SW4002 - Human Growth and Development: A Life Course Perspective (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Human Growth and Development: A Life Course Perspective|
|Module level||Certificate (04)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2020/21||
By the end of this module you will be able to
• Identify and critically reflect on sociological and psychological theories of child development and evaluate their application through observational skills and research evidence.
• Demonstrate a comprehensive understanding of ‘normal’ child developmental milestones within the parameters of diverse cultures and contexts.
• Explain and analyse theories of adult development through the life course, to understand the specific, day to day difficulties and disadvantages faced by different adult service user groups including people who need the help and support of social care services because of ill-health, impairment/disability.
• Assess theories of loss and grief and apply differing models of support within the context of anti-oppressive and anti-discriminatory theory and practice.
The life-course perspective: including life events and diverse contexts, transitions and coping; psychological and sociological theories and perspectives on life-course development; anti-discriminatory and anti-oppressive; Service user and carer perspectives, development of empathy
The relevant developmental milestones and factors that promote sound physical, social, emotional, sexual and intellectual development in children.
Study of relationships between children and their families and friends in a range of social contexts through observation and a consideration of their inner and external worlds.
Attachment, loss and change: the short and long term effects of trauma, ill-treatment, separation and substitute care.
Developing observational skills, evaluating sound development and need, reflecting on evidence, integrating theory and practice.
Adult service user groups
Models of understanding disability and impairment, including
Mental illness/diagnosis, understanding key features associated with particular diagnoses (e.g. depression and schizophrenia); prevalence and distribution, treatment, support needs; effects on lifestyle and opportunity.
Learning disability and common types and causes; prevalence and distribution; effects on lifestyle and opportunity
Long-term and terminal illness: issues for the individual and their families; coping with loss and bereavement.
Physical impairment and disability: prevalence and range of associated difficulties; support needs;
Myths and reality of ‘normal’ ageing; prevalence and types of ill health associated with old age; caring roles and experiences.
Learning Outcomes 1 - 4
Balance of independent study and scheduled teaching activity
There will be a mixed programme of independent study and scheduled teaching to include Lectures and smaller group seminar learning; case-study analysis and interactive workshops with service users and external speakers: collaborative problem-based learning; personal reflection and reflective writing, observation and video materials, use of Weblearn and other online educational content
The lecture and workshop/seminar programme is designed to enable students to examine key issues about health and social care to make links between theory, health and social care policy and practice and appreciate service user perspectives.
On successful completion of the module students will be able to:
1. Engage critically with psychological and/or sociological theories across the life course which are relevant to your chosen perspective
2. Demonstrate the ability to identify characteristics of ‘normal’ or average development in childhood, together with a critical analysis of the potential impacts of loss, change and disruption
3. Identify key learning from working with a service user, which explains both the service user perspective and your own reflections and responses to this
4. Produce a clear, well- written assignment which explores and accounts for the relationship between childhood experiences and adult development.
The assessment strategy is designed to integrate theory and practice. The strategy will be reviewed on a yearly basis. All elements of assessment must be submitted. Pass on aggregate.
Walker, J. (2017) Social Work & Human Development. London: Learning Matters.
Brandon, M et al., (2011) Child and family practitioners understanding of child development: lessons learnt from a small sample of serious case reviews London:
Human Growth and Development- Science Direct