Course coordinator
Associate Professor Elizabeth Edwards
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course explores the dilemmas facing, and risks for, young people growing up in the 21st century, with particular focus on the diversity of young people and the recent social, economic, cultural and technological changes affecting the lives of Australia's young people. Attention will be given to biological, cognitive, and psychological developments and the implications these have for identity formation. Particular issues such as mental health, sexuality, disability, substance use, employment prospects and the variations in young people's experiences will be addressed. A range of theoretical approaches to adolescent development will also be discussed. Students will examine how social agents such as family, peers, and community networks may help youth buffer the stresses of finding one's place in society and the relevance of transitional phases for intervening. This course may not be offered internally if the enrolment is less than 10 students.
This course aims to further develop students understanding of the changes that occur during adolescence and how this affects not only behaviour but the perceptions adolescents have of themselves and the world around them. Adolescence is the time that young people develop the ability to think about who they are and where they are in relation to not only their family and peers but the world around them. In a relatively short space of time young people transition from the body of a child to that of an adult and need to develop the understanding and skills that come with being an adult in Australian society. A considerable and increasing range of stresses will be placed on them. Some of these have been dealt with by all transitioning into adulthood. Some are particular to young people today.ﾠﾠParents and those working with young people may have little or no understanding of these particular stresses. EDUC7000 aims to provide students with an overview of the dynamics of this transitioning phase of life and the opportunity to develop considerable understanding in a key area. Specific topics include: cognitive development, identity development, puberty and sexuality, parental influence, peer influence, marginalised youth, social media and cyberbullying, risk-taking behaviours, mental health, drug use, and engagement of adolescents.ﾠ
TheﾠEDUC7000 Learn.UQ siteﾠcontains all the materials required for the courseﾠe.g. powerpoint slides, readings, and assessment information. For those of you new to UQ, Learn.UQ is an electronic blackboard and can be accessed from the UQ home page as follows: Click on the my.UQ link in the very top right-hand corner (above the search panel), then go to my.UQ dashboard (login as required), next clickﾠon the Learn.UQ link on left-hand side under Favourite apps. You should see EDUC7000 listed under My Courses.ﾠﾠAlternatively, you can go directly to -ﾠhttps://learn.uq.edu.au/
There will be important information posted at the EDUC7000 Learn.UQ site throughout the semester.ﾠFamiliariseﾠyourself with the information about the course using the tabs:ﾠCourse Profile (ECP), Course Staff, Learning Resources,ﾠAssessment etc.
Course requirements
Restrictions
Entry to the Graduate Certificate and Master of Educational Studies (32 unit) programs.
Jointly taught details
This course is jointly-taught with:
- Another instance of the same course
Students enrolled in this course in both in person and external offerings will attend a joint session offered in hybrid mode.
Course contact
Course staff
Lecturer
Associate Professor Elizabeth Edwards
Tutor
Ms Brooke Avery-Overduin
Ms Linh Chu
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Weekly synchronous face-to-face and online (Zoom) sessions will beﾠon Tuesdays beginning Monday 24 February from 4:00-6:00pm.ﾠ Check timetable for room allocation and Blackboard for the Zoom link.ﾠNote there will not be a session on Monday 21 April due to the UQ mid-semester break.ﾠ
ﾠ
Aims and outcomes
This course aims to develop studentsﾒ knowledge and understanding of:
- an ecological perspective to examining adolescent development;
- biological, cognitive, and psychosocial developments in adolescence especially as they relate to behaviour and identity formation;
- major socialisation contexts in which adolescents develop namely, family, peers, school, community, and contemporary culture;
- social, economic, and cultural circumstances in contemporary Australia and how these affect adolescent development and behaviour;
- practices and programs in relation to challenging behaviours, mental health, sexuality, employment, and substance use issues; and
- the subsequent dilemmas and risks the above issues pose for young Australians.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Consider adolescent development through a range of theoretical models and frameworks of human development.
LO2.
Demonstrate some knowledge and understanding of the complex interplay between biological, cognitive and psychosocial developments in adolescence especially as they relate to behaviour and identity formation.
LO3.
Consider adolescence as a rapid transitional period for young people and demonstrate some understanding of the salience of this in working with young people.
