Biological Bases of Neurodevelopmental Disorders
Run by School of Human and Behavioural Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Prof Debbie Mills
Overall aims and purpose
This module provides students with an integrated perspective on neurodevelopmental disorders that emphasizes the biological contributions to behaviours. The course will focus on the neural substrates associated with deficits of both affective and cognitive mechanisms. The module will illustrate how a convergent interdisciplinary approach between basic neuroscience, cognitive neuropsychology and clinical psychiatry is providing a new and integrated model from which we can better understand psychological disorders. The objectives of this course are to provide the student with a basic foundation for understanding the relationship between the brain and abnormal behaviour. This will require that we 1) place abnormal behaviour within its larger historical and social context, 2) develop an understanding of how research is done in this field, 3) appreciate the fundamentals of the human nervous system, and 4) discuss the biology of specific brain systems and certain psychology disorders
The module will provide insights into aspects of clinical and basic neuroscience that are critical for understanding the neurobiological basis of mental illness. Topics will include: The functional organization of the human brain; The structure and function of neurons, neural transmission and basic neuropharmacology; Principles of neuropsychological assessment; Principles of neurdodevelopment; Genetics (as relevant for Neurodevelopmental Disorders); Systems neuroscience, as revealed by neurophysiology and neuropsychology, relevant to understanding of major neurodevelopmental disorders such as Autism, Williams Syndrome, Attention-Deficit Hyperactivity Disorder, and Schizophrenia.
• Knowledge of key areas/principles • Understands the main elements of the subject area • Limited evidence of background study • Answer focussed on question but also with some irrelevant material and weaknesses in structure • Arguments presented but lack coherence • Has several factual/computational errors • No original interpretation • Only major links between topics are described • Limited problem solving • Some weaknesses in presentation and accuracy
• Strong knowledge • Understands most but not all of the subject area • Evidence of background study • Focussed answer with good structure • Arguments presented coherently • Mostly free of factual/computational errors • Some limited original interpretation • Well known links between topics described • Problems addressed by existing methods/approaches • Good presentation with accurate communication
• Comprehensive knowledge • Detailed understanding of subject area • Extensive background study • Highly focussed answer and well structured • Logically presented and defended arguments • No factual/computational errors • Original interpretation • New links between topics are developed • New approach to a problem • Excellent presentation with very accurate communication
Demonstrate a familiarity with the anatomical and functional organisation of the human brain, including the principles of synaptic transmission, and particularly of those neural and major neurotransmitter systems that play a major role in the development of psychological disorders.
Discuss the neural systems that regulate learning, motivation, emotion and executive control in the service of goal-directed behaviour.
Evaluate how basic neuroscience research throws light onto a variety of human mental disorders, including attention-deficit hyperactivity disorder, autism, schizophrenia etc.
Understand neurodevelopmental disorders as bio-psycho-social entities.
Understand how genetic research can help elucidating the (complex) aetiologies of neurodevelopmental disorders.
|EXAM||Mid Term Exam||
The midterm will consist of short answer questions and taken entirely from lecture material from the first half of the lectures.
The first part of the final exam is worth 25% of the grade with the same format of the midterm - covering the second half of the module. The second part of the final exam will consist of comprehensive essay questions covering the the entire module. This part of the exam is worth 45% of the module mark.
|CASE STUDY||Case Study||
Students will watch a video and read the script of a parent interview and answer a set of questions.
Teaching and Learning Strategy
Students will attend weekly one hour workshops. Workshops will either be a live synchronous interactive session or in person depending on current COVID19 restrictions. Workshops are designed to reinforce material presented in the lecture. Workshops will vary in format, e.g. review of research papers, guest speaker/ demonstrations, question and answer, videos.
Students will commit approximately 10 hours each week across the entire semester, preparing for assessments and studying class material.
Due to COVID 19 restrictions, it is uncertain if lectures will be in person or online. If lectures are given in person, students will attend a two-hour lecture each week. If lectures are online, the lectures will be presented as recorded (asynchronous) segments.
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Be aware of ethical principles and approval procedures.
Courses including this module
Optional in courses:
- 6S26: BSc Neuropsychology year 3 (BSC/NI)
- C8BY: MA Psychology year 1 (MA/PSYCH)
- C8BZ: MRes Psychology year 1 (MRES/PSYCH)
- C8EF: MSc Clinical and Health Psychology year 1 (MSC/CHPSY)
- C8DX: MSc Counselling year 2 (MSC/CNSL)
- C8CU: MSc Neuroimaging year 1 (MSC/N)
- C8EG: MSc Principles of Clinical Neuropsychology year 1 (MSC/PCNP)
- C8DU: MSc Psychology year 1 (MSC/PSY)
- C8AL: MSc Psychological Research year 1 (MSC/PSYRES)
- C808: MSci Psychology with Clinical & Health Psychology year 4 (MSCI/PHS)
- C810: MSci Psychology with International Experience year 4 (MSCI/PIE)
- C807: MSci Psychology year 4 (MSCI/PS)