Overview
This unit will describe and study changes, continuity and growth that occurs in human development from infancy to older age. It will give an overview of the complexities of development, including theoretical frameworks for understanding patterns of transition and constancy across the human life course. Biological, physical, psycho-social, cognitive, cultural and contextual factors affecting development will be discussed. You will be introduced to concepts and terminology used in life course development. Implications of life course development issues for health professional practice will be explored. This course will provide a sound foundation for understanding expected life course events. It will provide a basis for learning about atypical life course occurrences in subsequent courses.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say
Assessment tasks were relevant to most discipline's health professional practice.
Retain focus of written assessment tasks on client history documentation appropriate for medical records. Further consultation with teaching staff from all disciplines will be carried out to ensure assessment tasks include appropriate generic skills as well as addressing ALLH11006 learning outcomes at an introductory level.
Feedback from Have Your Say Teaching staff reflection
Student perceptions of varying levels of detail and usefulness of feedback provided for written assessments.
Marking rubrics will be revised for further clarity in 2018. Clear explanations regarding the type and extent of feedback comments students can expect to receive will be discussed before assessments are returned.
Feedback from Have Your Say Teaching staff reflection
Students wanted more explanation of developmental theories and concepts.
Additional clarification of important developmental theories and concepts will be included at the beginning of each learning module. The addition of formative learning activities related to theoretical constructs will be considered.
Feedback from Have Your Say Teaching staff reflection
Delivery of lecture and tutorial content was beneficial for some but not all students.
Consistently low student attendance at scheduled classes in Bundaberg over the past 2 years warrants examining additional strategies to support attendance in the future for students at this location. Centrally timetabled Zoom tutorials will be considered for all modes of study. Lecture content will be reviewed for conciseness and relevance. The rationale for including student discussion as the main feature of tutorials rather than during lectures will be explained to students in Week 1.
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
- Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
The content of this unit will allow students to progress towards meeting The Australian Competency Standards for New Graduates (OT Australia 2010), ANZPAC Accreditation Criteria C.Curriculum and Assessment 2.2 Lifespan Physiological Changes, Australian Standards for Physiotherapy (APC, 2006) and Standard 5.1 for Clinical Best Practice (APA 2011). The learning outcomes will contribute to the foundation knowledge required for the Competency Assessment in Speech Pathology (COMPASS®) and the Competency Based Occupational Standards for Speech Pathologists (CBOS, 2011). Unit Learning outcomes link directly to:
Competency Based Occupational Standards for Speech Pathology (CBOS, 2011):
- Unit 1 Assessment- Elements 1.1
Competency Assessment in Speech Pathology (COMPASS®) Generic Professional Competencies:
- Unit 1 Reasoning- Elements 1.2
- Unit 2 Communication- Elements 2.1 and 2.2
- Unit 3 Learning- Elements 3.1, 3.2 and 3.3
- Unit 4 Professionalism- Elements 4.1
World Federation of Occupational Therapy guidelines (2004) suggest that the order of units in occupational therapy courses should ensure the student learning journey is sequential. Unit learning outcomes link directly to Occupational Therapy Australia competencies for Professional Attitudes and Behaviours as listed below:
1.4 Promotes and facilitates occupation though application of professional knowledge, skills, attitudes and evidence appropriate to the practice context
1.5 Incorporates best available research evidence and professional reasoning into occupational therapy practice
1.7 Demonstrates professional knowledge, skills and attitudes appropriate for the working environment
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 10% | |||
| 2 - Written Assessment - 40% | |||
| 3 - Online Quiz(zes) - 10% | |||
| 4 - Written Assessment - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Online Quiz(zes) - 10% | ||||||||||
| 2 - Written Assessment - 40% | ||||||||||
| 3 - Online Quiz(zes) - 10% | ||||||||||
| 4 - Written Assessment - 40% | ||||||||||
Textbooks
Lifespan Development : Australasian edition
Edition: 3rd ed (2015)
Authors: Hoffnung et al
John Wiley and Sons
Milton Milton , Queensland , Australia
ISBN: 9780730314707
Binding: Paperback
Additional Textbook Information
Instead of a hard copy text, students may choose to purchase an e-text for this unit. It is accessible forever, is fully interactive and can be downloaded to 3 different devices. Contact the publisher for more information about the e-text.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.hiskens@cqu.edu.au
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Part 8 (Page 625-749)
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Lecturer (Liz Clare) availability:
- Open door for drops-ins on Tuesdays after 9am. Building 6, Level G.20 (Rockhampton)
- Thursdays and Fridays via email (e.clare@cqu.edu.au).