LO4.
Identify how parents, families, peers, schools, communities and contemporary culture affect adolescent development and behaviour.
LO5.
Identify some social, economic and cultural factors in contemporary Australia and how these create particular stresses for adolescents today.
LO6.
Demonstrate some knowledge of the practices and programs in relation to working with adolescents in relation to both normative, problematic and developmental behaviours.
LO7.
Better understand the subsequent dilemmas and risks young people deal with in transitioning to adulthood.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Product/ Design | Essay Plan | 20% 1000 words |
24/03/2025 2:00 pm |
| Poster | Poster - Child Behaviour or Development Issue | 35% 1500 words |
14/04/2025 2:00 pm |
| Essay/ Critique | Essay - Adolescent Dilemma in Context | 45% 3000 words |
26/05/2025 2:00 pm |
Assessment details
Essay Plan
- Mode
- Written
- Category
- Product/ Design
- Weight
- 20% 1000 words
- Due date
24/03/2025 2:00 pm
- Learning outcomes
- L02, L03, L04
Task description
Assessment 1: Essay Plan
Description:
This assignment represents the planning stage for Assessment 3 which aims to develop your theoretical and empirical understanding of a chosen adolescent dilemma in a major socialisation context (family, peers, school or community). The Essay Plan will engage you with the literature and analysis process of an adolescent dilemma and offers a feedback opportunity in the planning stages of your major essay.
The aim of the Essay Plan is to:
- Select an adolescent dilemma that interests you. You should choose a topic covered in this course and do some initial reading on the risks and challenges on the dilemma of interest.
- Plan a set of specific questions to guide your larger project.
- Identify relevant scholarly resources, including at least one theoretical paper (that puts forward an explanation for the dilemma) and at least one empirical article investigating an intervention for your chosen dilemma in context.
- Write a short synthesis review of each reading.
Your Essay Plan must include:
Introduction (approx. 100-150 words). A short description of your topic, that is, the adolescent dilemma and the context (e.g., you might choose to investigate suicide prevention in the school context)
Research Questions (approx. 100-150 words). Develop a clearly articulated set of questions that you will address in your essay for Assessment 3.
- For example, if your topic was to investigate suicide prevention in schools:
- What are the risks facing adolescents in relation to suicide and suicidal thoughts/ideation? (include definitions)
- Does suicide ideation differ for males/females or across ages (younger vs older adolescents)?
- Is suicide ideation more pronounced in specific socioeconomic and/or cultural groups? Is it related to media, policy changes, sexuality and young people?
- What theory or theories have been proposed to explain suicide ideation in adolescence?
- What school-based initiatives or prevention programs have been deployed based on this theory or these theories?
- What have studies investigating the efficacy of these interventions found? i.e., are the programs effective?
- What are the limitations and/or strengths of these programs or the research?
- What are the practical implications of the research? i.e., the take-home messages.
Theory article (approx. 300-400 words). Include the following:
- Citation details in APA 7th edition format
- A short statement that explains the theory, a brief summary of the theory’s main assumptions and/or suggestions, and an evaluative comment to describe how the theory will fit into the research topic you chose (i.e., description of usefulness or relevance of the information for your chosen topic)
Empirical article (approx. 300-400 words). Include the following:
- Citation details in APA 7th edition format.
- A brief one paragraph summary of the study i.e., theory the work was premised on (hint: hopefully the theory you reviewed above). The summary should typically include NO MORE THAN ONE SENTENCE on each of the following: participants, intervention, control or waitlist condition, findings, strengths/limitations, directions for future research, practical implications. Do NOT include headings in the summary of the empirical study.
Submission guidelines
Students must upload their reflection by 2pm on the due date.
Submit via Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions follow the UQ policy: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Poster - Child Behaviour or Development Issue
- Mode
- Written
- Category
- Poster
- Weight
- 35% 1500 words
- Due date
14/04/2025 2:00 pm
- Learning outcomes
- L01, L03, L04, L05, L06
Task description
Assessment 2: Poster - Child Behaviour or Development Issue
Description:
This assignment involves identifying a question about some aspect of child behaviour or development that might interest parents attending an orientation night at a local high school. There are lots of ways to come up with an appropriate question. For example:
· Do some basic research to identify trending topics in education or psychology.
