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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Human Development across the Lifespan
Module Code HDO522
School 76
Module Co-ordinatorSemester 1: David Gibson
Semester 2: David Gibson
Autumn: David Gibson
Module TeachersDavid Gibson
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module applies an interdisciplinary perspective to the study of development throughout life with especial emphasis on how theoretical approaches may inform or support pedagogical and counselling practices. Paradigmatic theorists in the study of identity, moral development and attachment are critically explored with close readings of primary texts and complimented by contemporary perspectives. An important connection will be made between identity, transitions and meaning making practices, with a particular emphasis on how counselling and pedagogy practice may understand and respond to these dimensions of life. In line with recent research and an increasing focus on human rights throughout life, contemporary research and practice addressing vulnerability, decision-making and emancipatory pedagogy are introduced as lenses to challenge understanding of difference and change.

Learning Outcomes

1. Recognise and understand how theories of moral, identity and attachment development are lenses for analysing and categorising human experience.
2. Distinguish and examine competing approaches in lifespan development research and question the limitations of a single disciplinary or conceptual lens.
3. Reflect on one's practice and self-understanding and reflective lenses to support awareness of responsiveness and identification of intentions and principles for practice.
4. Demonstrate knowledge of and interpret the relevance of lenses of vulnerability, decision-making and emancipatory pedagogy in career/guidance counselling contexts, especially in experience of change and transition.
5. Identify and appraise the value of conceptual lenses in identifying, understanding and responding to transitions throughout the lifespan.
6. Discuss and evaluate their own professional practices and intentions in the context of institutional and discursive practices through lenses including vulnerability, emancipatory pedagogy and narrative.

Workload Full-time hours per semester
Type Hours Description
Total Workload: 0

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Anderson, M., Goodman, J. & Schlossberg, N.: 2011, Counselling Adults in Transition: Linking Schlossberg's Theory with Practice in a Diverse World, Springer,
  • Freire, P: 2014, Pedagogy of Hope: Reliving Pedagogy of the Oppressed, Bloomsbury, London,
  • Kuther, T: 2017, LIfespan Development: Lives in Context, Sage, California,
  • Lerner, R: 2002, Concepts and Theories of Human Development, 3rd, Lawrence Erlbaum, New Jersey,
  • Lindemann, H: 2014, Holding and Letting Go: The Social Practices of Personal Identities, Oxford University Press, New York,
  • Mackenzie, C., Rogers, W. & Dodds, S.: 2013, Vulnerability: New Essays in Ethics and Feminist Philosophy, Oxford University Press, Oxford,
  • McLean, K. & Syed, M.: 2014, The Oxford Handbook of Identity Development, Oxford University Press, Oxford,
  • Santrock, J: 2020, A Topical Approach to LIfe-Span Development, 10th, McGraw-Hill, New York,
  • Archard, D: 2004, Children: Rights and Childhood, 2nd, Routledge,
  • Mezirow, J & Associates: 2000, Learning as Transformation: Critical Perspectives on a Theory in Progress, Jossey-Bass, California,
  • Shiller, V: 2017, The Attachment Bond: Affectional Ties across the Lifespan, Lexington Books, Maryland, US,
  • Vanseileghem, N. & Kennedy, D: 2012, Philosophy for Children in Transition: Problems and Prospects, Wiley-Blackwell, London,
  • Van Gennep, A.: 1908, The Rights of Passage, University of Chicago Press, Chicago,
Other Resources

Programme or List of Programmes
GDGCOGraduate Diploma in Guidance Counselling

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