HS1005 - Lifespan Development for Health

This subject introduces the student to the concepts of lifespan development and to the reasons why health professional students study this topic. Physical, cognitive and psychosocial concepts are examined in relation to major theorists and stages of human development from preconception through to end of life. The psychosocial aspects in relation to social constructions, multiculturalism, health and well being are also examined. Major topics will include: biological beginnings, infancy, early childhood, middle and late childhood, adolescence, young adulthood, middle and late adulthood, end of life and disability. The lifespan development approach provides a holistic, person centred understanding of development and examines and integrates the changes that occur over time in all domains of development. This perspective enables health professionals to better understand the effects that change or transition has on the health and well being of clients. Many of the health issues and problems that clients present to health professionals involve transition from one phase or task in life to another. By considering each life issue and transition, in the context of the entire lifespan, students gain a deeper understanding of the meaning of the challenges faced and the assistance that may be required by the client and their family.

Learning Outcomes

• (1) Describe the sequence of human development and the processes underlying it; (2) Explore the concepts and theoretical perspectives on human lifespan development;
• (3) Understand the key influences on lifespan development; (4) Outline the interdependency of physical, cognitive, psychosocial (emotional, social and cultural) aspects of development;
• (5) Apply the concepts of lifespan development to the caring of individuals of various age groups;
• (6) Discuss the impact of disability across of lifespan; (7) Develop an understanding of wellness across the lifespan;
• (8) Acquire the ability to work individually and within teams of people from varying backgrounds; and (9) Cultivate professional behaviours, academic writing and literature searching skills.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.