Lecture will be on Tuesdays from 1pm to 3pm in Building 05/G.02 (Rockhampton)
Lectures will be recorded and uploaded onto Moodle the same day
Tutorials will be Thursdays 1pm-2pm
1 Written Assessment
Part A: Developmental History SOAP Note
Create a 1000 word developmental case history from birth to 12 years for an adolescent child. It will be formatted in a SOAP note style and handwritten into a progress note template.
1. Select a fictional character from the case studies provided
2. Expand on the fictional case study provided to develop a mock interview with the fictional parent about transitional events in physical (gross and fine motor), cognitive and psycho-social developmental domains that occurred for their child in the three broad age brackets: Prenatal to 2 years, 3-5 years, 6-12 years.
3. Collate information about the child’s expected developmental events and at least one unexpected developmental transition or event
4. Submit both a Word version and a handwritten SOAP case note up to 1000 words documenting your interview with the "parent" and the child’s history on the template provided, ensuring you meet medico-legal requirements.
Part B: Content analysis
Write an 800 word content analysis to demonstrate understanding of client record documentation standards and life course concepts/theories applicable from birth to adolescence.
Week 6 Friday (24 Aug 2018) 11:45 pm AEST
Week 8 Friday (7 Sept 2018)
Part A: 1000 word Handwritten record
Content is correctly organised in SOAP format (5 marks)
Accurate and detailed description of expected life course transitions from birth to 2 years (5 marks)
Accurate and detailed description of expected life course transitions from 2-5 years (5 marks)
Accurate and detailed description of expected life course transitions from 6 years to adolescence (5 marks)
Describes and clearly identifies one unexpected life course event (5 marks)
Provides sequential timeline of events and transitions (5 marks)
Clearly indicates source of information recorded (5 marks)
Uses correct life course terminology and professional language including correct tense, spelling and grammar (5 marks)
Handwriting is clear and legible (5 marks)
Adheres to correct client record formatting requirements: writes only within margins provided, uses only black pen, writes correct date and 24 hr time of entry, correctly manages errors and blank spaces, signs and writes name, clearly designates professional discipline in capital letters (5 marks)
Part B: 800 word Content analysis
Explanation of how the case history relates to 2 or more referenced developmental theories from birth to 2 years (10 marks)
Explanation of how the case history relates to 2 or more referenced developmental theories from 3 to 5 years (10 marks)
Explanation of how the case history relates to 2 or more referenced developmental theories from 6 years to adolescence (10 marks)
How consent was obtained and client privacy was protected during and after information gathering process (10 marks)
Professional presentation of information including APA style citations and referencing (10 marks)
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Online Quiz(zes)
The quiz will contain a mix of multiple choice and short answer questions that relate to concepts from birth through to middle childhood (Weeks 1-6).
Questions will be randomly generated from a question bank, so that the quiz will appear different for each student. Students will only get one attempt at the quiz.
Students may NOT collaborate with other peers to complete the quiz. This is an INDIVIDUAL assessment.
This quiz will be open to students for a duration of 7 days. It will open Week 6, Friday (24 August 2018) at 6:00 pm AEST, and close Week 7 Friday (31 August 2018) 6:00 pm AEST)
Further detail is available on the ALLH11006 Moodle page under the 'Assessment' tab.
1
Other
Week 7 Friday (31 Aug 2018) 6:00 pm AEST
The quiz will be open for 7 days, as outlined above.
Week 7 Friday (31 Aug 2018)
Students will receive an immediate grade upon its completion. Correct answers will be made available after the closure of the quiz.
- Multiple choice Questions
- Fill in the missing word(-s) questions
- Questions relating to multimedia (eg images)
- Short answer questions
- Short answer questions
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
- Problem Solving
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
3 Written Assessment
Create a narrative case history for an older person aged 60-80+ years, using information from the case studies provided. You will need to demonstrate your ability to organise and document information from clients in relation to reported life course history and events. You will need to categorise information about expected and atypical transitions and occurrences across the life course.
