Registry
Module Specifications
Archived Version 2022 - 2023
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Description Module Aims: • To increase the students’ knowledge and critical awareness of the theoretical and research approaches relevant to Wellbeing across the lifespan • To encourage students’ critical evaluation of the current approaches and evidence base in Wellbeing • To equip students with the necessary knowledge and skills to handle complexity in the area in a developmental and integrative manner • To prepare students to act as knowledgeable contributors to the field | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Understand the key concepts and controversies at the forefront wellbeing across the lifespan 2. Demonstrate a systematic understanding contexts and domains of development 3. Show a critical awareness of the current challenges in wellbeing and development 4. Handle the complexity of the current state of research and scholarship in the field 5. Formulate judgements on current issues in the area through critical reviews of the literature 6. Integrate knowledge on broad themes to produce written work of publication standard | |||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and
Learning Activities Introduction to well-being: theory and developmentResearch methods in lifespan developmentAge and well-being: Life course perspectivesInequality and social justice across the lifespanDisability and well-beingHealth and well-beingRisk and Resilience across the lifespanContexts of development and well-being | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 54924, 0, Students will be directed to specific journal articles on a lecture-by-lecture basis., | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
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