University of the
West of England
MODULE SPECIFICATION
Code: USPJM7-10-M Title: LIFESPAN PERSPECTIVES ON HEALTH AND ILLNESS Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: September 2009
Valid from: September 2009 Discontinued from:
Learning outcomes:
Students will be able to:
• demonstrate an appreciation of developmental concepts and theories in relation to lifespan changes in health and psychological wellbeing. Compare and contrast the theoretical frameworks and models used in the past and those currently available;
• understand and critically discuss the interdependent role of the biological, psychological and social determinants of health status;
• critically evaluate a wide range of research studies and the associated methodologies in relation to health, development and the lifespan;
• appreciate and be able to discuss what is known of the mechanisms by which changes take place in the course of development and the diversity of pathways to adulthood;
• integrate the knowledge about individual differences and patterns over the lifespan with their learning on specific themes and topics;
• evaluate the possible impact of childhood events and experiences on adult functioning;
• apply their knowledge in developing appropriate programmes of care and in working directly with individuals at different stages in the lifespan.
Syllabus outline:
The nature of lifespan development, qualitative and quantitative change, universals in development, theoretical frameworks, links and interactions between psychological, physical and social development, continuities and discontinuities. The role of longitudinal studies in investigating sociodemographic, gender, race and employment influences on health and wellbeing. The concept of risk and vulnerability, protective factors and the role of life events in the lives of individuals.
Maturational processes, physical growth and motor development. Changing intellectual and linguistic abilities, emotional and social development in the context of health care and changes in the course of childhood, adolescence and adulthood.
Children, families and adults in context: social and cultural differences, gender and health and links with health perceptions and health care.
The development of the illness concept and understanding death and dying; the implications for care at different stages of the lifespan.
Psychological issues in early childhood: attachment and family relationships; levels of understanding; health and illness cognitions; behavioural problems; accidents, chronic and acute health problems; disabilities; play and peer relationships.
Psychological issues in later childhood and adolescence: puberty and the associated physical growth and development, changes in self-image, identity and self-esteem, peer groups and peer pressure, risk-taking, sexuality and growing independence.
Teaching and learning methods:
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
Abraham, C. (2008). Health psychology. London : Hodder Education.
Helman, C.G. (2007). Culture, health and illness (5th Ed.) London, Hodder Arnold, 2007.
MacLachlan, M. (2006). Culture and health : a critical perspective towards global health. Chichester : John Wiley.
Ogden, J. (Ed.). (2008). Essential readings in health psychology. Maidenhead : Open University Press.
Resnick, R.J. & Rozensky, R.H. (1996). Health psychology: through the life span : practice and research opportunities. American Psychological Association.
Roberts, R., Towell, T. & Golding, J.F. (2001). Foundations of health psychology. Basingstoke : Palgrave.
Rutter, D.R., Quine, L. & Chesham, D.J. (1993). Social psychological approaches to health. Harvester Wheatsheaf.
Stroebe, W. & Stroebe, M.S. (2000). Social psychology and health (2nd Ed.). Buckingham : Open University Press.
Taylor, J & Woods, M. (Eds.) (2005). Early childhood studies : an holistic introduction (2nd Ed.) London : Hodder Arnold.
Taylor, S.E. (2006). Health psychology (6th ed.). Boston, Mass. : McGraw-Hill.
Indicative Journals:
Journal of Child Psychology and Psychiatry, Journal of Reproductive and Infant Psychology, Social Science and Medicine, Psychology and Aging, Health Psychology
Assessment:
Weighting between components A and B (standard modules only) A: 100% B: %
ATTEMPT 1
First Assessment Opportunity
Component A (controlled) Element weighting
EX1 |
1 | |
Component B
Description of each element Element weighting
Second Assessment Opportunity (further attendance at taught classes )
Component A
Description of each element Element weighting
EX1 |
1 | |
Component B
Description of each element Element weighting
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)