SOWK28003 - Psychosocial Health and Wellbeing Across the Life Cycle

General Information

Unit Synopsis

The focus of this unit is on the multiple factors, personal, interpersonal and contextual, that influence psychosocial health and wellbeing across the life cycle. You will examine and critique dominant discourses of mental and physical health. You will analyse the normative and excluding approaches currently used to describe and explain complex and diverse phenomena such as disability, mental health, sexual identity and the ageing process. You will assess the challenges of socio-economic status, life opportunities, trauma and environment on the mental and physical health and wellbeing of individuals, groups and communities. Also, you will examine and critique theories of loss and grief, trauma and resilience and explore the risk and protective factors for mental and physical health and wellbeing provided by interpersonal relationships across the life cycle. This knowledge will be integrated with strategies for inclusive professional practice. Throughout the unit, particular consideration will be given to the continuing impact on the physical and mental health and wellbeing of Aboriginal and Torres Strait Islander Peoples of Australia’s history of colonisation, displacement and discrimination.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 4
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2024

Term 2 - 2025 Profile
Sydney

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 30%
2. Written Assessment 30%
3. Case Study 40%

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

Past Exams

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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.

Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Identify and evaluate key theories and models of human development across the life cycle
  2. Critically evaluate normative assumptions in human development theory in order to develop inclusive practice with diverse communities
  3. Develop strategies for working with people across the life cycle who have experienced barriers and challenges at key developmental stages
  4. Integrate knowledge and skills and translate these to inclusive practice with people with complex psychosocial needs across the life cycle.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment • •
2 - Written Assessment • • •
3 - Case Study • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4
1 - Knowledge • • • •
2 - Communication • • • •
4 - Research • •
5 - Self-management • • •
6 - Ethical and Professional Responsibility • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment • • • • •
2 - Written Assessment • • • • •
3 - Case Study • • • • •