Assignment 3: Individual Assessment (40%) Reflective Essay
Reflect on your own family and cultural context while you were a child (4 - 12 years). Apply your understanding of the Bowlby-Ainsworth Attachment Theory, Bronfenbrenner’s Ecological andVygotsky's Sociocultural Theory to your relationships during your childhood.
With reference to these theories, discuss the impact of these relationships on your development as youmatured (e.g. feelings of security, friendships, decisions etc.); integrate your knowledge of risk,opportunity and resilience. Diagrams and tables may be included.
This should not be a detailed discussion of the theories, more an explanation of your socialrelationships using the framework of the theories.Integration of material from the text-books and readings on Moodle is essentia
1 INT103 Human Development Across the Lifespan COURSE Bachelor of Community Services LEVEL OF STUDY 1st Year CORE/ELECTIVE Core CREDIT POINTS 15 Credit Points TOTAL COURSE CREDIT POINTS 360 credit points DURATION One trimester CONTACT TIME 6 x live webinars and weekly discussion forums PERSONAL STUDY HOURS 7 hours per week TOTAL WORKLOAD PER WEEK 10 hours per week PRE-REQUISITE Nil CO-REQUISITE INT102 Interpersonal Communication Skills CONTACT DETAILS Unit Coordinator: Suzanne Lawrence (
[email protected]) Facilitators Perth: Dr Jonas Klutsey Melbourne: Renee Klaasson Sydney: Tim Adam Brisbane: Dr Sam Plename Unit Outline mailto:
[email protected] 2 DESCRIPTION This unit provides a chronological view of the development of human lifespan. It introduces learners to the fundamental theories of development that lead learners to reflect on their lived/living experience in application to lifespan of human development. Throughout the unit, learners get an opportunity to develop their understanding of the interplay of biological, sociological and psychological forces in human development. The unit highlights the contemporary concepts in a context that is meaningful to learners from a variety of disciplines including: psychology, public health, education, social work, and developmental psychology. Learners develop knowledge on the diverse influences in supporting healthy development, including attachment theory, cognitive and social development and the role of families and wider communities. This unit is delivered online via Zoom. GRADUATE ATTRIBUTES Graduates of Stott’s College are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Stott’s College’s Graduate Attributes which you should demonstrate on completion of the course. Professional GA1 Hold a body of knowledge relevant to their field of study, that includes an understanding of theories, practices, and the scope of their discipline; GA2 Have the skills required to operate effectively within their chosen profession; Personal GA3 Have developed an appreciation, tolerance and ability to work effectively across the entire diversity spectrum; GA4 Be able to work independently and collaboratively; GA5 Be able to set appropriate goals for ongoing intellectual and professional development; GA6 Be self-critical and identify shortcomings in their own knowledge, skills and abilities; GA7 Understand ethical responsibilities and behavior pertinent to their chosen discipline and profession and practice the behavior to the highest standards; GA8 Have developed a high level of oral, visual and written communication skills, across a range of communication technologies, relevant to their fields of study, and recognize the importance of maintaining these; 3 Academic GA9 Be able to identify the need for data, information and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools and methodologies and be able to critically evaluate the information in terms of its validity, accuracy, currency against one’s own values; GA10 Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative and critical; GA11 Be able to understand, define, analyze, evaluate, investigate problems and make informed recommendations and decisions. COURSE LEARNING OUTCOMES The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian Quality Framework specifications for Bachelor degrees (AQF Level 7). Upn completion of the degree, graduates will have achieved these learning outcomes in the following dimensions: Knowledge CLO1 Demonstrate broad knowledge of a range of community services theories and frameworks. CLO2 Develop an appreciation for the legal framework in which organizations and communities operate. CLO3 Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family and mental health. CLO4 Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality. Skills CLO5 Critically review, analyze, and evaluate knowledge in community services theories and frameworks. CLO6 Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards. CLO7 Apply critical thinking and judgement in identifying and solving problems in case management interventions. CLO8 Demonstrate advanced counselling and communication skills in dealing with clients and other professionals. Application of Knowledge and Skills CLO9 Demonstrate applied research skills, including projects. CLO10 Identify clients with complex and diverse needs and develop appropriate service provision. 