Assignment 3: Individual Assessment (40%) Reflective Essay Reflect on your own family and cultural context while you were a child XXXXXXXXXXyears). Apply your understanding of the Bowlby-Ainsworth...

1 answer below »

Assignment 3: Individual Assessment (40%) Reflective Essay

Reflect on your own family and cultural context while you were a child (4 - 12 years). Apply your understanding of the Bowlby-Ainsworth Attachment Theory, Bronfenbrenner’s Ecological andVygotsky's Sociocultural Theory to your relationships during your childhood.
With reference to these theories, discuss the impact of these relationships on your development as youmatured (e.g. feelings of security, friendships, decisions etc.); integrate your knowledge of risk,opportunity and resilience. Diagrams and tables may be included.
This should not be a detailed discussion of the theories, more an explanation of your socialrelationships using the framework of the theories.Integration of material from the text-books and readings on Moodle is essentia




1 INT103 Human Development Across the Lifespan COURSE Bachelor of Community Services LEVEL OF STUDY 1st Year CORE/ELECTIVE Core CREDIT POINTS 15 Credit Points TOTAL COURSE CREDIT POINTS 360 credit points DURATION One trimester CONTACT TIME 6 x live webinars and weekly discussion forums PERSONAL STUDY HOURS 7 hours per week TOTAL WORKLOAD PER WEEK 10 hours per week PRE-REQUISITE Nil CO-REQUISITE INT102 Interpersonal Communication Skills CONTACT DETAILS Unit Coordinator: Suzanne Lawrence ([email protected]) Facilitators Perth: Dr Jonas Klutsey Melbourne: Renee Klaasson Sydney: Tim Adam Brisbane: Dr Sam Plename Unit Outline mailto:[email protected] 2 DESCRIPTION This unit provides a chronological view of the development of human lifespan. It introduces learners to the fundamental theories of development that lead learners to reflect on their lived/living experience in application to lifespan of human development. Throughout the unit, learners get an opportunity to develop their understanding of the interplay of biological, sociological and psychological forces in human development. The unit highlights the contemporary concepts in a context that is meaningful to learners from a variety of disciplines including: psychology, public health, education, social work, and developmental psychology. Learners develop knowledge on the diverse influences in supporting healthy development, including attachment theory, cognitive and social development and the role of families and wider communities. This unit is delivered online via Zoom. GRADUATE ATTRIBUTES Graduates of Stott’s College are expected to have Knowledge, Skills and Abilities (KSA) on three different dimensions. Each unit in the course contributes to the development of Stott’s College’s Graduate Attributes which you should demonstrate on completion of the course. Professional GA1 Hold a body of knowledge relevant to their field of study, that includes an understanding of theories, practices, and the scope of their discipline; GA2 Have the skills required to operate effectively within their chosen profession; Personal GA3 Have developed an appreciation, tolerance and ability to work effectively across the entire diversity spectrum; GA4 Be able to work independently and collaboratively; GA5 Be able to set appropriate goals for ongoing intellectual and professional development; GA6 Be self-critical and identify shortcomings in their own knowledge, skills and abilities; GA7 Understand ethical responsibilities and behavior pertinent to their chosen discipline and profession and practice the behavior to the highest standards; GA8 Have developed a high level of oral, visual and written communication skills, across a range of communication technologies, relevant to their fields of study, and recognize the importance of maintaining these; 3 Academic GA9 Be able to identify the need for data, information and knowledge to solve problems in familiar and unfamiliar contexts using appropriate media, tools and methodologies and be able to critically evaluate the information in terms of its validity, accuracy, currency against one’s own values; GA10 Be independent learners and thinkers with responsibility to acquire and evaluate new knowledge with the confidence to be analytical, creative and critical; GA11 Be able to understand, define, analyze, evaluate, investigate problems and make informed recommendations and decisions. COURSE LEARNING OUTCOMES The Course Learning Outcomes (CLO) for the Bachelor of Community Services are designed to align with the Australian Quality Framework specifications for Bachelor degrees (AQF Level 7). Upn completion of the degree, graduates will have achieved these learning outcomes in the following dimensions: Knowledge CLO1 Demonstrate broad knowledge of a range of community services theories and frameworks. CLO2 Develop an appreciation for the legal framework in which organizations and communities operate. CLO3 Demonstrate in-depth knowledge within specialist counselling areas, including alcohol and other drugs, youth, family and mental health. CLO4 Develop and apply an understanding of human diversity, including culture, gender, age, ability, class, religion and sexuality. Skills CLO5 Critically review, analyze, and evaluate knowledge in community services theories and frameworks. CLO6 Integrate and apply knowledge of community services professional practice and competencies within appropriate ethical and professional standards. CLO7 Apply critical thinking and judgement in identifying and solving problems in case management interventions. CLO8 Demonstrate advanced counselling and communication skills in dealing with clients and other professionals. Application of Knowledge and Skills CLO9 Demonstrate applied research skills, including projects. CLO10 Identify clients with complex and diverse needs and develop appropriate service provision. 