· Reflect on your own high school journey. What challenges did your parents have about your behaviour or development?
· Reflect of what your concerns might be if you were a parent of an adolescent today e.g., stress management, academic pressure, social dynamics, technology use.
· Talk to a person who has regular contact with a child or adolescent (e.g., teacher, parent).
Your task is to design and prepare a poster which is suitable to be displayed at a ‘Parents’ Orientation Night’, therefore your audience are parents whose child (aged approx. 12-13 years) is commencing high school. Your poster must be written in non-technical (i.e., lay-person) language.
The list of potential questions is endless, but here are some examples:
• How can I encourage open communication with my child while respecting their independence?
• How can I help my child find a healthy balance of screen time for schoolwork, social media, and fun?
• How can I encourage my child to develop good time management and study habits?
• What strategies can I use to ensure my child gets enough quality sleep in their teenage years?
The aim of the assignment is to:
• Identify an appropriate question (just one question) for parents of children commencing high school.
• Design a poster which is interesting, informative, easy-to-read and has visual impact.
• Prepare a poster which contains information to answer the question, provides implications for parents, and includes references and resources to help a parent navigate the sometimes- difficult period of adolescence.
Your poster must:
• Make a professional (and aesthetic) impression
• Be prepared in PowerPoint A0 size
• Have a clear heading which identifies the question your poster is addressing
• Be divided into clearly recognisable segments or subheadings
• Contain body text which is written in non-technical (i.e., lay-person) language
• Contain neatly arranged graphic elements and an appropriate colour scheme
• Provide sufficient and scientifically sound information to answer the question
• Contain references and resources for further reading
Submission guidelines
Students must upload their reflection by 2pm on the due date.
Submit via Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions follow the UQ policy: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Essay - Adolescent Dilemma in Context
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 45% 3000 words
- Due date
26/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07
Task description
Assessment 3: Essay - Adolescent Dilemma in Context
Topic: Chosen by student
Description:
This assignment completes your plan from Assessment 1, to investigate and report on a specific and relevant adolescent dilemma in a socialisation context (family, peers, school or community). You should synthesise relevant theories and empirical literature to understand the dilemma in context.
The aim of the Essay is to:
- Investigate an adolescent dilemma in context. Assessment 1 required you to select an appropriate dilemma; Assessment 3 requires you to complete the investigation.
- Critically review the theoretical and empirical literature and answer the research questions you planned (and received feedback on) in Assessment 1.
- Draw clear conclusions summarizing the main points of your investigation
Your Essay must include:
Introduction (approx. 200 words). This can be an edited version of your original description from Assessment 1, including definitions and rationale.
Research Questions (as appropriate for each question). Address a set of comprehensive questions proposed in Assessment 1, edited where necessary. Covert your questions into subheadings and provide a thorough analyses of the theoretical and empirical literature for the dilemma in context. See also Essay Plan Task and Criteria Sheet for more details.
Conclusion (approx. 200 words). Draw logical conclusions from the literature regarding the directions for future research and practical implications for your findings.
References (as required). References must be used throughout your essay and listed in APA 7th edition format.
Submission guidelines
Students must upload their reflection by 2pm on the due date.
Submit via Turnitin.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions follow the UQ policy: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/applying-assessment-extension
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 19 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Absence of understanding of adolescent development theory and practice; written work lacks structure with little or no attention to style guidelines, proofreading and grammar. |
| 2 (Fail) | 20 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Minimal understanding of adolescent development theory and practice; written work is poorly structured with limited attention to style guidelines, proofreading and grammar. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Developing understanding of adolescent development theory and practice; some structure evident in written work with some evidence of attention to style guidelines, proofreading and grammar. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Functional understanding of adolescent development theory and practice; written work is adequately structured with attention to style guidelines, proofreading and grammar. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Proficient understanding of adolescent development theory and practice; written work is well structured with good attention to style guidelines, proofreading and grammar. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Advanced understanding of adolescent development theory and practice; written work is fluent and very well structured with detailed attention to style guidelines, proofreading and grammar; high level of synthesis and analysis evident in written work. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Exceptional understanding of adolescent development theory and practice; written work is fluent and very well structured with detailed attention to style guidelines, proofreading and grammar; outstanding synthesis and analysis evident in written work. |
Additional course grading information
Assignment Submission:ﾠAll assignments must be submitted electronically. Assignments must be submitted by the due date.
