| CODE | COU5102 | ||||||||
| TITLE | Development Across the Lifespan | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Counselling | ||||||||
| DESCRIPTION | This study-unit is an exploration of lifespan development, from the womb to the end of life, through an understanding of the physical, social, emotional and cognitive growth and development that takes place. Prominence will be given to the acquisition of an extensive conceptual understanding of the developmental challenges faced by infants, children, adolescents, adults and the elderly with an emphasis on attaining wellness. Importance will also be given to the trainee’s awareness and understanding of their own developmental processes, as well as the cultural differences and commonalities that transpire in these processes. In order to promote self-awareness of the trainees own emotional development and to gain an understanding of other people's emotional states across the lifespan, the concepts of Emotional Intelligence and Emotional Literacy will be explored. The theory behind Emotional Intelligence and emotional literacy and their importance in terms of performance and quality of life will be presented. Study-Unit Aims: • Acquire a thorough comprehension of reputable developmental theories: This directly addresses the study of development across the lifespan by focusing on established theories that explain human growth and change over time. • Apply developmental theories to counselling situations: Applying these theories to real-world situations demonstrates their relevance to all stages of life, illustrating how developmental concepts can be used to understand and support clients at different life stages. • Understand which developmentally based strategies facilitate wellness in human development: This aim emphasises strategies that promote wellness throughout the lifespan, underlining the importance of developmental knowledge in fostering overall wellbeing within counselling. • Develop an awareness of how one’s own developmental processes influence one’s personhood and life experiences: Reflecting on personal development helps students understand how life stages and experiences shape identity, a key aspect of lifespan development. • Develop an awareness as to how culture impacts development: Recognising cultural influences is crucial for understanding how different contexts shape developmental trajectories. This is particularly important for the current local scenario. • Introduce Emotional Intelligence within the Multiple Intelligence framework: This inclusion highlights the recent research on the role of emotional development and its interaction with other intelligences, which are relevant at various life stages. • Consider how the students’ emotional literacy affects their personal and professional life: Personal development is part of the ethos of the course and is intrinsic to the professional counsellor. By focusing on emotional literacy at the personal level, students better understand individual development and its ongoing impact on professional interactions and personal growth. Nota Bene: The Department of Counselling concludes that each aim clearly contributes to a comprehensive understanding of development across the lifespan, touching on theoretical knowledge, practical application, self-awareness, cultural influences, and emotional growth. These components are integral to understanding human development holistically. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Explain and discuss the basic tenets of developmental theories; - Apply developmental theories to counselling situations; - Identify strategies that facilitate wellness in human development; - Articulate an awareness of how their own developmental processes have influenced their personhood and life experiences; - Critique and reflect on how culture impacts development; - Explain the Emotional Intelligence Model and Emotional Literacy. 