Jamal Ahmed Is A 15-Year-Old From Syria Who Arrived In The UK: Psychology Assignment, TCD, Ireland
| University | Trinity College Dublin (TCD) |
| Subject | Psychology |
Case Study:
Jamal Ahmed is a 15-year-old from Syria who arrived in the UK two years ago with his mother, father, and two younger siblings. He has enrolled at the local school and is coming to the end of year 10. He is able to speak some English and struggles to articulate his ideas. Although his English has improved, he struggles to understand what his teachers are saying and so cannot access the curriculum.
He misbehaves in school for this reason. He is bright but because of his difficulties with English he has been placed in a lower ability group. He has made friends with some of the children in this group. Although Jamal has experienced these difficulties at school, he is a confident boy who has settled in quite well at school, and the teachers like him. When he first started school, he also expressed his hope to become a lawyer.
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Jamal’s school friends are not the only children he socializes with. He is friends with a number of boys from the local mosque and plays football with them once a month. He does not see them very often because he does not attend the local mosque regularly. He spends most of his time with his school friends and has recently been going to shisha bars with them. His parents are aware of this and disprove of him going so they often argue. Jamal’s parents believe he is setting a bad example for his younger siblings who they believe look up to him.
Additionally, his parents want him to do well at school. He told them of his hopes of becoming a lawyer and they refer to this often and expect him to work hard to achieve this. Jamal feels that he should obey his parents’ wishes and fulfill his obligations to support his parents by becoming a lawyer. However, Jamal does not always study due to his difficulties accessing the curriculum and he has not told his parents about his difficulties. His parents assume he is doing well because he seems happy otherwise.
More recently, Jamal’s romantic interest has increased because he sees his friends and peers dating. He is aware that his parents would disapprove of a relationship. Jamal is struggling with his feelings of being left out and being different from his group of friends, and not letting his parents down.
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| Week | Topic (s) | Tutor-led learning |
| 1 | Conceptual and historical issues in lifespan developmental psychology | Conceptual and historical issues in life span psychology including research ethics and paradigmatic changes in research design. |
| 2 | Prenatal development
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Lifespan perspectives relating to the production of offspring, from the neonatal period to birth, including consideration of external factors including maternal health and behavior during pregnancy. Includes historical shifts in perceptions and behaviors as well as looking at concepts and practices across cultures. Prenatal development, socialization, and theories around ‘bonding’, cross-cultural practices, and research evidence are introduced.
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| 3
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Cognitive development
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Overview of the principles underlying Piaget and Vygotsky’s cognitive development theories. A brief overview of information processing perspectives. Critical examination of the theories as well as compare and contrast Piaget and Vygotsky’s theories.
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| 4
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Attachment | Introduction to key theorists in attachment. Exploration of the links between early attachment experiences and later relationships and the development of psychological problems in later life. Evaluation of attachment theories and measurements of attachment.
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| 5 | Communication, language development, and play | Conceptual, Historical, and Cultural considerations of the development of Communication, Language Development, and Play.
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| 6
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Moral development | Overview of the main theories of moral development and critically examine the theories and the use of moral dilemmas. To explore influences on moral reasoning development.
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| 7
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Adolescence
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Consider cognitive and social development during adolescence and understand that that developmental categories overlap. To critically consider the influence of others on adolescent behaviors. |
| 8
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Atypical development across the lifespan
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Consideration of a variety of different ways where the typical developmental trajectory is affected, including variations of societal perceptions over time and different cultures when development is atypical. Introduction to some atypical disorders. |
| 9
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Transitions and relationships across the lifespan
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Relationships throughout the lifespan and transitions between life stages. Including sibling relationships, peer interactions, and relationships in late life and retirement. Changing roles throughout the lifespan. Historical and conceptual shifts in perceptions of aging. |
| 10 | Death, dying, and bereavement | Consider how death is understood differently across the lifespan. Explore the ways in which individuals’ face their own death after a terminal diagnosis and cope with the death of another person taking into account individual and cultural differences
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