Module: Human Development across the Lifespan

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Human Development across the Lifespan
Module Code	EDU1143 (ITS: HDO522)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	9	Credit Rating	5

Description

This module applies an interdisciplinary perspective to the study of development throughout life with a special emphasis on how foundational disciplines (Philosophy, Sociology, Psychology) may inform or underpin pedagogical and counselling practices. Paradigmatic theorists in the study of narrative identity, inclusion/exclusion, 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 guidance, 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, assisted and supported decision-making, social justice and emancipatory pedagogy are introduced as lenses to challenge understandings of difference and change.

Learning Outcomes

1. Understand and examine varying perspectives on inclusion, (including exclusion, voice & belonging) and disability (including medical and social models).
2. Evaluate different approaches to justice and social justice and recognise the opportunities of guidance (careers and counselling) for an orientation to justice
3. Identity, analyse and appraise Human Rights and its invitation for guidance professionals in support of students and adults.
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. Discuss and evaluate their own professional practices and intentions in the context of institutional and discursive practices through lenses including vulnerability, social justice, emancipatory pedagogy and narrative.
6. Distinguish and examine competing approaches to identity and question the limitations of a single disciplinary or conceptual lens.
7. Reflect on one's practice and self-understanding and reflective lenses offered by Hope, Agency and Relational Responsibility, to support awareness of responsiveness and identification of intentions and principles for practice.

Total Workload: 0

Section Breakdown
CRN	10583	Part of Term	Semester 1 & 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	David Gibson	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	n/a	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Reading List

Books:

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,

Articles:

Gati, I. & Levin, N.: 2014, Counselling for Career Decision-Making Difficulties: Measures and Methods, Vol. 26, 517823
2018: Professional Self-Understanding in Practice: Narrating, Navigating and Negotiating, 517824, 1
Psycho-social transitions: A field for study: Social Science and Medicine, 5, 517825, 1, Savickas, M.
Journal of Counselling and Development: Vol. 90, No. 1,

Other Resources

None