worth Publishers New York,
  • Pinel, J.P.: 2011, Biopsychology, 8th Ed.,, 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 Ed, Norton New York,
  • Styles, E.A.: 2006, The psychology of attention, 2nd Ed, Psychology Press Hove,
Other Resources

None

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