SWK105 Study Guide PDF

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SWK105 HUMAN GROWTH AND LIFE-SPAN DEVELOPMENT (ADULTHOOD TO OLD AGE)

STUDY GUIDE (5CU)

Course Development Team Head of Programme

:

Associate Professor Seng Boon Kheng

Course Developer

:

Dr Gloria Kong Siew Lang

Production

:

Educational Technology & Production Team

© 2019 Singapore University of Social Sciences. All rights reserved. No part of this material may be reproduced in any form or by any means without permission in writing from the Educational Technology & Production, Singapore University of Social Sciences.

Educational Technology & Production Singapore University of Social Sciences 463 Clementi Road Singapore 599494

Release V1.7

CONTENTS COURSE GUIDE 1. Welcome ............................................................................................................. 1 2. Course Description and Aims ......................................................................... 1 3. Learning Outcomes .......................................................................................... 2 4. Learning Materials............................................................................................ 2 5. Assessment Overview ...................................................................................... 3 6. Course Schedule ................................................................................................ 5 7. Learning Mode .................................................................................................. 6 STUDY UNIT 1 Learning Outcomes ......................................................................................... SU1-1 Overview ........................................................................................................... SU1-1 Chapter 1 Introduction to Life-Span Development .................................... SU1-2 Chapter 2 Development in Early Adulthood (1) ....................................... SU1-21 Summary ......................................................................................................... SU1-34 References ....................................................................................................... SU1-35 STUDY UNIT 2 Learning Outcomes ......................................................................................... SU2-1 Overview ........................................................................................................... SU2-1 Chapter 1 Development in Early Adulthood (2) ......................................... SU2-2 Chapter 2 Development in Middle Adulthood ......................................... SU2-19 Summary ......................................................................................................... SU2-38

References ....................................................................................................... SU2-39 STUDY UNIT 3 Learning Outcomes ......................................................................................... SU3-1 Overview ........................................................................................................... SU3-1 Chapter 1 Development in Late Adulthood (1)........................................... SU3-2 Chapter 2 Development in Late Adulthood (2) and Endings ................. SU3-19 Summary ......................................................................................................... SU3-37 References ....................................................................................................... SU3-38

COURSE GUIDE

SWK105 COURSE GUIDE

1. Welcome

(Access video via iStudyGuide) Welcome to the course SWK105 Human Growth and Life-Span Development (Adulthood to Old Age), a 5 credit unit (CU) course. This Study Guide will be your personal learning resource to take you through the course learning journey. The guide is divided into two main sections – the Course Guide and Study Units. The Course Guide describes the structure for the entire course and provides you with an overview of the Study Units. It serves as a roadmap of the different learning components within the course. This Course Guide contains important information regarding the course learning outcomes, learning materials and resources, assessment breakdown and additional course information.

2. Course Description and Aims This course covers the developmental changes, issues, and challenges in human development from young adulthood to old age, with special reference to the physical, cognitive, and socioemotional aspects of human growth and development. The overview of the main human development theories, i.e., Psychoanalytic; Cognitive; Behavioural and Social Cognitive; Ethological; Ecological; and an Eclectic Theoretical Orientation will also be highlighted. The life-span perspective explored here is viewed as lifelong, multidimensional, plastic, multidisciplinary, and contextual. This perspective actively involves growth, maintenance, and regulation. The course will also examine contemporary concerns from young adulthood through old age. Presented in depth and breadth, and supplemented with interactive, hands-on tutorial activities, and online discussions, this course will provide the students with a solid foundation in the knowledge of human growth and life-span development as they prepare for a career in the helping profession.

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SWK105 COURSE GUIDE

The course also discusses developmental issues and social concerns related to the various stages of the life-span such as career change, love and relationship, midlife crisis, sandwich generation, retirement, and aging; all of which have implications for a career in the helping profession.

3. Learning Outcomes Knowledge & Understanding (Theory Component) By the end of this course, you should be able to: 

Define the concept of life-span development and the main characteristics of lifespan perspective.



Discuss the overview of the main theories and research challenges in life-span development.



Explain contemporary issues in various developmental stages from early adulthood through late adulthood.



Identify the major milestones in the human life-span and the key changes within them.

Key Skills (Practical Component) By the end of this course, you should be able to: 

Illustrate the role of life-span perspectives in conducting case work of various stages of life development.



Apply the knowledge base in life-span development to enhance the understanding of clients from the various age groups.

