University of Essex

HS193-4-FY-CO:
Lifespan Development

The details

Year: 2024/25

Department: Health and Social Care (School of)

Campus: Colchester Campus

Term: Full Year

Level: Undergraduate: Level 4

Status: Current

Start date: Thursday 03 October 2024

End date: Friday 27 June 2025

Credits: 30

Last updated: 07 September 2022

Requisites for this module

Pre-requisites: (none)

Co-requisites: (none)

Pre and / or co-requisites: (none)

Prohibited modules: (none)

Key module (requisite for): (none)

Key module for

BA L500 Social Work,
BA L500CO Social Work,
BA L550 Social Care,
BA L550CO Social Care

Module description

The module will provide an overview of human development within a framework of research and evidence based practice and involving exploration and analysis. The module will support and encourage the students to explore the interactions of lifespan development and social work practice.

Module aims

Social workers engage with individuals and groups at all stages of the life-course. Understanding of theories and perspectives which shape the individual life-course, including structural, psychological and biological factors, and the interplay between these, is essential to effective social work practice. The goal of this module is to provide students with the skills needed to understand life course development and its importance to social work practice

Aims:
1. Provide students with an understanding of different theories of lifespan development their application in social work practice
2. Provide an opportunity for students to apply skills of observation and develop an understanding of the importance of these skills for social work practice
3. Provide students with the skills and knowledge needed to identify and critique socially constructed concepts of normal/abnormal development

The module provides the student with an introduction and overview of the theoretical approaches and perspectives relevant to lifespan development in social work. The module focusses on the bio-psycho-social model of development with an emphasis on attachment and neurodevelopment. The module also covers definitions of development: including pre-birth, birth, childhood, adolescence, middle age, old age and end of life/death. A key focus of this module is on understanding how concepts of the lifespan, and ‘normal’ and ‘abnormal’ development, are socially constructed and culturally specific

Module learning outcomes

On successful completion of this module, the [learner] will be able to:

1. Describe and critique one theoretical approach with a socio-neurological focus and relate it to lifespan development
2. Explain the process and use of a child study and the importance of effective observation for social work practice
3. Relate aspects of lifespan development, socio-psychological and cultural influence to a variety of situations and contexts
4. Examine power in the construction of normality and pathology

Module information

Social workers engage with individuals and groups at all stages of the life-course. Understanding of theories and perspectives which shape the individual life-course, including structural, psychological and biological factors, and the interplay between these, is essential to effective social work practice. The goal of this module is to provide students with the skills needed to understand life course development and its importance to social work practice.

The module provides the student with an introduction and overview of the theoretical approaches and perspectives relevant to lifespan development in social work. The module focusses on the bio-psycho-social model of development with an emphasis on attachment and neurodevelopment. The module also covers definitions of development: including pre-birth, birth, childhood, adolescence, middle age, old age and end of life/death. A key focus of this module is on understanding how concepts of the lifespan, and 'normal' and 'abnormal' development, are socially constructed and culturally specific.

Learning and teaching methods

Overview: The module will combine a number of different teaching approaches, incorporating lectures, group work, computer skill based sessions and student led session to introduce key concepts in social work research while relating it to everyday practice. Lectures: Module lead, external contributors and other members of teaching staff. Independent: Small/ PBL group work and independent work on searching the literature and any research related activities. Practice and presentations to be discussed on sphere of practice. Placement: The student will undertake two short placements. The first, a child study, will involve a 5-day observation of a child, requiring the student to apply relevant developmental theories. The second, the adult study, will not be assessed, but will involve participation in an older person’s activity group. Online: Online resources will be made available on Moodle to support student learning. Tutorials: It is the student’s responsibility to seek tutorial support as needed. Skills: The student will be expected to engage in a range of research related activities: searching the literature, visiting the library, attending seminars and participating in conferences.

