s
Comments/notes
Title
/ Social & Psychological Contexts of Adulthood (20 credits)Code / SSM128
Level / M
Credit rating / 20
Pre-requisites / Students on the 15 credit version of this module will be registered social workers engaged in practice for a minimum of 15 hours per week.
For the 20 credit version: GPHSS entry requirements
Type of module / Intensive
Aims / This module examines a range of social and psychological perspectives on developmental and transitional issues in adulthood. This is a generic term and includes older people; adults with physical and sensory impairments; learning difficulties; chronic/ terminal illness; people with drug dependencies and those who are HIV positive or who have AIDS. Particular aims are to enable students to:
1. Gain knowledge of the social, psychological, cultural and bio-medical contexts of adulthood, development and transitions and how these relate to understanding individual needs and circumstances
2. Explore the impact upon development and adulthood of discrimination, social divisions and power relations; of the particular life experiences of individual users of service and carers and the implications of these issues for person-centred, anti-oppressive and ethical practice with adults
Learning outcomes/objectives / On completion of this module, in relation to a particular service user group or groups (e.g.. older people; adults with physical and sensory impairments; learning difficulties; chronic/ terminal illness; people with drug dependencies; people who are HIV positive or who have AIDS) succcessful students will demonstrate:
1. Systematic, detailed and up to date knowledge of the social, psychological, cultural and bio-medical contexts of particular developmental and transitional issues in adulthood, with critical discussion of how this knowledge informs assessment of individual need and circumstances
2. In-depth, critical evaluation of different approaches, strategies and interventions for working with, and supporting, individuals in relation to their particular circumstances
3. Comprehensive and critical understanding of issues of discrimination; disadvantage; social exclusion and power relations and how these may relate to particular issues and access to services and interventions
4. Synthesis and critical application of contemporary research on particular developmental and transitional issues in adulthood ,including relevant service user and carer research
5. Critical and comprehensive understanding of the experiences of users of services and their carers
Content / Content of the module incorporates learning on: older people; adults with physical and sensory impairments; learning difficulties; chronic/ terminal illness; people with drug dependencies and those who are HIV positive or who have AIDS. It will include -
· Differential theoretical and research perspectives on developmental and transitional issues in adulthood
· Perspectives on the physical, intellectual, psychological, emotional, sexual, social and cultural development of adults
· Different theoretical and conceptual understandings (including service user/ carer, sociological, psychological, cultural and bio-medical) of health; illness; disability; ageing; the importance of different models and new understandings to inform partnership working
· Communication in relation to particular needs and circumstances
· The impact of transitions upon needs and well-being: the transition of young people to adult services; parenting in the context of having particular needs as an adult; safeguarding and promoting the welfare of children in this context; mental health issues in adulthood
· The perspectives and experiences of adult users of services and carers
· The impact upon development and adulthood of social divisions, power relations and of the unique life experiences of users of service and carers
· Person-centred, anti-oppressive and ethical practice and partnership working with adults
· End of life, including palliative care
Teaching and learning strategies / A range of learning and teaching strategies will be used including lectures and other formal presentations; seminar and small group work. The application of learning to assessment of individual need and circumstances will be central. The experience of users of services and their carers will be a core theme and, thus, learning and teaching will include presentations and discussions led by members of user and carer groups. Practitioners from different professions will also contribute. Directed reading will be used both to enable students to prepare for taught sessions and to develop their learning on topics introduced in lectures and presentations
Total Contact Hours: 25 hrs
Directed stud )
Private study )
Assessment preparation ) 175
TOTAL: 200 hrs
Learning support / Indicative Reading
Bartley M. ed. 2006 Capability & Resilience. Beating the Odds. ESRC
Biggs S. 1999. The Mature Imagination. Dynamics of Identity in midlife and beyond. Bucks. OU Press
Clarke L and Roberts C, 2004, “The meaning of grandparenthood and its contribution to the quality of life of older people” in Walker A and Hagan Hennessy C (eds.) “Growing Older: Quality of life in old age, Maidenhead: Open University
Coleman P 1999. Identity Management in Later Life. In Woods R.T. (ed) Psychological Problems of Ageing. Chichester: John Wiley and Sons
Cumming E. & Henry W. 1961. Growing Old: the Process of Disengagement. New York: Basic Books
Erikson E.H. 1964. Insight and Responsibility. London: Faber
Gubrium J. & Holstein J. (eds) 2000. Ageing & Everyday Life. Oxford: Blackwell
Walker A. & Hennessy C. (eds) 2004. Growing Older. Quality of Life in Old Age. Maidenhead: OU Press
Journals
Age and AgeingBritish Journal of Social Work
Ageing and Society
British Journal of Learning Disability
Disability and Society
Journal of Adult Development
Journal of Learning Disability
Journal of Social Work Practice
Assessment tasks / All learning outcomes will be demonstrated in a 3000 word essay, which explores differential perspectives on a particular developmental and transitional issue in adulthood and considers the relevance of this knowledge for practice
Brief description of module content and/or aims (maximum 80 words) / The module explores different developmental and transitional issues in adulthood (for example, different understandings of disability; health; illness; ageing) with reference to those adults who use health or social care services. Adulthood is used as a generic term and includes older people; adults with physical and sensory impairments; learning difficulties; chronic/ terminal illness; people with drug dependencies and those who are HIV positive or who have AIDS. A core aspect of learning is how an understanding of developmental experiences in adulthood relates to assessment of individual needs and circumstances and service provision. Equally knowledge of different theoretical and disciplinary conceptualisations is essential to inform multi-disciplinary working. Issues of discrimination, social divisions and power relations are examined as is person-centred, anti-oppressive and ethical practice with adults. The experiences and views of users of service and carers are key and are integrated throughout learning.
Area examination board to which module relates / SASS Post Qualifying Social Work Examination Board
Module team/authors/coordinator / Jem Price, Julia Stroud
Semester offered, where appropriate / 2
Site where delivered / Falmer
Date of first approval
Date of last revision
Date of approval of this version
Version number / 1
Replacement for previous module / Not applicable
Field for which module is acceptable and status in that field / Post qualifying Social Work Programme
GPHSS Optional
Course(s) for which module is acceptable and status in that course / Post Graduate Certificate Specialist Social Work with Adults
Mandatory
School home / School of Applied Social Science, University of Brighton
External examiner / Alan Butler, University of Leeds