Part A: Narrative Case History
1. Select a case study from those provided and prepare a list of questions that you would ask the person related to their transitional life course events in physical, cognitive and psychosocial developmental domains that occurred in the three broad age brackets: Early adulthood (20-40 years) Middle adulthood (40-60 years) Late adulthood (60+years)
2. Collate information about the person’s expected developmental events and at least one unexpected developmental transition or event.
Part B: Content analysis
1.Complete the 500 word content analysis table that:
- Includes the names of two life course theories or concepts relevant to each of the three periods of adulthood (a total of six theories or concepts).
- Provides an explanation that clearly links the theory or concept to information from the narrative case history
- Clearly identifies the correct stage of the life course that the concept or theory is relevant for.
- Provides two APA 6 style author-date citations for each age period
2. Provide an explanation about how the interview questions were selected, subject capacity for valid and informed consent, how your fictitious subject's confidentiality and privacy would be protected.
3. Provide a full APA style Reference list for all 6 of your author-date citations identified in the content analysis.
Week 11 Friday (28 Sept 2018) 11:45 pm AEST
Review/Exam Week Friday (12 Oct 2018)
Part A: 1000 word Case history narrative record (50 marks total)
Interview questions selected are relevant to life course stage and enable the "person" to tell their story (5 marks)
Accurate and concise description of expected life course transitions for early adulthood (5 marks)
Accurate and concise description of expected life course transitions for middle adulthood (5 marks)
Accurate and concise description of expected life course transitions for older adulthood (5 marks
Clearly identifies one unexpected life course event that is realistic for the chronological age of occurrence (5 marks)
Provides sequential timeline of events and transitions (5 marks)
Uses correct life course terminology (5 marks)
Does not identify any real names/places (5 marks)
Adheres to presentation requirements: Arial or Calibri font type, 12pt, 1.5 line spacings, 2.5cm margins, bold headings and appropriate use of new paragraphs, NO use of additional graphics(5 marks)
Uses professional language (correct tense, accurate word choice, grammar and spelling) (5 marks)
Part B: 500 word content analysis (50 marks total)
Explanation of how the case history relates to 2 or more correct APA style references of developmental theories for early adulthood (10 marks)
Explanation of how the case history relates to 2 or more correct APA style references of developmental theories for middle adulthood (10 marks)
Explanation of how the case history relates to 2 or more correct APA style references of developmental theories for late adulthood (10 marks)
Includes discussion on fictitious subject's capacity for consent, and how informed valid consent was "obtained" by the interviewer (10 marks)
Professional presentation of written information including APA 6 style referencing (10 marks)
- Explain the impact of physical, biological, cognitive, psychosocial, cultural and contextual factors that relate to life course development.
- Create case reports that integrate knowledge of life course development concepts for health professional practice.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
4 Online Quiz(zes)
The quiz will contain a mix of multiple choice and short answer questions that relate to concepts from adolescence through to late adulthood (Weeks 7-11).
Questions will be randomly generated from a question bank, so that the quiz will appear different for each student. Students will only get one attempt at the quiz.
Students may NOT collaborate with other peers to complete the quiz. This is an INDIVIDUAL assessment.
This quiz will be open to students for a duration of 7 days. It will open Week 11, Friday (28 September 2018) at 6:00 pm AEST, and close Week 12 Friday (5 October 2018) 6:00 pm AEST)
Further detail is available on the ALLH11006 Moodle page under the 'Assessment' tab.
Other
Week 12 Friday (5 Oct 2018) 6:00 pm AEST
The quiz will be open for 7 days, as outlined above.
Week 12 Friday (5 Oct 2018)
Students will receive an immediate grade upon its completion. Correct answers will be made available after the closure of the quiz.
- Multiple choice Questions
- Fill in the missing word(-s) questions
- Questions relating to multimedia (eg images)
- Short answer questions
- Describe changes that occur across the human life course: infancy, early and middle childhood, adolescence, adulthood and older adulthood.
- Problem Solving
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
