Course profile

Human Development and Relationships Across the Life Span (PXMH7104)

Study period
Sem 2 2024
Location
Herston
Attendance mode
In Person

Course overview

Study period
Semester 2, 2024 (22/07/2024 - 18/11/2024)
Study level
Postgraduate Coursework
Location
Herston
Attendance mode
In Person
Units
2
Administrative campus
Herston
Coordinating unit
UQ Medical School

This course is designed to prepare you for clinical practice, and to develop therapeutic skills in your field of study. The course explores mental health treatment in the context of human development, relationships and culture. You will critically analyse, evaluate and develop your knowledge and skills in these areas. You will also be required to develop a critique of your own development, and how this informs your sensitivity in working with clients at different stages of development. The focus is on the integration of theory and practice and the application of generalist and specialist skills within a human developmental, relational and cultural context.

This foundational course lays a strong groundwork for further study and professional practice in mental health, psychotherapy, and art therapy. Central to any mental health encounter is understanding a person’s development, relationships, cultural experience, and identity. Equally important is being attuned to our own sense of self to provide ethical, client-focused care.

Throughout this course, we will explore human life across all developmental stages, examining how culture, identity, and relationships influence who we are, how we view the world, and how we experience mental health concerns. The course emphasises a multicultural, trauma-informed, and social model approach to care, affirming consumer perspectives within the mental health system.

Students will actively engage with these areas through online activities, group sessions, weekly readings, and video content. These resources will facilitate a critical examination of various theories and concepts related to human experience and mental health. Weekly group tutorials will encourage debate and reflection, incorporating our own human experiences into all learning activities.

We look forward to working with you and supporting your journey in this vital field.

Course requirements

Companion or co-requisite courses

You'll need to complete the following courses at the same time:

PXMH7103; PXMH7108 (MMH Art Therapy Students)

Incompatible

You can't enrol in this course if you've already completed the following:

PXMH7028

Course contact

Course staff

Lecturer

Stream coordinator

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Workshop:

Week beginning 5 August (WEEK 3) you will attend several on campusﾠgroup workshops, including: Cultural Humility in Practice and Inclusive Practice Mental Health (Tuesday 6 August), and Child and Adolescent Therapy (Thursday 8 August AM). These workshops are part of a week long residential suite of workshops, and are compulsory for all students in PXMH7104 and incorporates required student presentations for Assessment 1 (Cultural Humility Reflective Essay).ﾠPre-reading and viewing of the Cultural Humility workshop is required prior to the workshop - to support discussion and experiential activities.ﾠ

If you are seeking an exemption from the workshop, please contact Course Coordinator Amanda Hall and the relevant Stream Coordinator (Psychotherapy: Tom O'Brien; Art Therapy: Louise Leotta) to discuss further. Please note attendance hours in this course are a requirement for future registration and accreditation with peak bodies.ﾠ

Weekly Activities:

Set readings and multimedia and visual content is presented each weekﾠto broaden and deepen reflective thinking into areas of human development and identity. The content is the basis for each weekly group tutorial class, with a focus on reflexivity and discussion in the group.ﾠ

Tutorials:

Tutorials are weekly except for week 3 and begin in week 1. Readings and videos accompany each tutorial topic and are required to have been read/viewed prior to the group tutorial to inform the discussion. You are encouraged to discuss real life applications of learning and where possible offer experiential examples in class to fellow students (engage your fellow students in a play based activity that can be used with a child experiencing a concern) or engage inﾠcase reflection/consultation opportunities. One student per week will be required to share and lead a 10-15minute activity with the group relevant to the weekly topic.

Times/Days:

AEST (Brisbane)

  • Note: daylight savings commences in in some Australian States and Territories in October

Art Therapy (for students enrolled in the MMH-Art Therapy stream):

  • Danielle Walsh: Monday via Zoom
  • Remote Class 12pm-1:15pm
  • Local Class 1:30pm-2:45pm

Psychotherapy+ (includingﾠMental Health Nursing and other degrees):

  • Zoom: time/day to be confirmed
  • Email the Course Coordinator (Amanda Hall - amanda.hall@uq.edu.au) to confirm your allocated tutorial class.
  • Please also reach out Amanda if you are uncertain about which tutorial you should attend or any other matter.
Aims and outcomes

Aims and outcomes

This course aims to provide students with knowledge and experience that will encourage person focused, culturally sensitive and effective mental health practice and enable students to deliver quality mental health care with people across the lifespan.

