HS193-4-FY-SO:
Lifespan Development
2024/25
Health and Social Care (School of)
Southend Campus
Full Year
Undergraduate: Level 4
Current
Thursday 03 October 2024
Friday 27 June 2025
30
07 September 2022
Requisites for this module
(none)
(none)
(none)
(none)
(none)
BA L500 Social Work,
BA L500CO Social Work,
BA L550 Social Care,
BA L550CO Social Care
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.
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
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
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.
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.
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Salkind, N.J. (2004)
An introduction to theories of human development. Thousand Oaks, Calif: SAGE. Available at:
https://sk-sagepub-com.uniessexlib.idm.oclc.org/books/an-introduction-to-theories-of-human-development.
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Feldman, R.S. (2013) ‘Chapter 1: An Orientation to Lifespan Development’, in
Life span development: a topical approach. Second edition. Boston: Pearson. Available at:
https://ebookcentral.proquest.com/lib/universityofessex-ebooks/reader.action?docID=5174174&ppg=6.
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Hutchison, E.D., Charlesworth, L.W. and Hutchison, E.D. (2025b)
Dimensions of human behavior: the changing life course. Seventh edition. Thousand Oaks, California: Sage. Available at:
https://app.kortext.com/Shibboleth.sso/Login?entityID=https://idp0.essex.ac.uk/shibboleth&target=https://app.kortext.com/borrow/2489322.
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Perry, Bruce D. (2002) ‘Childhood Experience and the Expression of Genetic Potential: What Childhood Neglect Tells Us About Nature and Nurture’, Brain and Mind, 3(1), pp. 79–100.
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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
Reassessment
Module supervisor and teaching staff
Mx Ana Olea Fernandez, email: ao19443@essex.ac.uk.
Ana Olea Fernandez
Sarah Wiblin ugsocwork@essex.ac.uk
T: 01702328229
E: ugsocialworkqueries@essex.ac.uk
No
No
No
No external examiner information available for this module.
Available via Moodle
Of 39 hours, 33 (84.6%) hours available to students:
0 hours not recorded due to service coverage or fault;
6 hours not recorded due to opt-out by lecturer(s), module, or event type.
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