HLTH SC 2401 - Development Across the Lifespan for Allied Health
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code HLTH SC 2401 Course Development Across the Lifespan for Allied Health Coordinating Unit Occupational Therapy 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 N Prerequisites HLTH SC 1405 and HLTH SC 1406 Restrictions Bachelor of Occupational Therapy (Honours) or Bachelor of Speech Pathology (Honours) Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Ms Sarah Hausler
Course Coordinator: Lauren Sneath
Phone: +61 8 8313 3936
Email: lauren.sneath@adelaide.edu.au
Location: EM418, Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Outline the major principles of lifespan development from infancy to older adults. 2 Apply developmental psychology theory to an Allied Health case study. 3 Explain the importance of culture and environmental context in healthy development across the lifespan. 4 Apply the principles of evidence based research to an Allied Health case study. 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3, 4 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
3 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
3 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
- Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
- Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Cronin, A., & Mandich, M. (2019). Human development and performance throughout the life span (2nd edition.). Cengage Learning.Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
Learning in this course is supported by a blended learning model that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of learning outcomes. Learning activities will include online lectures, face-to-face tutorials and self-paced on-line workshop preparation activities, including pre-readings.
After an initial module introducing students to the developmental and psychological theories, each module will explore a different stage of development and will include: a summary of key developmental milestones, an exploration of contextual factors influencing development, a review of common conditions that impact on development and occupational identity and participation in that particular life stage, and a review of the role of allied health professionals supporting people in this age group.
The different stages under study will include: infancy, toddlerhood, the preschool years, middle childhood, adolescence, early adulthood, middle adulthood, late adulthood and end of life.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lectures: 12 x 1 hour = 12 hours
Tutorials: 12 x 2 hours = 24 hours
Examination: 1 x 2 hours = 2 hours
Preparation for Tutorial Sessions: 1 hour per session = 12 hours
Preparation for Assessment Tasks = 30 hours
Weekly reading: 3 hours per week = 36 hours
Online modules: 3 hours per week = 36 hours
TOTAL = 152 hoursLearning Activities Summary
In this course students will utilise a developmental psychology approach to explore human development across the lifespan, from the earliest period of prenatal development, through infancty, childhood, adolesence, adulthood and older age.
Content includes topics such as:
- typical and atypical human development across the lifespan
- how allied health practitioners support individuals and communities across the lifespan
- impact of adverse childhood experiences across the lifespan
- key theories and research in developmental psychology
- models frequently utilised in allied health, across the lifespan
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4 Assignment Summative 30% 1, 3, 4 Continuous Assessment Formative & Summative 30% 1, 2, 3, 4 Assessment Detail
Examination (40%)
Students will complete a two-hour written exam, during the University examination period, in which they will be required to complete questions in varying formats that will evaluate student understanding of development across the lifespan. Students will receive feedback within timeframes specified by the University.
Assignment (30%)
Students will write a mock application for a community grant to fund an intervention that would facilitate successful ageing. Individual feedback will be provided to each student via MyUni within University specified timeframes.
Continuous Assessment (30%)
Students will analyse a longitudinal case study drawing on developmental theories, and identify and describe relevant application of theory. This will cover two developmental stages within a child's life, and will have an emphasis on the impact of adverse childhood experiences (ACEs). Individual feedback on the analysis will be provided to each student via MyUni within University specified timeframes.Submission
No information currently available.
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.
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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 (http://www.adelaide.edu.au/policies/101/) 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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
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