4 CLO11 Practice case management ethically and intentionally within established legal, policy and professional frameworks and codes of ethics. CLO12 Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability. UNIT LEARNING OUTCOMES At the completion of this unit, a learner should be able to: LO1 Demonstrate an understanding of biological, sociological and psychological factors and the influence they have on the human development across the lifespan. LO2 Explain the milestones and stages of human development across the lifespan. LO3 Identify and discuss fundamental theories and stages of human development across the lifespan, including personality theories LO4 Analyze cultural and social influences on developmental stages for Aboriginal and Torres Strait Islander People across the lifespan. LO5 Explain the interplay of human development across the lifespan. CONTENT Topics will include: 1. Introduction to Human Development Across the Lifespan 2. Theories of development: Interpreting the Lifespan 3. The biological and social bases of development: Pregnancy and birth 4. Physical, cognitive and psychosocial development in infancy 5. Physical, cognitive and psychosocial development in early childhood 6. Physical, cognitive and psychosocial development in middle childhood 7. Physical, cognitive and psychosocial development in adolescence 8. Physical, cognitive and psychosocial development in early adulthood 9. Physical, cognitive and psychosocial development in middle adulthood 10. Physical, cognitive and psychosocial development in late adulthood 11. Diverse influences in supporting healthy development 12. Dying and spirituality 5 LEARNING TASKS AND ASSESSMENT In order to pass this unit, learners are required to achieve an aggregate mark of 50% for all assessment tasks. Refer to the Assessment Grades section at the end of the unit outline for important information regarding awarding of grades. Attendance is crucial to pass this unit. Assessment Weight Due Learning Outcomes Assessed Course Learning Outcomes INDIVIDUAL ASSESSMENT Annotated Bibliography (500 words) 10% Week 4 LO 1, 3, 4, 5 CLO 1, 5, 9 INDIVIDUAL ASSESSMENT Comparative Essay on Two Theories comparison of two developmental theories (1500 words) 30% Week 7 LO 1, 2, 3, 5 CLO 1, 4, 5, 9 INDIVIDUAL ASSESSMENT Reflective essay on a significance of social environment in the context of 2 theories (1800-2000 words) 40% Week 10 LO 1, 2, 3, 5 CLO 1,5,12 ONLINE PARTICIPATION & ACTIVITIES 3 reflective posts in response to three weeks’ activities (1000 words) 20% Week 1 - 12 LO 1 - 5 CLO 1, 5, 6, 8 TOTAL 100% 6 WEEKLY OUTLINE Week Topic Text reference and set readings Webinars & Assessment Week 1 Introduction to Human Development across the lifespan Sigelman & Rider (2017) chapter 1 Webinar Week 2 Theories of development: Interpreting the lifespan Sigelman & Rider (2017) chapter 2 Week 3 The biological basis of development: Pregnancy and birth Sigelman & Rider (2017) chapter 3 Webinar Week 4 Physical, cognitive and psychosocial development in infancy Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Assessment 1 Due Week 5 Physical, cognitive and psychosocial development in early childhood Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Webinar Week 6 Physical, cognitive and psychosocial development in middle childhood Harms (2020) chapter 6 Week 7 Physical, cognitive and psychosocial development in adolescence Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Webinar Assessment 2 Due Week 8 Physical, cognitive and psychosocial development in early adulthood Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Week 9 Physical, cognitive and psychosocial development in middle adulthood Harms (2020) chapter 9 Webinar Week 10 Physical, cognitive and psychosocial development in late adulthood Harms (2020) chapter 10 Assessment 3 Due Week 11 Diverse influences in supporting healthy development Sigelman & Rider (2017) chapter 15 Webinar Assessment 4 Due Week 12 Dying and spirituality Sigelman & Rider (2017) chapter 17 7 PRESCRIBED TEXTS Required Texts Sigelman, C. K., & Rider, E. A. (2017). Life-span human development (9th ed.). Thomson Wadsworth. Supplementary Text Harms, L. (2020). Understanding human development: A multidimensional approach (3rd ed.). Oxford Press. Recommended Additional References Berk, L. (2012). Child development (9th ed.). Allyn & Bacon. Corey, G. (2014). Theory and practice of counseling & psychotherapy (8th ed.). Brooks/Cole. Hammerer, D.,Muller,V.,& Li, S. (2014).Performance monitoring across the lifespan: Still maturing post-conflict regulation in children and declining task-set monitoring in