4 CLO11 Practice case management ethically and intentionally within established legal, policy and professional frameworks and codes of ethics. CLO12 Integrate feedback from clinical supervision and cultivates the capacity for reflective practice, professional responsibility, and accountability. UNIT LEARNING OUTCOMES At the completion of this unit, a learner should be able to: LO1 Demonstrate an understanding of biological, sociological and psychological factors and the influence they have on the human development across the lifespan. LO2 Explain the milestones and stages of human development across the lifespan. LO3 Identify and discuss fundamental theories and stages of human development across the lifespan, including personality theories LO4 Analyze cultural and social influences on developmental stages for Aboriginal and Torres Strait Islander People across the lifespan. LO5 Explain the interplay of human development across the lifespan. CONTENT Topics will include: 1. Introduction to Human Development Across the Lifespan 2. Theories of development: Interpreting the Lifespan 3. The biological and social bases of development: Pregnancy and birth 4. Physical, cognitive and psychosocial development in infancy 5. Physical, cognitive and psychosocial development in early childhood 6. Physical, cognitive and psychosocial development in middle childhood 7. Physical, cognitive and psychosocial development in adolescence 8. Physical, cognitive and psychosocial development in early adulthood 9. Physical, cognitive and psychosocial development in middle adulthood 10. Physical, cognitive and psychosocial development in late adulthood 11. Diverse influences in supporting healthy development 12. Dying and spirituality 5 LEARNING TASKS AND ASSESSMENT In order to pass this unit, learners are required to achieve an aggregate mark of 50% for all assessment tasks. Refer to the Assessment Grades section at the end of the unit outline for important information regarding awarding of grades. Attendance is crucial to pass this unit. Assessment Weight Due Learning Outcomes Assessed Course Learning Outcomes INDIVIDUAL ASSESSMENT Annotated Bibliography (500 words) 10% Week 4 LO 1, 3, 4, 5 CLO 1, 5, 9 INDIVIDUAL ASSESSMENT Comparative Essay on Two Theories comparison of two developmental theories (1500 words) 30% Week 7 LO 1, 2, 3, 5 CLO 1, 4, 5, 9 INDIVIDUAL ASSESSMENT Reflective essay on a significance of social environment in the context of 2 theories (1800-2000 words) 40% Week 10 LO 1, 2, 3, 5 CLO 1,5,12 ONLINE PARTICIPATION & ACTIVITIES 3 reflective posts in response to three weeks’ activities (1000 words) 20% Week 1 - 12 LO 1 - 5 CLO 1, 5, 6, 8 TOTAL 100% 6 WEEKLY OUTLINE Week Topic Text reference and set readings Webinars & Assessment Week 1 Introduction to Human Development across the lifespan Sigelman & Rider (2017) chapter 1 Webinar Week 2 Theories of development: Interpreting the lifespan Sigelman & Rider (2017) chapter 2 Week 3 The biological basis of development: Pregnancy and birth Sigelman & Rider (2017) chapter 3 Webinar Week 4 Physical, cognitive and psychosocial development in infancy Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Assessment 1 Due Week 5 Physical, cognitive and psychosocial development in early childhood Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Webinar Week 6 Physical, cognitive and psychosocial development in middle childhood Harms (2020) chapter 6 Week 7 Physical, cognitive and psychosocial development in adolescence Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Webinar Assessment 2 Due Week 8 Physical, cognitive and psychosocial development in early adulthood Sigelman & Rider (2017) chapter 5- 7, 13 & 14 Week 9 Physical, cognitive and psychosocial development in middle adulthood Harms (2020) chapter 9 Webinar Week 10 Physical, cognitive and psychosocial development in late adulthood Harms (2020) chapter 10 Assessment 3 Due Week 11 Diverse influences in supporting healthy development Sigelman & Rider (2017) chapter 15 Webinar Assessment 4 Due Week 12 Dying and spirituality Sigelman & Rider (2017) chapter 17 7 PRESCRIBED TEXTS Required Texts Sigelman, C. K., & Rider, E. A. (2017). Life-span human development (9th ed.). Thomson Wadsworth. Supplementary Text Harms, L. (2020). Understanding human development: A multidimensional approach (3rd ed.). Oxford Press. Recommended Additional References Berk, L. (2012). Child development (9th ed.). Allyn & Bacon. Corey, G. (2014). Theory and practice of counseling & psychotherapy (8th ed.). Brooks/Cole. Hammerer, D.,Muller,V.,& Li, S. (2014).Performance monitoring across the lifespan: Still maturing post-conflict regulation in children and declining task-set monitoring in
Answered 2 days AfterAug 03, 2022