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Identify, understand and apply critical analysis to selected key theories of human development as they apply to the field of study

LO2.

Demonstrate specialist skills and knowledge required to work with clients mental health challenges throughout the lifespan.

LO3.

Understand the importance of human relationships and the broader socio-cultural environment, and how they can either enhance or impact negatively on mental health.

LO4.

Understand the importance of developing cultural perspectives and learning to apply cultural sensitivity and humility when working with clients.

Course overview
Assessment

Assessment

Assessment summary

Category Assessment task Weight Due date
Reflection Cultural Humility and Professional Practice
  • Hurdle
 15%

16/08/2024 5:00 pm
Essay/ Critique, Reflection Family Experiences and Therapeutic Practice
  • Hurdle
 35%

20/09/2024 5:00 pm
Product/ Design Mental Health Challenges Across the Lifespan
  • Hurdle
 50%

1/11/2024 5:00 pm

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Cultural Humility and Professional Practice

  • Hurdle
Mode
Written
Category
Reflection
Weight
15%
Due date

16/08/2024 5:00 pm

Learning outcomes
L03, L04

Task description

Part One: Cultural Sharing (5 minutes)

  • You will participate in a cultural sharing event where you present a snapshot of your own culture and identity to your peers in an engaging, discussion-based manner. This informal presentation will be shared during group workshops/tutorials and should highlight one aspect of your background. The definition of culture is broad, encompassing heritage, ethnicity, place of birth or living, childhood upbringing, rituals/traditions, key messages from family, friendship circles, passions, hobbies, identity, faith, beliefs, values, and important memories. Choose an aspect you feel comfortable sharing in a public forum.
  • Your presentation should be 2-3 minutes long and can be delivered in various formats such as objects, visuals, written pieces, songs, poetry, photos, products/food, or verbal storytelling. Following your presentation, allow time for one question from the audience, making the total duration 5 minutes.

Part Two: Reflection (800 words)

  • After participating in the cultural sharing event, immerse yourself in your fellow students' cultural presentations.
  • Reflect on the cultural experiences shared by others and your own presentation.
  • Use these insights to write an 800-word reflective essay discussing the influence of culture and understanding the cultural experiences of others.
  • Focus on how these experiences inform your approach to clinical work with cultural humility and curiosity.

Criteria & Marking

  1. You are able to provide a summary of your cultural sharing experience, discussing both the giving and hearing of cultural expressions of identity. 5%
  2. You are able to explore 1 key cultural difference or learning theme identified for yourselves during the cultural sharing experience, and reflect on the potential impact this difference or theme could have in clinical practice. You engage in reflection that inspires cultural humility, respect and curiosity.5%
  3. You should state how you would navigate this in a clinical setting and demonstrate consideration of the culture of the self (the clinician) and the culture of the client/consumer within a therapeutic alliance in mental health care. You are able to articulate strategies and/or professional skills that are important to your practice when engaging with individuals, families and communities in mental health care and suggest ways to implement this in practice. 5%
  4. Reflection is written in reflective short essay style, first person approach, within 800 words. No references are required. 

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

 

Family Experiences and Therapeutic Practice

  • Hurdle
Mode
Written
Category
Essay/ Critique, Reflection
Weight
35%
Due date

20/09/2024 5:00 pm

Learning outcomes
L02, L03, L04

Task description

Part One: Family Genogram/Community Map (5%)

You are asked to create a family genogram and/or a map of your family/community to reflect on key relationships and family experiences. This visual representation should include relevant key relationships and, where possible, encompass two to three generations of family members. Use standard symbols and elements of a genogram or an alternative mapping method to illustrate the structure and connections within your family/community.

Part Two: Reflective Essay (30%)

In a 1400-word essay, reflect on how your family of origin, family experiences, and key relationships have shaped your identity and worldview. Articulate key themes, challenges, and learnings that have influenced your life and professional practice in mental health. Address the following points in your reflection:

Influence on Therapeutic Practice:

  • Discuss how your family, cultural, and community experiences and relationships have shaped your childhood, development, and worldview.
  • Explain how these experiences influence your therapeutic practice with individuals and families.

