Unit Outline: COUN5161 – Counselling over the Lifespan 1
Last updated: Trimester 1 2018
Unit Outline
COUN5161: Counselling over the
Lifespan
Unit description
This unit provides a comprehensive framework for the consideration of developmental
psychology across the lifespan. Through this unit you will acquire in-depth knowledge of
developmental psychology for understanding and appreciating your own development, as well as
that of the people you interact with in your counselling or work-related role.
Emphasis throughout this unit is on applying the theory to practical situations you may
encounter in your work roles.
| Course(s) | Graduate Diploma of Counselling |
| Core / Elective | Core |
| Workload (hours per week) | 12 |
| Credit points | 8 (out of a total of 96 points) |
Unit learning outcomes
On completion of this unit, students will be able to:
a) identify and analyse the physical, cognitive, and identity developments in childhood,
adolescence and early, mid and late adulthood
b) evaluate attachment, socio-emotional and moral theories of development
c) evaluate key psychoanalytic, learning and cognitive theories in developmental psychology
d) identify and analyse family systems’ influence on development
e) identify and analyse gender-role and sexuality theories of development
f) apply developmental theory to a range of situations and contexts
g) demonstrate advanced theoretical knowledge of the impact of multicultural issues on
attachment theories
h) analyse and synthesise theories of ageing, grief, death and dying
i) identify and evaluate the value of incorporating an understanding of developmental
theories in counselling
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Textbook
The textbook for this unit is:
Sigelman, C. K., Rider, E. A., & De George-Walker, L. (2016). Life-span human development (2nd
Australia/New Zealand ed.). South Melbourne, Australia: Cengage Learning Australia.
Recommended readings
The twelve sections of unit curriculum direct students to readings in the online classroom for
this unit. These readings are selected from journals and books that provide additional
information or a different perspective on topics covered in each section. They are from a range
of authorities and expand the content of this unit.
Studying for this unit
The content of this unit has been designed to maximise the learning and the integration of the
subject matter. Much of the unit material is specific to the Australian context. Students are
encouraged to access additional information relevant to their local context, which will assist in
applying the learning and ensuring its relevance. This may include specific legislation,
government and professional association resources, and journals. It is important that students’
reading is broad.
In general students are expected to:
| | read each section of the unit carefully and make notes about new content, and points that are unclear, or in conflict with previous learning or experience complete readings of the text and other readings and resources, making notes on important insights or facts, especially those relevant to assignments |
| |
There may be periodic suggestions or issues on which students are asked to deliberate and
reflect. Sometimes these are dilemmas or difficult issues associated with the study topic which
have no right or wrong answers, but are used to trigger critical thinking.
| | Required resources o Access to PowerPoint |
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Face to Face hours by delivery mode:
On Campus – OC: Units studied on campus are designed with 12 three hour classes, totalling
36 contact hours.
Online – OL: Teachers will offer a minimum of two Zoom sessions throughout the term.
Students are encouraged to participate in interactive activities and engage in the Zoom sessions
as these further develop skills and knowledge.
Weekend Classes:
Units offered as weekend classes must meet the required 36 contact hours. This is made up of 5
classes (9am-5pm) scheduled as per the unit timetable for the enrolled Trimester.
Attendance requirements
Attendance at classes ensures that students studying this unit On Campus have the opportunity
to fully engage in the learning appropriate to this delivery mode.
On Campus recommendation (for students studying this unit on campus)
In this unit provided by the School of Counselling, it is recommended that on-campus students
maintain at least 60% attendance.
Online recommendation
There are no attendance requirements for this unit. Students are encouraged to participate in the
online discussion forum for this unit, and must submit all assessments to meet the requirements
of this unit.
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Learning activities
Learning activities are set in each section of the unit to give opportunities for further learning.
They are designed to help students think through and practice the specific skills and general
concepts presented in this unit. They do not need to be sent to the academic teacher for marking.
However, valuable learning opportunities will be missed by not completing the activities.