2. Skills By the end of the study-unit the student will be able to: - Use developmentally based strategies to facilitate wellness in human development; - Communicate how their own developmental processes and life experiences are linked to professional life through the keeping of a reflective journal; - Apply a developmental perspective to client situations in the context within which they are operating; - Analyse and evaluate developmentally based theories to conceptualise human distress; - Analyse and evaluate how emotional literacy affects health and wellbeing. Main Text/s and any supplementary readings: Main Texts: Handouts will be given periodically. - Bowlby, J. (1988) A Secure Base: Parent-Child Attachment and Healthy Human Development. Routledge. - Krauss Whitbourne, S. & Whitbourne, S. B. (2011). Adult development and ageing:Biopsychosocial Perspectives (4th Ed) (or latest edition). - Wiley. - Newman, B. & Newman, P. (2018). Development through life: A psychosocial approach (13th Ed). Thompson Learning: International Student Edition. (or latest edition). Supplementary Readings: - Baltes, P.B. & Baltes, M.M. (Eds). (1990). Successful aging: Perspectives from the behavioral sciences. New York: Cambridge University Press. - Barker, P. (1997). Basic child psychiatry. Blackwell. - Coleman, J.C., & Hendry, L. (1990). The nature of adolescence. Routledge. - Dryfoos, J. (1990). Adolescents at risk: Prevalence and prevention.Oxford University Press. - Fergusson, D.M., & Mullen, P. (1999). Childhood sexual abuse: An evidence-based perspective. Sage. - Gatz, M. et al (1997). Aging and mental disorders. In J., E. Birren & K., W. Schaie (Eds). Handbook of the psychology of ageing (4th edition). Academic Press. - Goodger, I. (1995). The depressed child and adolescent: Developmental and clinical perspectives. Cambridge University Press. - Guralrick, M.J. (1997). The effectiveness of early interventions. Paul 4 Books. - Hayflick, L. (1994). How and why we age. Ballantine Books. - Heaven, P. (2001). The social psychology of adolescence. Palgrave Macmillan. - Hower, D., Brundon, M., & Hinings, D. (1999) Attachment theory, child maltreatment and family support: A practice and assessment model. Macmillian. - Hummert, J. et al (1994). Stereotypes of the elderly held by young, middle-aged and elderly adults. Journal of Gerontology, Psychological Sciences, 240-249. - Karp, C.L., Bulter, T.L, & Bergstrom, S.C. (1998). Treatment strategies for abused adolescents. SAGE. - Kerrilmann, N. (1997). Parasuicide.Wiley. - Lachman, M.E. et al (1992). Improving memory and control beliefs through cognitive restructuring and self-generated strategies. Journal of Gerontology: Psychological Sciences, 47:293-299. - Lask, B., & Bryant-Waugh, R. (1993). Childhood-onset Anorexia Nervosa and related eating disorders. Lawerence Erlbaum Associates. - Levenson, D. J. et. al. (1978). The Seasons of a Man’s Life. Ballantine. - Ling, N.J., Hamilton, I.D., & Dilendrick, J.H. (1994). Children's phobias. Wiley. - Maslow, A. (1968). Toward a Psychology of Being. Van Nostrand. - McCrae, R.R. et al (1999). Age differences in personality across the adult life-span: Parallels in five cultures. Developmental Psychology, 35:466-477. - Meeks, S. & Murrell, S. (1997). Mental illness in late life: Socioeconomic conditions, psychiatric symptoms and adjustment of long-term sufferers. Psychology and Aging, 12: 296-308. - Masons, S., & Shonkoff, J. (Eds). (1995). Handbook of early childhood interventions. Cambridge University Press. - Mroczek, D.K. & Kolarz, C.M. (1998). The effect of age on positive and negative affect: A developmental perspective on happiness. Journal of Personality and Social Psychology, 75:1333-1349. - Nelson, E.A. & Dannefer, D. (1992). Aged heterogenity: Fact or fiction? The fate of diversity in gerontological research. Gerontologist, 32:17-23. - Reder, P., & Lucey, C. (1995). Assessment of parenting: Psychiatric and psychological contributions. Routledge. - Schaie, K.W. (1994). The course of adult intellectual development. American Psychologist, 49:304-313. - Sharman, W. (1997). Children and adolescents with mental health problems. Bailliere Tindall. - Snowdon, D.A. (1997). Ageing and Alzheimer’s Disease: Lessons from the Nun Study. Gerontology, 37: 150-156. - Stevenson, O. (1998). Child neglect: Issues and dilemmas. Blackwell. - Siegal, D. (2012) The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. Guilford Press. - Zucker, K.J. & Bradley, S.J. (1995). Gender identity disorders and psychosexual problems in children and adolescents. New Guilford Press. |
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| ADDITIONAL NOTES | Students are expected to attend all the lectures and prepare themselves by completing assigned readings prior to the respective lecture. | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Roberta Attard (Co-ord.) Engerer Jeanine Balzan Anthea Maria DAmico Ruth Falzon |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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