MENU
Biography For The Life Span
Unit Description
This unit explores understandings of the developmental phases of life and changing human needs through the lifespan, with a focus on students’ own development through these phases to develop applied knowledge and insight.
This unit explores understandings of the developmental phases of life and changing human needs through the lifespan, with a focus on students’ own development through these phases to develop applied knowledge and insight. The entire lifespan is reflected on by reviewing internal experiences and external events. The experiential component of this unit provides the context for developing counselling skills for facilitating clients’ life transitions, with a deep understanding of the challenges of negotiating life phases.
Theoretically, students first learn about the phases of childhood development from an Anthroposophical perspective as well as other theories of childhood development, including Attachment theory and learning developmental theories of Erickson, Piaget and Vygotsky. Secondly, students focus on the biographical development through the life span of adult developmental stages from early adulthood to old age and death. The Jungian and Process Work perspectives of Life Myth are also explored, and unique patterns and challenges identified.
UNIT CODE
201
UNIT TYPE
Core Unit
STUDY PERIOD
Year 2, Semester 1
CREDIT POINTS
4.5
UNIT COORDINATOR
Christina Nielsen
CONSULTATION TIMES
30 minutes before and after workshop intensives and by appointment during semester
Learning Outcomes
On completion of this unit, students will be able to:
1. Articulate the life phases of human development from the holistic paradigm, based on the work of Steiner
2. Critically compare the holistic paradigm of life phases and development with
3. Attachment, Jungian and learning developmental theories
4. Articulate and apply the phases of early childhood development, including children’s needs, processes and pathology
5. Develop an in-depth understanding of a thread running through life and Arnold Mindell’s Journey Principle of the self and the other, and critically analyse the impact of social changes on development throughout the lifespan
6. Include the process of ageing from physical, emotional, psychological and spiritual perspectives
7. Interview a practice client and accurately elicit and analyse the biographical story
Student Workload
The total unit workload is equivalent to 8.53 hours per week over the semester (136.5 hours in total).
-
12 hours on-campus workshop intensive
-
4.5 hour Zoom classes
-
26.25 hours study buddy work
-
93.75 personal study hours
Delivery Mode
Workshop intensive on-campus
On-campus teaching comprises 12 hours in total - 9:00 am - 5:30 pm
Online delivery
1.5 hour Zoom discussion
Study Buddy activities
26.25 hours over the semester
Graduate Attributes
Attributes | Statement |
|---|---|
Ethical practice and integrity | Our graduates will demonstrate high ethical standards in their practice and follow professional Codes of Ethics to do good (beneficence) and avoid harm (maleficence) |
Professionalism | Our graduates will have a highly developed understanding of their work roles and responsibilities and uphold a high level of professional conduct in their work |
Holistic awareness | Our graduates will have an in-depth understanding of how the physical body, the psyche and mind/ spirit/self are in constant interaction and relationship with each other and with the environment |
Communication | Our graduates will have well-developed written and oral communication skills, including listening deeply and receiving, interpreting and transmitting complex information, on many levels of awareness with colleagues, clients and the community |
Critical thinking | Our graduates will have critical thinking skills necessary to evaluate and analyse information and make informed professional judgements |