Connection to Self:

  • Articulate the connection between your experiences and your current sense of self and way of being.
  • State the boundaries of confidentiality and safety you used when deciding what information to include in your essay.

Impact on Professional Values:

  • Reflect on how your family, culture, community, and relationships have impacted your professional values and practice in mental health.
  • Present both the strengths and challenges that your experiences bring to your therapeutic practice and alliance.

Your essay should be self-reflective and well-written, adhering to the word limit. You may include reflective art pieces or photography related to the topic to guide your written reflections.

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

Mental Health Challenges Across the Lifespan

  • Hurdle
Mode
Product/ Artefact/ Multimedia, Written
Category
Product/ Design
Weight
50%
Due date

1/11/2024 5:00 pm

Learning outcomes
L01, L02, L03

Task description

Part One: Therapeutic Resource (35%)

Select a developmental period and target population discussed in the course, and create a therapeutic resource addressing a mental health challenge experienced by this population. Possible formats include a pamphlet, fact sheet, video, animation, podcast, poster, or worksheets. The resource should provide both psychoeducation and therapeutic strategies suitable for consumers or carers during mental health support.

Criteria:

  1. Developmental Stage and Context:
  2. Define the chosen developmental stage and provide a contemporary perspective on its relevance to mental health and well-being. (5%)
  3. Target Population and Objectives:
  4. Specify the target population within the developmental stage and state the intended audience and goals/objectives of the resource.
  5. Mental Health Challenge:
  6. Focus on one mental health challenge relevant to the target population. Explain its key components and implications on mental health and well-being, considering bio-psycho-social, cultural, relational, and developmental factors. Reference contemporary understandings of this issue in Australian society. (15%)
  7. Learning and Strategies:
  8. Provide learning materials and strategies that support and improve the well-being of the target population in the context of the discussed mental health challenge. Include at least two relevant activities or therapeutic processes, detailing the practical steps and any limitations or caveats. (10%)
  9. Format and Presentation:
  10. Ensure the content, whether read, spoken, or watched, is a minimum of 4 minutes but no longer than 5 minutes. The resource should be in a consumer-friendly format suitable for the intended audience. Use appropriate in-text/spoken referencing of literature/theories where relevant.

Part Two: Written Guide (15%)

Accompany your therapeutic resource with a written guide (maximum 1000 words) intended for other therapists/health professionals. This guide should assist them in using the resource with their consumers/carers.

Criteria:

  1. Context and Purpose:
  2. Detail the context and purpose of the resource, including the key concepts and theories of development utilised.
  3. Evidence and Application:
  4. Provide evidence for the activities/therapeutic processes shared in the resource and explain their potential usage in practice.
  5. Appropriate Writing:
  6. Ensure the guide is written appropriately for other therapists and health professionals. Include a bibliography/reference list of literature and other sources used. (5%)

Submission Instructions

  • Compile both your resource and written guide into one file for submission via Turnitin.
  • For audio/video files, save the file in your University One Drive folder or a similar electronic drive and include a link in your submitted PDF/Word document.

Hurdle requirements

You must complete and submit all assessment items to pass the course.

Submission guidelines

Submission instructions will be provided via Learn.UQ.

Please provide a One Drive link for multimedia or combine your Resource and Written Instructions into one PDF document for submission

Deferral or extension

You may be able to apply for an extension.

Late submission

Assessments submitted after the due date without an approved extension will receive a late penalty.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Grade Cut off Percent Description
1 (Low Fail) 0 - 34

Absence of evidence of achievement of course learning outcomes.

Course grade description: Fails to submit assessment and failure to demonstrate most or all of the basic requirements of the course.
2 (Fail) 35 - 44

Minimal evidence of achievement of course learning outcomes.

