EDF5000 · Lifespan development and counselling

Overview

In this unit you will examine major lifespan theories alongside the developmental issues and challenges that could be encountered by counselling professionals. You will examine historical and contemporary frameworks that guide an understanding of the developmental changes that individuals experience at different stages across the lifespan. In the infant and child development course material, you will examine topics such as temperament, personality, behavioural functioning and learning. Adolescent development topics will include social cognition, peer group relationships and the transition from childhood to adulthood. You will also examine the changing roles adults experience in their family, workplace and social groups as they reach middle age and as they proceed to an advanced age. This unit covers key principles and approaches needed by counsellors to help their clients adjust to, cope with, and take advantage of the changing opportunities presented at different stages across the lifespan. There will be opportunities for you to apply knowledge and skills to real world scenarios as presented through case studies. Cross-cultural variations and implications on counselling practice will be discussed across all topics.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

The Handbook lists no prerequisite, corequisite or prohibition for this unit.

Learning outcomes

1. identify key physical and psychosocial stages of development
2. describe and differentiate major developmental theories and frameworks across the lifespan
3. apply the fundamental principles of lifespan development to the solutions of current issues and problems
4. evaluate, integrate, and apply relevant evidence-based research to assess client presentation
5. design evidence-based counselling intervention strategies informed by relevant lifespan research.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: A. Clayton enrolment • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities, and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode B. Kaplan enrolment • 12 hours of scheduled learning delivered synchronously on campus and/or online via regular directed learning activities, 12 hours of scheduled learning delivered online via synchronous and/or asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.