University of Essex

HS653-7-AU-CO:
Life Span Development

The details

Year: 2024/25

Department: Health and Social Care (School of)

Campus: Colchester Campus

Term: Autumn

Level: Postgraduate: Level 7

Status: Current

Start date: Thursday 03 October 2024

End date: Friday 13 December 2024

Credits: 15

Last updated: 14 March 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

DIP L50017 Social Work,
MA L50021 Social Work

Module description

This module explores social, cognitive and behavioural development across the lifespan through a social work lens.

Students will be introduced to established and emerging theories of human development and supported to critically assess their validity and alignment with social work practice, values and ethics. Adopting a human rights framework, students will also be encouraged to critically deconstruct the constructs of 'pathology' and 'normality' within the context of human development.

Social workers engage with individuals and groups at all stages of the life-course. An understanding of key theories and perspectives for understanding the life-course, including structural, psychological and biological factors, and the interplay between these, is essential to effective social work practice. A consideration of the social, historical and economic contexts which shape individual development is also critical for understanding uneven patterns of development through the life-course. 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.

Module aims

1. Develop a critical understanding of different theories of lifespan development and their application to different areas of social work practice
2. Understand the social, cultural, and economic context of human development and critique existing and emerging theories of development within this framework
3. Develop the skills and knowledge needed to identify and critique socially constructed concepts of normal/abnormal development, and critically engage with issues of structural disadvantage which shape patterns of uneven lifespan development
4. Provide an opportunity for students to apply skills of observation and evaluation, to develop an understanding of the importance of these skills for social work practice

Module learning outcomes

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

1. Critically evaluate the use of theories of human growth and development in social work practice.
2. Apply theories and models of human growth and development when observing, recording and reporting interactions with service users.
3. Analyse the construction of normality and pathology by critically examining the use of these, and related, terms as objective and value neutral.
4. Use human rights legislation, policy and theory to develop strategies for resisting the oppressive use of discourses of pathology and normality.

Module information

No additional information available.

Learning and teaching methods

Lectures: As noted above it is expected that lectures will be incorporated within the scheduled days of teaching and learning activity as outlined in the attached timetable. Independent: The taught sessions will be followed by a period of observed practice as students prepare for and complete the assessment requirements for this module. Online: A range of materials and resources relating to this module are available through the MA Social Work and Human Rights Moodle site. Students should upon registering for this module be able to access this Moodle course by going to https://moodle.essex.ac.uk or by accessing Moodle via the 'my study' section of the main University of Essex website. If you are experiencing any technical difficulties with Moodle then please contact; helpdesk@essex.ac.uk Tutorials: On commencing the course students will be allocated an Academic Supervisor, (usually the module leader). Academic Supervisors will support the student in the preparation of the module assessment. Students will be expected to meet with their Academic Supervisor on a regular basis throughout the course. Arrangements for supervision will be the responsibility of the student. Any student may elect to change his/her Academic Supervisor following discussion with the module or programme Leader or the Director of Education. Students are expected to maintain contact with their academic and practice Supervisors throughout the module. Tutorial sessions will be negotiated between student and supervisor. It expected that tutorial support and supervision will total no more than 2 full days over the period of the module.

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. (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.
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.
Breaking Barriers (2020) ‘Transitions “Life in Lockdown”’. YouTube: Trafford Children’s Services. Available at: https://www.youtube.com/watch?v=cg94Ksp5NDc.
Salkind, N.J. (2004d) ‘Chapter 5: Sigmund Freud’s Psychosexual Theory’, in An introduction to theories of human development. Thousand Oaks, Calif: SAGE, pp. 109–138. Available at: https://doi.org/10.4135/9781483328676.
Beckett, C. and Taylor, H.A. (2024b) 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.
Salkind, N.J. (2004a) 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/n6.xml.
Salkind, N.J. (2004b) 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/n8.xml.
Beckett, C. and Taylor, H.A. (2019) Human growth & development. 4th edition. Los Angeles: SAGE.
Salkind, N.J. (2004c) 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/n9.xml.
Nicolson, P. (2014) ‘Attachment, Separation and Loss: Themes in HGD’, in Critical Approach to Human Growth and Development. Palgrave Macmillan, pp. 87–108. Available at: https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1522669&site=ehost-live&ebv=EB&ppid=pp_87.
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.
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	Child Study & Essay	29/01/2025

Additional coursework information

Child observation and assessment, and discuss the role of dominant narratives of ‘normal’ and ‘pathological’ development in social work policy and practice.

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: pgsocwork@essex.ac.uk

Availability

Available to incoming Essex Abroad / Exchange students: No

Available to Outside Option: No

Available to Audit: No

External examiner

Name: Mrs Karen Jane Hubbard

Institution: University of Hull

Academic role: Lecturer

Resources

Teaching materials: Available via Moodle

Lecture recording: Of 21 hours, 21 (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

HS653-7-AU-CO:Life Span Development