Bibliography

Beckett, C. and Taylor, H.A. (2024a) Human growth & development. 5th edition. London: Sage. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2535889.
Walker, J. and Horner, N. (2024a) Social work and human development. Seventh edition. London: Learning Matters. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2584836.
Walker, J. and Horner, N. (2024b) Social work and human development. Seventh edition. London: Learning Matters. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2584836.
Holstein, J.A. and Gubrium, J.F. (2007) ‘Constructionist Perspectives on the Life Course’, Sociology Compass, 1(1), pp. 335–352. Available at: https://doi.org/10.1111/j.1751-9020.2007.00004.x.
Qadir, P. (2020) ‘Transitions “Life in Lockdown”’. YouTube: Trafford Children’s Services. Available at: https://www.youtube.com/watch?v=cg94Ksp5NDc.
Salkind, N.J. (no date) ‘Chapter 5: Sigmund Freud’s Psychosexual Theory’, in An introduction to theories of human development. Thousand Oaks, Calif: Sage Publications, pp. 109–136. Available at: https://sk.sagepub.com/books/an-introduction-to-theories-of-human-development/n5.xml.
Salkind, N.J. (2004a) An introduction to theories of human development. Thousand Oaks: Sage. Available at: https://sk.sagepub.com/books/an-introduction-to-theories-of-human-development.
Salkind, N.J. (2004b) An introduction to theories of human development. Thousand Oaks: Sage. Available at: https://sk.sagepub.com/books/an-introduction-to-theories-of-human-development.
Salkind, N.J. (2004c) An introduction to theories of human development. Thousand Oaks: Sage. Available at: https://sk.sagepub.com/books/an-introduction-to-theories-of-human-development.
Coleman, J.C. (2010) ‘Chapter 1: Introduction’, in Nature of adolescence. 4th ed. London: Routledge, pp. 4–21. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/reader.action?docID=683988&ppg=14.
Walker, J. and Horner, N. (2024c) Social work and human development. Seventh edition. London: Learning Matters. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2584836.
Robinson, O. (2013) ‘Chapter 1: Adulthood, Development and the Biopsychosocial Paradigm’, in Development through adulthood: an integrative sourcebook. Basingstoke: Palgrave Macmillan, pp. 1–26. Available at: https://ebookcentral.proquest.com/lib/universityofessex-ebooks/reader.action?docID=4763923&ppg=26.
Robinson, O.C., Wright, G.R.T. and Smith, J.A. (2013) ‘The Holistic Phase Model of Early Adult Crisis’, Journal of Adult Development, 20(1), pp. 27–37. Available at: https://doi.org/10.1007/s10804-013-9153-y.
Walker, J. and Horner, N. (2024d) Social work and human development. Seventh edition. London: Learning Matters. Available at: https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2584836.
Bilodeau, B.L. and Renn, K.A. (2005) ‘Analysis of LGBT identity development models and implications for practice’, New Directions for Student Services, 2005(111), pp. 25–39. Available at: https://doi-org.uniessexlib.idm.oclc.org/10.1002/ss.171.
Pathare, S. and Shields, L.S. (2012) ‘Supported Decision-Making for Persons with Mental Illness: A Review’, Public Health Reviews, 34(2). Available at: https://doi.org/10.1007/BF03391683.
Boyle, G. (2008) ‘The Mental Capacity Act 2005?: promoting the citizenship of people with dementia?’, Health & Social Care in the Community, 16(5), pp. 529–537. Available at: https://doi.org/10.1111/j.1365-2524.2008.00775.x.
Keller, H., Voelker, S. and Yovsi, R.D. (2005) ‘Conceptions of Parenting in Different Cultural Communities: The Case of West African Nso and Northern German Women’, Social Development, 14(1), pp. 158–180. Available at: https://doi.org/10.1111/j.1467-9507.2005.00295.x.
Kelly, Y. et al. (2006) ‘Ethnic differences in achievement of developmental milestones by 9 months of age: the Millennium Cohort Study’, Developmental Medicine & Child Neurology, 48(10). Available at: https://doi.org/10.1111/j.1469-8749.2006.tb01230.x.
Ching-Yu Huang (2018) ‘How culture influences children’s development’, The Conversation [Preprint]. Available at: https://theconversation.com/how-culture-influences-childrens-development-99791.
Myers, C.-A. and Cowie, H. (2017) ‘Bullying at University: The Social and Legal Contexts of Cyberbullying Among University Students’, Journal of Cross-Cultural Psychology, 48(8), pp. 1172–1182. Available at: https://doi.org/10.1177/0022022116684208.
Borca, G. et al. (2015) ‘Internet use and developmental tasks: Adolescents’ point of view’, Computers in Human Behavior, 52, pp. 49–58. Available at: https://doi.org/10.1016/j.chb.2015.05.029.
Peto, T. (2018) ‘Why the voting age should be lowered to 16’, Politics, Philosophy & Economics, 17(3), pp. 277–297. Available at: https://doi.org/10.1177/1470594X17705651.
Earl, J., Maher, T.V. and Elliott, T. (2017) ‘Youth, activism, and social movements’, Sociology Compass, 11(4). Available at: https://doi.org/10.1111/soc4.12465.

The above list is indicative of the essential reading for the course.
The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students.
Further reading can be obtained from this module's reading list.

Assessment items, weightings and deadlines

Coursework / exam	Description	Deadline	Coursework weighting
Coursework	Family Scenario	29/04/2025	60%
Coursework	Family Scenario - CO	29/04/2025
Written Exam	Single Answer Multiple Choice		20%
Written Exam	Multiple Answer Multiple Choice		20%
Written Exam	Single Answer Multiple Choice Test - CO
Written Exam	Multiple Answer Multiple Choice Test - CO

Exam format definitions

Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary, for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.

Your department will provide further guidance before your exams.

Overall assessment

Coursework	Exam
100%	0%

Reassessment

Coursework	Exam
100%	0%

Module supervisor and teaching staff

Supervisor: Dr Kanamik Khan, email: k.khan@essex.ac.uk.

Teaching staff:

Contact details: ugsocwork@essex.ac.uk

Availability

Available to incoming Essex Abroad / Exchange students: No

Available to Outside Option: No

Available to Audit: No

External examiner

No external examiner information available for this module.

Resources

Teaching materials: Available via Moodle

Lecture recording: Of 30 hours, 30 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s), module, or event type.

Further information

Department website: Health and Social Care (School of)

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The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Module Directory

HS193-4-FY-CO:Lifespan Development