Determining Final Grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual scores across accumulated assessment tasks.
Exemplar to show calculation of final grade:ﾠAll three assessment tasks will be provided a score out of 100. The final grade will be calculated using the weighted and individual assessment scores as well as The University of Queensland grade descriptions outlined in this section.ﾠ
For example if a student receives the following three grades:
- Assignment 1: score of 70/100 at 20% weighting
- Assignment 2: score of 75/100 at 35% weighting
- Assessment 3: score of 80/100 at 45% weighting
The final grade for this student taking into account the weighting of each assessment task would be:ﾠ (70 x 0.20) + (75 x 0.35) + (80 x 0.45) = 14 + 26 + 36 =ﾠ76,ﾠwhich corresponds to a Grade of 6 based on the grade descriptors outlined in this section.
In the case of decimals, the final grade will be rounded to the nearest whole number (i.e., in the case where the final grade is 0.5 or above, the grade will be rounded up, or 0.49 or below will be rounded down, to the nearest whole number). For example, a score of 64.5 will be rounded up to 65, yet a score of 74.4 will be rounded down to 74 etc.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Week 1 - Introduction This week will provide an overview of the course content and assessment requirements. We will also begin our learning journey as we examine adolescence from an historical perspective, and define adolescence within a contemporary biological, social, and cultural context. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
Week 2 - Early life development This week introduces some of the major biological influences and early nurturing experiences, genes, gestation, birth, attachment theory and parenting styles. Learning outcomes: L01, L03, L07 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Week 3 - Adverse childhood experiences This week we investigate the effects of trauma, complex trauma, adverse childhood experiences, impact on adolescent learning, and examine trauma informed classrooms. Learning outcomes: L02, L03, L04 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Week 4 - Theoretical perspectives This week introduces some of the major theoretical perspectives of adolescence, taking a particular emphasis on Bronfenbrenner's ecological framework of human development. We also examine the approach of Positive Youth Development (PYD). Learning outcomes: L01, L02, L03 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Week 5 - Adolescence - biology and neurology This week we investigate the cognitive changes that occur during adolescence, and the implications of this development on the young person. We will cover historical theories of adolescent cognitive development and the emerging neurobiological model for adolescent cognitive development. Learning outcomes: L02, L03, L05 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Week 6 - Adolescence - identity This week we explore the formation of identity, development of self-concept, self-esteem, and autonomy. We examine social transitions, the role of peers and social media. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Week 7 - Adolescent mental health I Learning outcomes: L02, L03, L04, L05, L06, L07 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Week 8 - Adolescent mental health II This week provides an introduction to mental health issues for adolescents. It will also discuss common disorders in the Australian context (focus on anxiety & depression) literacy. Learning outcomes: L01, L02, L03, L04, L05, L07 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid Semester Break This week continues to explore mental health issues for adolescents. It will discuss some more common mental health issues (eating disorders, self-harm, suicidality, gaming addiction, substance abuse). |
Week 9 (28 Apr - 04 May) |
Lecture |
Week 9 - Adolescents at risk Work on Assessment 3 Learning outcomes: L02, L03, L04, L05, L06 |
Week 10 (05 May - 11 May) |
Case-based learning |
Week 10 - Own Topic This week looks at Australian Indigenous youth, youth from other cultures, and youth with disabilities. |
Week 11 (12 May - 18 May) |
Lecture |
Week 11 - School-based suicide prevention This week we examine the problem of youth suicide and explore what schools can do and the importance of mental health literacy. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (19 May - 25 May) |
Lecture |
Week 12 - Adolescent engagement This week we use theories such as motivation, feedback, goal theory and self-efficacy to investigate ways of engaging adolescents. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 13 (26 May - 01 Jun) |
Lecture |
Week 13 - Review This week will be an opportunity to review key concepts and provide a discussion forum. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.