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SWK105 COURSE GUIDE

4. Learning Materials The following is a list of the required learning materials to complete this course. Required Textbook(s) Santrock, J. W. (2015). Life-Span Development (15th Edition). McGraw-Hill International. Other recommended study material The following learning materials are recommended in order to complete the learning activities: 

Holland’s Occupational Personality Types (n.d.). Retrieved Sept 17, 2013, from http://www.hopkinsmedicine.org/fac_development/video/pdf/lisa_heiser_faculty _development_handout.pdf



Family Life Cycle (n.d.). Retrieved Sept. 17, 2013, from http://wps.ablongman.com/wps/media/objects/4915/5033208/Fourth_ed.pdf



Lee, S. M. (1988). Intermarriage and Ethnic Relations in Singapore. Journal of Marriage and Family, 50(1), 255-265.



Chen, F. (2005). Residential Patterns of Parents and Their Married Children in Contemporary China: A Life Course Approach. Population Research and Policy Review, 24(2), 125-148.



Chiang, H. D., & Tan, S. I. (2004). Aspects of elder abuse. Singapore: SAGE Counselling Centre.



Ang, R. P. & Jiaqing, O. (2011). Association Between Caregiving, Meaning in Life, and Life Satisfaction Beyond 50 in an Asian Sample: Age as a Moderator. Social Indicators Research, 108(3), 525-534.

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SWK105 COURSE GUIDE

5. Assessment Overview The overall assessment weighting for this course differs for the daytime and evening cohorts. For the daytime cohort, the assessment weighting is as follows:

Assessment

Description

Weight Allocation

Assignment 1

Pre-Course Quiz

5%

Assignment 2

Tutor-Marked Assignment (TMA)

30%

Assignment 3

Group-Based Assignment (GBA)

15%

Examination

Two-Hour Written Examination

50%

TOTAL

100%

The following section provides important information regarding Assessments. Continuous Assessment: There will be continuous assessment in the form of one pre-course online quiz, one individual tutor-marked assignment (TMA) and one group-based assignment (GBA). In total, this continuous assessment will constitute 50 percent of overall student assessment for this course. The online quiz and two assignments are compulsory and are non-substitutable. It is imperative that you read through your Assignment questions and submission instructions before embarking on your Assignment.

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SWK105 COURSE GUIDE

For the evening cohort, the assessment weighting is as follows:

Assessment

Description

Weight Allocation

Assignment 1

Tutor-Marked Assignment

35%

Assignment 2

Online Pre-Class Quiz

5%

Assignment 3

Discussion Forum

10%

Examination

Two-Hour Written Examination

50%

TOTAL

100%

Continuous Assessment: There will be continuous assessment in the form of one pre-class online quiz, one individual tutor-marked assignment (TMA) and one discussion forum. In total, this continuous assessment will constitute 50 percent of overall student assessment for this course. The online pre-class quiz, TMA and online discussion are compulsory and are non-substitutable. Examination: The final (2-hour) written exam will constitute the other 50 percent of overall student assessment. Passing Mark: For the daytime cohort, you must fulfil the following minimum criteria to successfully pass the course: 

Obtain at least a minimum passing mark of 60 percent for the pre-course online quiz (up to 3 attempts for each quiz).



Obtain at least a passing mark of 40 percent for each of the TMA, GBA and the examination.

For the evening cohort, you must fulfil the following minimum criteria to successfully pass the course:

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SWK105 COURSE GUIDE



Obtain at least a passing mark of 40 percent for the Overall Continuous Assessment (OCAS) component.



Obtain at least a passing mark of 40 percent for the examination.

For detailed information on the Course grading policy, please refer to The Student Handbook (‘Award of Grades’ section under Assessment and Examination Regulations). The Student Handbook is available from the Student Portal. Non-graded Learning Activities: Activities for the purpose of self-learning are present in each study unit. These learning activities are meant to enable you to assess your understanding and achievement of the learning outcomes. The type of activities can be in the form of Quiz, Review Questions, Application-Based Questions or similar. You are expected to complete the suggested activities either independently and/or in groups.

6. Course Schedule To help monitor your study progress, you should pay special attention to your Course Schedule. It contains study unit related activities including Assignments, Selfassessments, and Examinations. Please refer to the Course Timetable in the Student Portal for the updated Course Schedule. Note: You should always make it a point to check the Student Portal for any announcements and latest updates.

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SWK105 COURSE GUIDE

7. Learning Mode The learning process for this course is structured along the following lines of learning: (a) Self-study guided by the study guide units. Independent study will require at least 3 hours per week. (b) Working on assignments, either individually or in groups. (c) Classroom Seminar sessions (6 sessions of 3 hours each for the daytime cohort, 3 sessions of 3 hours each for the evening cohort). iStudyGuide You may be viewing the iStudyGuide version, which is the mobile version of the Study Guide. The iStudyGuide is developed to enhance your learning experience with interactive learning activities and engaging multimedia. Depending on the reader you are using to view the iStudyGuide, you will be able to personaliseyour learning with digital bookmarks, note-taking and highlight sections of the guide. Interaction with Instructor and Fellow Students Although flexible learning – learning at your own pace, space and time – is a hallmark at SUSS, you are encouraged to engage your instructor and fellow students in online discussion forums. Sharing of ideas through meaningful debates will help broaden your learning and crystallise your thinking. Academic Integrity As a student of SUSS, it is expected that you adhere to the academic standards stipulated in The Student Handbook, which contains important information regarding academic policies, academic integrity and course administration. It is necessary that you read and understand the information stipulated in the Student Handbook, prior to embarking on the course.