Course grade description: Some assessment items submitted but material submitted shows major deficiencies when evaluated against assessment criteria and major part of assessment is incomplete or not submitted.
3 (Marginal Fail) 45 - 49

Demonstrated evidence of developing achievement of course learning outcomes

Course grade description: Demonstrates deficiencies in understanding when submitted assessment material is evaluated against marking criteria.
4 (Pass) 50 - 65

Demonstrated evidence of functional achievement of course learning outcomes.

Course grade description: Adequately demonstrates understanding, addresses required criteria and has met the minimum requirement for all assessment.
5 (Credit) 66 - 75

Demonstrated evidence of proficient achievement of course learning outcomes.

Course grade description: Adequately demonstrates competent understanding, addresses required criteria and has met minimum or above requirements for all assessment.
6 (Distinction) 76 - 85

Demonstrated evidence of advanced achievement of course learning outcomes.

Course grade description: Effectively demonstrates substantial understanding, addresses required criteria and meets or exceeds minimum requirements for all assessment.
7 (High Distinction) 86 - 100

Demonstrated evidence of exceptional achievement of course learning outcomes.

Course grade description: Effectively demonstrates extensive understanding with outstanding achievement on assessment items when evaluated against marking criteria and meets or exceeds minimum requirements for all assessment.

Additional course grading information

You must complete and submit all assessment items to pass the course.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

Please note that all submission dates for assessments are in Brisbane time - Australian Eastern Standard Time (AEST).

Aims and outcomes
Learning resources

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.

Additional learning resources information

There are no set textbooks or books for this course. Please see the course Learn.UQ (Blackboard) site for weekly resources, multimedia, a list of recommended resources and highly recommended texts relating to this course and current knowledge and practice in field of therapy. Please access all required course readings from the UQ Library/Talis.

Assessment
Learning activities

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

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Learning period Activity type Topic
Week 1

(22 Jul - 28 Jul)
Tutorial

Culture Humility and Self in the Therapeutic Alliance

Introduction to PXMH7104, Culture Humility and Self in the Therapeutic Alliance. Preparation for Presentation in Week 3.

  • Why is understanding human development and relationships important for therapists and mental health practitioners?
  • In what ways is it important that we understand our own experience and culture as we work in therapy and mental health?
  • How do we negotiate the connection and alliance between the person and our own human self?
  • How does culture and our upbringing influence our work with others?

Learning outcomes: L03, L04
Week 2

(29 Jul - 04 Aug)
Tutorial

Identity, Gender, Sexuality and Belonging

  • How does my assigned gender and experienced gender differ or match?
  • How do norms or perceptions impact my mental health and sense of self?
  • How does my personal identity interact or fit with those of my family, community and society at large?
  • What does belonging mean and what happens when I don’t belong?
  • How does my identity (or discrimination for my identity) impact my mental health, and in what contexts and Why? 
  • How much do I know about the needs of LGBTIQA+ people and who I can support them as a therapist?

Learning outcomes: L02, L03, L04
Week 3

(05 Aug - 11 Aug)
Workshop

Workshops/Discussion Topics - Residential Week

Active learning about key themes in the course, Cultural Humility, Identity, Inclusive Practice and Child Art/Therapy for all students. Resources and pre-workshop videos listed on Learn.UQ/Learning Resources and Full day Group workshops Tuesday 6th August and Half Day (AM) workshop Thursday 8th August during residential week (Herston Campus). Workshop includes active participation for Assessment 1.

Please watch the Cultural Humility video (approx. 1 hr) and Child Art Therapy presentation delivered by the UQ team. 

Prepare your Part 1 for Assessment 1 (you will conduct this in during a small group exercise).

Learning outcomes: L01, L02, L03, L04
Week 4

(12 Aug - 18 Aug)
Tutorial

Family and Relationship Structures

  • How much do I know and understand about my own family and its impact on me and my work?
  • How are other families organised?
  • How does this impact on their strengths and vulnerabilities?
  • What about being taken away from your family?
  • Working with the complexity of family and family/community structures in mental health – what are key skills and perspectives?

Learning outcomes: L01, L03
Multiple weeks
Tutorial

Infancy, Attachment, Parenting

  • How does our experience of early relationships with our caregivers influence our development, our sense of self, our world view, our interpersonal skills and sensitivities?
  • How does attachment and early relationships impact on children and impact on humans in later life?
  • How do we view Development within the infant, and even pre -birth, and the link with relationships.
  • How can we understand this time of life e.g. Attachment, Parenting Style, Caregiver mental health?