Answer To: Assignment 3: Individual Assessment (40%) Reflective Essay Reflect on your own family and cultural...

Dr Insiyah R. answered on Aug 05 2022
71 Votes
Assignment 3:    1
Individual Assessment (40%) Reflective Essay    1
Introduction    1
Discussion    2
Environment and Culture    2
Bowlby and Ainsworth Attachment Theory    2
Bronfenbrenner's Ecological Systems Theory    5
Vygotsky’s Sociocultural Theory    5
The impact of these relationships on development as matured    6
Conclusion    6
Reference    7
Assignment 3:
Individual Assessment (40%) Reflective Essay
Introduction
A person develops in seve
ral ways during their life; they are nurtured not just physically but also psychologically and emotionally. Using human development theories, such as Bowlby and Ainsworth Attachment Theory, this essay constructively focuses on my family life and cultural environment, as well as my life participation and recollections (Costa Martins et al,2022). In addition to discussing the theories by referring to my own experiences, I have also mentioned the influence that my culture has had on the way that I am as an adult, including how it has influenced both my ability to make decisions and the way that I interact with other people in my personal and professional life.
Discussion
Environment and Culture
Every child matures and acquires knowledge within the framework of meaningful relationships and interactions with their surroundings that are significant to them within the culture and environment of the family (Dansby Olufowote et al,2020). My family's core values include honesty, compassion, and working together to accomplish a common goal. We are dedicated to furthering our education and ensuring everyone prioritises their relationships with their families. Being raised in a household by parents with a holistic perspective on life and who encourage us to look for the bright side of things rather than dwelling on the unpleasant aspects of life gives us a more optimistic outlook on life overall (Donald, Luke & Byrd,2020). It also alludes to the concept of language as a part of a larger cultural context rather than a separate entity. In my family, everyone respects and cares for one other, and we all enjoy spending time together, yet my parents or grandparents never tried to stop us from pursuing our ambitions. This enables us to spend quality time together as an Indian family, and we never neglect the needs of our loved ones because of our shared cultural heritage (Costa Martins et al,2022). When I participate in activities representing the values and customs of my family's culture, I can distinguish between the positive and the negative. The way I interact with others and maintain friendships is directly influenced by my family's culture.
Bowlby and Ainsworth Attachment Theory
John Bowlby, a British psychologist, studied attachment theory first. The attachment was defined by him as a persistent psychological connection between humans (Ackerman,2018). Bowlby was fascinated by the worry, and grief children feel when they are removed from their primary caregivers. According to some early beliefs, attachment is just a taught trait (Bosmans et al,2020). These views claimed that attachment was just a function of the child's feeding connection with its caregivers. Children develop bonded with their caregivers when they are fed and given sustenance by them.
Attachment behaviours are natural to avoid losing the rewards of being cared for by essential caregivers. Those babies are participating in this behaviour modification (Harlow,2021). Bowlby coined the "Attachment Behavioral System." hypothesis when developing and sustaining relationships. Newborns who have been taken from their parents respond in three distinct ways when they are reunited (Huang, Picart & Gillan,2020).
· Secure attachment
· Anxious-resistant attachment
· Avoidant attachment
· Disorganised Attachment
Secure Attachment: These children generally have a more positive self-perception and believe they are capable and deserving of others' respect and support (Thompson et al,2022). (Dansby Olufowote et al,2020)
Anxious-resistant attachment: These children are the antithesis of nervous or avoidant children. They are prone to have low self-esteem and cling to their primary caretakers (Bosmans et al,2020).
Avoidant attachment: Anxious-avoidant children have more difficulty coping with stressful events. They may isolate themselves and refuse to seek treatment, making it difficult for them to build meaningful...
SOLUTION.PDF

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here