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SWK105 Human Growth and Life-Span Development (Adulthood – Old Age)

STUDY UNIT 1

SWK105 STUDY UNIT 1

LEARNING OUTCOMES At the end of this Unit, you are expected to: •

define life-span development

•

list the characteristics of life-span perspective

•

recognise the developmental process, periods, and main issues of life-span perspective

•

apply the principles in life-span development to enhance the understanding of clients from the various age groups (early adulthood to old age)

•

summarise the main characteristics of the six categories of the theories of development: Psychoanalytic; Cognitive; Behavioural and Social Cognitive; Ethological; Ecological; and An Eclectic Theoretical Orientation

•

relate and discuss the application, research, and research challenges of life-span development to the role of social workers

•

describe the transition from adolescence to adulthood

•

identify the physical changes in early adulthood, particularly in terms of the peak and slowdown in physical development

•

identify physical and health problems among young adults

•

discuss sexuality and its problems in early adulthood

•

discuss cognitive changes and young adults’ formal thinking and creativity

•

discuss the link amongst values, personality types, and career development of young adults

•

discuss diversity in the workplace

OVERVIEW This unit is divided into two chapters. The first chapter covers the general introduction to the concept and characteristics of life span development. The main theories underlining life span development will also be examined. They are the Psychoanalytic theories, Cognitive theories, Behavioural and Social Cognitive theories, Ethological theories, Ecological theories, and An Eclectic Theoretical Orientation. We will also be looking into research issues related to life span development. The second chapter will firstly present the transition from adolescence to early adulthood. Then the physical and cognitive developments of early adulthood will be explored. The links between personality types and career development will also be discussed.

SU1-1

SWK105 STUDY UNIT 1

CHAPTER 1 INTRODUCTION DEVELOPMENT

TO

LIFE-SPAN

Although growth and development are dramatic during the first two decades of life, development is not something that happens only to children and adolescents. Most developments involve growth, but they also include decline. There are at least three major processes, which govern the life-span development, namely, the biological process, the cognitive process, as well as the socioemotional process. The interrelatedness of these processes contributes to the dynamic and diversity of human life throughout one’s life span.

1.1

What is Life-Span Development

The traditional approach to the study of human growth and development emphasises extensive changes from birth to adolescence, little or no change in adulthood, and decline in old age. Contemporary scientists, however, recognise that human development actually occurs throughout life. This concept of a lifelong process of development that can be scientifically studied is known as life-span development. Each of us is the same in many ways. For instance, Leonardo da Vinci, Leonardo DiCaprio, Madonna, and you, walked at about the age of 1, engaged in fantasy play as a young child, and became more independent as a youth. Yet, every individual is different and unique due to the complex movement through biological, cognitive, and socioemotional processes.

Biological Processes Biological processes refer to changes in an individual’s physical development. The development of the brain, height and weight gains, changes in motor skills, hormonal changes during puberty, and cardiovascular decline – all of these reflect the role of biological processes in development. One area of biological research with immense importance for development seeks to slow down the aging process, and extend the human life span. Can you think of some examples?

Cognitive Processes Cognitive processes refer to changes in an individual’s thought, intelligence, and language. Watching a colourful mobile swinging above the baby cot, putting together two-word sentences, memorising a poem, imagining what it would be like to be an Oscar winner, solving a complex problem at the workplace – all of such activities involve

SU1-2

SWK105 STUDY UNIT 1

cognitive processes. Can you list some activities you were engaged in for the past six hours that involved cognitive processes (besides reading up on this course)?

Socioemotional Processes Socioemotional processes refer to changes in an individual’s relationships with other people, changes in emotions, and changes in personality. An infant’s smile in response to her mother’s touch, a young boy’s aggressive attack on a playmate, a girl’s development of assertiveness, an adolescent’s joy at the senior prom, and the affection of an elderly couple – all of such changes reflect the role of socioemotional processes in life span development. These three processes: biological, cognitive, and socioemotional, are inextricably intertwined. For instance, consider a baby smiling in response to her mother’s touch. This response depends on biological processes (the physical nature of touch and the response to it), cognitive processes (the ability to understand intentional acts), and socioemotional processes (the act of smiling often reflects a positive emotional feeling and smiling helps to connect us in positive ways with other human beings). In many instances, biological, cognitive, and socioemotional processes are bidirectional. For example, in late adulthood, poor health (a biological process) is linked to lower intellectual functioning (a cognitive proces...