PSYCHOL 2005 - Foundations Health & Lifespan Development

North Terrace Campus - Semester 2 - 2018

This course builds on the components of mental health and developmental psychology introduced in Psychology IA and IB. The course work covers two broad thematic areas. The first aims to build a solid foundation in understanding of development across the lifespan by considering select topics in development during childhood, adulthood and old age. The second provides an introduction to evidence-based psychological assessment, treatment and prevention for mental health behaviours as well as coverage of select topics in biological bases of health and behaviour. The course draws on the biopsychosocial (mind - body) perspective that recognises that health and other behaviours are determined by the interaction of biological mechanisms, psychological processes and social influences.

  • General Course Information
    Course Details
    Course Code PSYCHOL 2005
    Course Foundations Health & Lifespan Development
    Coordinating Unit Psychology
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites PSYCHOL 1000, PSYCHOL 1001 and PSYCHOL 1004 or equivalent
    Assessment Online exercises, written assignments, tutorial participation, exam
    Course Staff

    Course Coordinator: Dr Lynn Ward Ph +61 8313 3182

    School of Psychology Office: Ph +61 8313 5693; Email

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    At the sucessful completion of this course students will be able to:

    1.    Demonstrate an understanding of the biopsychosocial (mind - body) perspective that recognises that health and other behaviours are determined by the interaction of biological mechanisms, psychological processes and social influences.
    2.    Review and evaluate research in select topic areas from the developmental, mental health and  health psychology fields.
    3.    Analyse and interpret data from a developmental, mental health or health psychology research project.
    4.    Prepare a standard research report using American Psychological Association (APA) structure and formatting conventions.
    5.    Demonstrate an understanding of the applications of psychology to lifespan development and to promoting whole-person health and well-being.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2,4, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    2,3,4, 5
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1, 2, 5
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Recommended Resources
    Barr Smith Library – Psychology on the Web
    The Library is a major resource centre for students. The Research Librarian for Psychology, Maureen Bell, provides some useful information through the Internet at The website contains a list of databases, links to tutorials and help with searching methods.

    For additional information regarding recommended resources please refer to the relevant Undergraduate Program Handbook at the following link:

    This course has a custom e-textbook available for purchase: FoHLD Course Text (the link will be added to the myuni course)

    The book is composed of the relevant chapters for Ageing, Child development, Mental Health and Health Psychology lecture topics from the following three text books published by John Wiley & Sons:

    Caltabiano, M., Byrne, D. & Sarafino, E.P. (2008). Health psychology: Biopsychosocial interactions – an Australian perspective. (2nd Edition). John Wiley & Sons: Milton QLD.

    Hoffnung, M., Hoffnung, R., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L., Pause, C., Yates, K. & Swabey, K (2015). Lifespan Development: A chronological approach (Third Australasian Edition) John Wiley & Sons: Milton QLD

    Kring, A.M., Johnson, S.L., Davison, G.C. & Neale, J.M (2013). Abnormal Psychology: The science and treatment of psychological disorders. John Wiley & Sons: Milton QLD

    If you don't purchase the custom e-text details of the appropriate chapters will be available on myuni. 

    Additional readings and resources are recommended for specific lecture topics within the myuni site.

    The following resources are recommended to assist students with the written components of this course:

    Smith, T.R., LeCouteur, A. (2012). The principles of writing in psychology. Victoria, Australia: Macmillan Education Australia
    O’Shea, R. P., Moss, S. A., & McKenzie, W. A. (2007). Writing for psychology (5th ed.). South Melbourne, Vic: Cengage Learning. (Or similar texts.)
    American Psychological Association, (2010). Publication Manual of the American Psychological Association, (6th ed) Washington, DC: American Psychological Association.
    Online Learning
    Powerpoint slides of lecture material, details of assignments and a series of 8 self-directed learning activities are provided on Myuni. Discussion board on Myuni is used extensively. Link to MyUni;

    This course may also use MyUni for one or more of the following:
    •    Communication with students via Announcements and Discussion Board
    •    Submission of summative assessment
    •    Access to lecture recordings- Access to tutorial materials- Additional readings
    •    Self-directed learning activities
    •    Exam preparation materials

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is taught in 24 face-to-face lectures supplemented by 4 face-to-face tutorials. Ad hoc drop in workshops assist with preparation of the major assignment.  Engagement in the tutorials, self-directed learning activities and with the additional reading provided is expected.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Lectures: 2 x 1 hour lectures each week for 12 weeks = 24 hours
    Tutorials: 4 tutes x 1 hour each = 4 hours
    Final Exam = 2 hours
    Course Reading; self directed learning, exam preparation; assignment preparation =  126 hours

    Total: 156 hours
    Learning Activities Summary

    Week Lecture Lecture Tutorials
    Week 1 Ageing Ageing
    Week 2 Ageing Ageing
    Week 3 Ageing Child Ageing tutorial
    Week 4 Child Child
    Week 5 Child Child Child tutorial
    Week 6 Mental  Health Mental Health
    Week 7 Mental Health Mental Health Mental Health tutorial
    Week 8 Mental Health Health Psychology
    Week 9 Health Psychology Health Psychology
    Week 10 Health Psychology Health Psychology Health Psych tutorial
    Week 11 Learning theory applications  Learning theory applications
    Week 12 Learning theory applications Learning theory applications

    Drop-in sessions and adhoc workshops will also be offered to assist with assessment requirements
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Module assessements: Short answer (5X3% each) Summative 15% 1,2 5, 
    Practical Report Summative 34% 2, 3, 4
    Final Exam

    Modular formative feedback (5 X MCQs)

    Formative only


    Tutorial Participation Summative 6% 1, 2, 3, 4, 5
    Assessment Related Requirements
    Please note that the major practical report will require you to analyse data using statistics. Students who have not completed PSYCHOL 2004 Doing Research in Psychology will need to take steps to ensure they have competency in this area. Special workshops will be offered before the practical is due to assist in this.
    Assessment Detail
    •    Exam consisting of 60 multiple choice  (45%)
    The exam will assess students’ ability to understand key principles and course content.

    •    Major practical report (1,500 words)  (34%)
    To demonstrate data analysis and psychology report writing skills, in accordance with APA formatting. Students will review literature, analyse data to answer specific research questions on a set topic from the health and lifespan development arena and write up a full research report.

    •    Modular assessments: short answer  (15% = 5X3%)
    Five short online short answer assignments - to be completed at the end of relevant topic module. The aim is to demonstrate critical thinking ability, understanding of the topic material and to encourage students to think about applications of the content covered in each topic module. 

    •    Tutorial participation - engagement in guided discussion and class activities on select course topics  (6%)

    (Formative MCQ assessments will be conducted at the end of each topic module - these are for feedback on topic knowledge and are not included in the grade calculation)

    The minor assignment and the major practical report are  to be submitted online via MyUni.

    Please refer to the General Handbook for Undergraduate Psychology students (available on the Myuni site for this course) for details on submission process/requirements, penalties for late submission, the process of applying for extensions, the staff “turn-around” timeline on assessments and the provision of feedback and policy relating to redemptive work.

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    The School of Psychology and the members of academic staff are committed to listening to and understanding the perspectives of students in relation to our teaching programs. Feedback to the School teaching staff can be given via the Student-Staff Consultative committee. Year level representatives for this committee are nominated at the beginning of each year and the contact details of the representatives can be obtain from the School of Psychology office:
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.