Advanced Lifespan Psychology

Unit Outline (Higher Education)

   
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Effective Term: 2027/05
Institute / School :Institute of Health and Wellbeing
Unit Title: Advanced Lifespan Psychology
Unit ID: PSYCB3113
Credit Points: 15.00
Prerequisite(s): Nil
Co-requisite(s): Nil
Exclusion(s): Nil
ASCED: 090701
Other Change:  
Brief description of the Unit

Advanced Lifespan Psychology examines contemporary perspectives on human development as a dynamic, lifelong process shaped by biological, psychological, social, cultural, and contextual influences. Students explore the diverse ways people adapt, grow, and change across life stages and transitions. The unit draws on contemporary theory, research, and real-world examples to examine topics such as identity, relationships, neurodiversity, trauma, health, ageing, caregiving, resilience, and major life transitions. Attention is given to the influence of family, community, culture, social systems, and broader societal contexts on development and wellbeing.

Through applied learning activities, students develop advanced skills in analysing complex developmental issues, synthesising evidence, evaluating diverse perspectives, and applying developmental psychology to contemporary challenges affecting individuals, families, and communities.

Grade Scheme: Graded (HD, D, C, P, MF, F, XF)
Work Experience Indicator:
No work experience
Placement Component:
Supplementary Assessment:Yes
Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment
Course Level:
Level of Unit in CourseAQF Level(s) of Course
5678910
Introductory                                                
Intermediate                                                
Advanced                                                
Learning Outcomes:
Knowledge:
Skills:
Application of knowledge and skills:
Other outcomes:
O1.

Critically evaluate contemporary theories, research, and perspectives relating to developmental processes and outcomes across the lifespan.

O2.

Analyse how biological, psychological, social, cultural, and contextual factors interact to influence developmental experiences and outcomes across diverse populations and life stages.

O3.

Critically analyse and synthesise research and evidence relating to complex and contemporary developmental issues.

O4.

Apply developmental psychology theories and evidence to interpret developmental experiences, challenges, and transitions across diverse social and cultural contexts, recognising the influence of assumptions, perspectives, and contextual factors on understanding development.

O5.

Develop evidence-informed responses or recommendations that consider ethical, cultural, and contextual influences on development and outcomes.

Unit Content:

This unit is designed to enable students to develop an advanced understanding of human development across the lifespan. Topics may include:

  • Contemporary theories and perspectives in developmental psychology.
  • Developmental experiences, challenges, and transitions across diverse life stages.
  • Biological, psychological, social, cultural, and contextual influences on development.
  • Wellbeing, adaptation, and resilience.
  • The application of developmental psychology research to contemporary issues affecting individuals, families, and communities.
Graduate Attributes:
Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptorDevelopment and acquisition of FEDTASKS in the Unit
Level
FEDTASK 1
Interpersonal

Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.

Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 2
Leadership

Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.

Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 3
Critical Thinking and Creativity

Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.

Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 4
Digital Literacy

Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.

Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 5
sustainable and Ethical Mindset

Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life

 Learning Outcomes AssessedAssessment TasksAssessment TypeWeightingProfessional Standards
1. 1, 2, 3, 4

Analyse a developmental experience, challenge, or transition through an interview or narrative and apply lifespan psychology concepts and research to interpret the experience.

Written Analysis

20-35%
2. 1, 2, 4

Assessment of developmental theories, concepts, and evidence across the lifespan.

Invigilated Task/s

20-30%
3. 1, 2, 3, 4, 5

Develop and justify an evidence-based initiative, resource, or intervention that addresses a contemporary developmental issue and considers ethical, cultural, and contextual influences.

Written Proposal

30-50%
Adopted Reference Style:
APA  ()

Professional Standards / Competencies:
 Standard / Competency