Learning outcomes: L01, L03, L04
Week 6

(26 Aug - 01 Sep)
Tutorial

Early Childhood

  • How do I focus on learning, being my own person but needing closeness?
  • What are A.C.E.’s and how do they manifest in childhood and throughout life?
  • How do developmental issues start to arise and be seen by those around me?
  • What if I experience a trauma or significant change, how does this effect my development?
  • How do we support young children in this period? What mental health strengths and needs or concerns arise at this stage?

Learning outcomes: L01, L02, L03
Week 7

(02 Sep - 08 Sep)
Tutorial

Middle Childhood

  • The time where we are going to school, making friends, learning and exploring the world, learning about who we are and what we like, taking on new responsibilities.
  • What does wellness and mental health look like?
  • What challenges might arise?

Learning outcomes: L01, L02, L03
Week 8

(09 Sep - 15 Sep)
Tutorial

Adolescence

  • Who am I, where do I fit in relationship to others within family, culture and rest of world?
  • Where is my life going?
  • What am I passionate about?
  • How does society and our parents see us?
  • So much is changing, excitement and stress all at once. What is the key to wellness and positive mental health?
  • How do we manage the risks of mental health, self harm and suicidality that arise?
  • How do we support young people, families and the wider community? How do we engage a recovery model when an adolescent in is tension between being cared for and being independent?

Learning outcomes: L01, L02, L03
Week 9

(16 Sep - 22 Sep)
Tutorial

Early Adulthood to Adulthood

Assessment 3 Check in

Transitioning to the adult world and adult responsibilities.

  • What am I going to do with my life and who am I going to do it with?
  • Shifts in family and friend relationships, entering the workforce and a career. Intimate relationships, parenting and lots of decisions.
  • How does our society see this period of life, what is important, what are the key stressors?

Learning outcomes: L01, L02, L03
Week 10

(30 Sep - 06 Oct)
Tutorial

Middle to Mature Adulthood

  • Changes and transitions of relationships, looking forward and back.
  • Have I done what I want/need to do at home and in the world?
  • Family, career, changes in the world emerge and how do I see these, manage these?
  • What does mental health look like as I go through different parts of adulthood?
  • How do my strengths, needs, hopes and goals sustain or change or evolve?

Learning outcomes: L01, L02, L03
Week 11

(07 Oct - 13 Oct)
Tutorial

Old Age

  • How do I engage with what’s done and what’s to come?
  • Reflections of my life and on future death.
  • Retirement, connections, transitions in lifestyle. 
  • What challenges occur at this age, what benefits of being older and having lived and experienced a lifetime of relationships and situations?
  • What does wellness look like?
  • What mental health concerns become relevant?
  • How does my identity, culture influence my perspective?

Learning outcomes: L01, L02, L03, L04
Week 12

(14 Oct - 20 Oct)
Tutorial

End of Life

  • End of life can occur when you are in old age or much earlier due to illness or other concerns.
  • How does being near the end of our life impact our sense of self, the world and our mental health and wellness.
  • How can therapists support individuals, families and communities in situations of palliative care, life limited conditions, enduring suicidality, grief and loss.
  • What does life and death mean in my culture?
  • How does my family engage in or understand end of life and beyond?

Learning outcomes: L01, L02, L03, L04
Week 13

(21 Oct - 27 Oct)
Tutorial

Emotional and Social Development

  • How do I prefer to “be” in society, in my community, how do I prefer to interact with others?
  • What challenges do I face in social settings and why?
  • Am I an introvert, extrovert, a social butterfly, a quiet achiever, an observer but what do these terms mean anyway?
  • How do I perceive care, love, support from others?
  • How does this impact my coping, my perception of mental health, my expression of resiliency, my sense of self?

Learning outcomes: L01, L02, L03, L04

Additional learning activity information

Each week a student will be asked to lead their class group in a 10-15minute activity or therapy directive that is relevant to the weekly topic - this will provide a beginning prompt for discussion on the topic and the learning resources.

Learning resources
Policies and procedures

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:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.

Learning activities