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Session: 2022/23
Last modified: 18/03/2022 10:40:15
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Title of Module: Lifespan Development B |
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Code: PSYC08010 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | Dr Nicola
Douglas-Smith |
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| Summary of Module |
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Lifespan B Development specifically focuses on development in adolescence and early, middle and late adulthood and transitions from one stage to another.
The key principles and issues in adolescent and adulthood development are covered. The module focuses specifically on the cognitive, social and emotional changes associated with the key stages in adolescent and adult development. Focus points include looking at whether adolescence is a time of storm and stress, sense of identity in adolescence, transitions and changes in early and middle adulthood, changes in family structures and social networks, the menopause, normal and pathological ageing (Alzheimer’s and Parkinson’s disease). The module looks at a range of theoretical perspectives e.g. behaviourist, nativist, social, social-cognitive and information-processing theories. In examining a wide range of theoretical perspectives we are able to evaluate the stage theories of development and look at individual differences within a developmental framework. Students are encouraged to develop a coherent and integrated understanding of factors influencing the development of adolescents and adults, considering gender and cultural differences where relevant and to be aware of inter-relationships between individuals at different points in their lifespan. There is a strong emphasis on understanding the differences between typical and atypical development and consideration of risk and protective factors in human development.
‘I am UWS’ graduate attributes;
-ethically aware and socially responsible
- knowledgeable and motivated
incisive and resilient
- Historical and contemporary theories of development across the lifespan
- Risk behaviours and mental health problems in adolescence
- Impact of Menopause and andropause on people's psychological well-being
- Transition theories related to mid and older adulthood
- Impact of social and cognitive changes in older adulthood
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Develop an understanding of key concepts, theories and methods in development during adolescence and adulthood.
L2.
Demonstrate an ability to apply knowledge of development to tackling real world issues with adolescents and adults.
L3.
Demonstrate the ability to systematically apply and integrate multiple perspectives to developmental issues during adolescence.
L4.
Examine the implications of research findings for social work policy and practice in relation to adolescents and adults.
L5.
Show an awareness of individual differences in and cultural influences on development across the lifespan. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Demonstrate a knowledge and understanding of key concepts and principles of adult development.
Demonstrate knowledge and understanding of different perspectives on adolescent and adult development.
Demonstrate an awareness of methodological aspects of developmental research.
Demonstrate an understanding of normal and abnormal development in adults and adolescents.
Demonstrate a knowledge of factors leading to optimal development in adolescents and adults and those leading to sub-optimal development.
Demonstrate an understanding of developmental stages and transitions between life stages.
Demonstrate an awareness of inter-relationships between individuals at different points in their lifespan. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply developmental theory and approaches to understanding real life issues.
Demonstrate an understanding of the relevance of developmental research to social work practice.
Demonstrate a knowledge and understanding of ethical issues in working with adolescents, adults and the elderly. |
| Generic Cognitive skills |
SCQF Level 8.
Interpret and critically evaluate developmental research.
Reflect upon connections between developmental theory and social work practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Communicate knowledge of development to a range of different audiences through written and verbal expression.
Interpret research evidence presented in journal papers on developmental issues.
Use electronic information and retrieval systems to access relevant material.
Do a power-point presentation on an aspect of adolescence. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
The student will display a high level of self-management and motivation in carrying out learning tasks and activities.
The student will be able to take on different roles in working in a group to prepare and give a presentation. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Completion of year 1 of the social work programme |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a hybrid approach in which students are encouraged to engage with the module through three learning activities, presented both synchronously and asynchronously. Students will be encouraged to engage asynchronously with pre-recorded lecture content designed to provide students with an overview of the topic area. Pre-recorded lecture material will be complimented with a series of asynchronous and synchronous activities to be undertaken in the student's own time or by the students/instructor simultaneously as appropriate
The lectures are designed to introduce students to theoretical perspectives and empirical research in adolescent and adult development. The seminars build on the lecture content by providing students with the opportunity to take part in a range of practical and reflective activities that follow up on aspects of the lecture material relating to issues of middle and old age. Topics include the menopause, loss of identity/sense of self in older adults, abuse of the elderly and health problems and diseases of old age.
Students are provided with guided reading and activities to prepare for the seminar and workshops but are also required to follow up material independently.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 0 |
| Independent Study | 152 |
| Asynchronous Class Activity | 24 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Crawford, K. & Walker, J. (2007). Social Work and Human Development. (2nd ed.). Exeter: Learning Matters. (E-book)
Developmental Psychology
Journal of Cross-Cultural Psychology
Journal of Adolescence
Schaie, K. W. & Willis, S. L. (Eds). (2011). Handbook of the Psychology of Aging. (7th ed.). Academic Press. https://doi.org/10.1016/C2009-0-01966-7 (E-book)
Sigelman, C. K. & Rider E. A. (Eds). (2015). Life-Span Human Development. (8th ed.). Stamford: Cengage Learning.(E-book)
Bee, H. (2002). Lifespan Development. (2nd ed.). New York: Longmans.
Berk, L. E. (2004). Development through the lifespan. Boston, Mass: Allyn and Bacon.
Rutter, M. & Rutter, M. (1992). Developing Minds: challenge and continuity across the life span. London: Penguin.
Santrock, J. W. (1998). Adolescence (7th ed.). Boston: McGraw Hill.
Schaffer, H.R. (1996). Social Development. Oxford: Blackwell.
Stuart-Hamilton, I. (1994). Psychology of Ageing. London: Kingsley.
Travers, J. (1994). Human Development Across the Lifespan. Madison: Brown & Benchmark.
Woodrow, P. (2002). Ageing: Issues for Physical, Psychological and Social Health. London: Whurr.
Psychology journals
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study.? Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Psychology & Social Work |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Ug/Pg Psychology |
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| Moderator | Dr Amanda Simpson |
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| External Examiner | TBC |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Multiple Choice Class Test (50%) |
| Presentation (50%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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