HLTH SC 2401 - Development Across the Lifespan for Allied Health

North Terrace Campus - Semester 2 - 2024

In this course students will learn about human development from the earliest period of prenatal development through infancy, childhood, adolescence, and into adulthood and older age. Through lectures, required reading, and online activities students will be introduced to the key theories and research, and will use these to think about how each aspect of development lays the foundation for the next phase and the importance of context for development. Online activities, quizzes, and tutorials will provide students with the opportunity to apply their understanding of development, clinical and community contexts, and specific case studies.

  • 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)
    Course Description In this course students will learn about human development from the earliest period of prenatal development through infancy, childhood, adolescence, and into adulthood and older age. Through lectures, required reading, and online activities students will be introduced to the key theories and research, and will use these to think about how each aspect of development lays the foundation for the next phase and the importance of context for development. Online activities, quizzes, and tutorials will provide students with the opportunity to apply their understanding of development, clinical and community contexts, and specific case studies.
    Course Staff

    Course Coordinator: Ms Sarah Hausler

    Course Coordinator: Sarah Hausler
    Phone: +61 8 8313 4935
    Email: sarah.hausler@adelaide.edu.au 
    Location Level 4, Engineering & Maths Sciences Building
    Course 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.

    -
  • 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 lectures (both face to face and online), tutorials and self-paced on-line activities.

    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, and a review of common conditions that impact on development and occupational identity and participation in that particular life stage. Case studies will be used to introduce students to the occupational therapy role within the interprofessional team.

    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 hours
    Learning Activities Summary

    No information currently available.

  • 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 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
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    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 in a person's life. 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.

  • 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.

  • 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.