In studying this unit, students should need to maintain a learning journal for completing the
activities. To structure the learning journal, set aside space for:
| |
completing a glossary of new terminology and concepts introduced in this unit notes on unit content and readings answers to learning activities draft assessments. |
Students can also keep the learning journal electronically.
Self-assessment
There are self-assessment questions at the end of each section to test students’ understanding
of the section’s content. Try to recall the answers to these questions unaided. Write down
answers from memory before going back to review the relevant material in the section. Some
of the questions require more than simple recall. Some will require synthesising separate
issues or different pieces of information. Real learning is not just remembering the reading. It
involves owning this knowledge by:
• reflecting
• questioning
• relating theory to personal experiences
• integrating a number of readings on a particular topic or concept
• paraphrasing.
Assignments
The assignments for this unit are carefully set so they develop from and support the key
concepts and skills of the unit, and are aligned with the learning outcomes for this unit.
In this unit, marking rubrics are provided for each assignment. These rubrics describe the type of
requirements for each marking criterion at each level of mastery.
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Contents
Section 1: Exploring Counselling and the Lifespan
Section 2: Physical Development and Psychoanalytic Theories of Development
Section 3: Behavioural Learning and Systems Theories of Development
Section 4: Cognitive Theories of Development and Developmental Cognitive
Behavioural Therapy
Section 5: Attachment and Socio-emotional Theories of Development
Section 6: Family Systems’ Impact on Development
Section 7: Social Cognition and Moral Theories of Development
Section 8: The Self and Personality Theories of Development
Section 9: Gender-Role and Sexuality Theories of Development
Section 10: Theories of Intelligence and Creativity
Section 11: Theories of Ageing, Grief, Death and Dying
Section 12: Counselling Applications over the Lifespan
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Assignment summary
Please ensure you keep copies of all assignments submitted for this unit.
| Assignment Type |
Weight | Word Count | Due Date |
Alignment with learning outcomes |
| Assignment 1: Reflective Essay |
50% | 2000 words | Week 6 | a) identify and analyse the physical, cognitive, and identity developments in childhood, adolescence and early, mid and late adulthood b) evaluate attachment, socio-emotional and moral theories of development c) evaluate key psychoanalytic, learning and cognitive theories in developmental psychology d) identify and analyse family systems’ influence on development f) apply developmental theory to a range of situations and contexts |
| Assignment 2: 2a: Media Report 2b: PowerPoint slide summary |
50% (total) 30% 20% |
1500 word 8-10 PowerPoint slides Plus 10 minute presentation (on-campus students) or participation in peer review discussion forum (online students) |
Week 12 Weeks 10-12 |
a) identify and analyse the physical, cognitive, and identity development in childhood, adolescence and early, mid and late adulthood e) identify and analyse gender-role and sexuality theories of development f) apply developmental theory to a range of situations and contexts g) demonstrate advanced theoretical knowledge of the impact of multicultural issues on attachment theories h) analyse and synthesise theories of ageing, grief, death and dying |
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Assignment 1: Reflective Essay
| Assignment Type | Weighting | Word Count | Due Date |
| Reflective Essay | 50% | 2000 words | Week 6 |
Purpose:
Students will apply developmental theory to a personal developmental milestone. This will allow
students to examine aspects of three major theories within the context of their own experiences.
Process:
Identify a milestone in your own development to date and analyse it with reference to three major
theories in developmental psychology.
Your Reflective Essay is to include:
1. Identification and overview of a developmental milestone appropriate to the
assignment purpose
2. Identification and overview of three theories in developmental psychology
appropriate to the assignment purpose
3. Analysis of the developmental milestone by applying the three theories in
developmental psychology
4. Critical reflection on your personal responses and experiences in relation to the
developmental milestone
5. Evidence of critical analysis and synthesis of all ideas and relevant information.
6. Comprehensive and effective use of relevant academic literature from credible
sources
7. Clear and logical structure, academic writing and referencing
8. Correct academic structure
9. APA 6 referencing
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| Assignment 1: Reflective Essay Marking Rubric | ||||||
| Task-specific criteria | Not Satisfactory (0-49%) |
Satisfactory (50-64%) |
Good (65-74%) |
Very good (75-84%) |
Outstanding (85-100%) |
|
| 1 | Identification and overview of a developmental milestone appropriate to the assignment purpose |
Inadequate overview of a developmental milestone appropriate to the assignment purpose; or the overview is not relevant to the assignment purpose; or the overview includes too much unnecessary descriptive information. |
Satisfactory but limited overview of a developmental milestone appropriate to the assignment purpose; or the overview is only partially relevant to the assignment purpose; or too much irrelevant descriptive information provided. |
Provides a competent overview of a developmental milestone appropriate to the assignment purpose, but includes some irrelevant descriptive information, or omissions. |
Accurately identifies and provides an overview of a developmental milestone appropriate to the assignment purpose. Minimal irrelevant descriptive information included, and minimal omissions of relevant information. |
Accurately and succinctly identifies and provides an overview of a developmental milestone appropriate to the assignment purpose. No irrelevant descriptive information included, and no omissions of relevant information. |
| 2 | Identification and overview of three theories in developmental psychology appropriate to the assignment purpose |
Unsatisfactory ability to identify three theories in developmental psychology. Limited or no knowledge of three theories in developmental psychology relevant to the identified developmental milestone and appropriate to the assignment purpose. |
Satisfactory ability to identify three theories in developmental psychology, but one or more theories could be more targeted and appropriate to the identified milestone and assignment purpose. Overview does not consistently demonstrate in-depth knowledge and understanding of one or more of the theories. |
Identification and description of three theories in developmental psychology relevant to the identified developmental milestone and appropriate to the assignment purpose, but the overview omits some information on one or more theories; or includes some unnecessary information. |
Identification and description of three theories in developmental psychology relevant to the identified developmental milestone and appropriate to the assignment purpose. Advanced knowledge, understanding and articulation of relevant theoretical material, but some minor information about one or more of the theories not clearly articulated, or omitted. |
Identification and succinct description of three theories in developmental psychology relevant to the identified developmental milestone and appropriate to the assignment purpose. Superior knowledge, understanding and articulation of relevant theoretical material. |
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| 3 | Analysis of the developmental milestone by applying the three theories in developmental psychology |
Minimal, or no evidence of the ability to integrate and build connections between each of the three theories of developmental psychology and the developmental milestone, resulting in a segmented and descriptive response. One or more theories not adequately integrated into a cohesive response. |
Satisfactory, but still evolving ability to integrate and build some connections between each of the three theories of developmental psychology and the developmental milestone. Evidence of satisfactory, but still evolving ability to make sense of the complexity of the developmental milestone within the context of theory (i.e. still a largely segmented and descriptive response). |
Evidence of competent ability to integrate and build some connections between each of the three theories of developmental psychology and the developmental milestone. Some relevant information omitted, or includes some unnecessary descriptive information (i.e. response is segmented and descriptive in parts). |
Evidence of advanced ability to integrate and build connections between each of the three theories of developmental psychology and the developmental milestone. Advanced synthesis of knowledge, understanding and theoretical concepts to make sense of the complexity of the developmental milestone. |
Evidence of superior ability to integrate and build connections between each of the three theories of developmental psychology and the developmental milestone. Superior synthesis of knowledge, understanding and theoretical concepts to make sense of the complexity of the developmental milestone. Evidence of original thought. |
| 4 | Critical reflection on your personal responses and experiences in relation to the developmental milestone |
Minimal, or no evidence of the ability to develop and articulate a greater understanding of your personal responses and experiences of the developmental milestone. Minimal, or no evidence of the ability to critically reflect on your personal developmental milestone by commenting on some feelings towards the experience but lacking insight into the full experience. |
Satisfactory, but still evolving ability to develop and articulate a greater understanding of your personal responses and experiences of the developmental milestone. Evidence of satisfactory, but still evolving ability to critically reflect on your personal developmental milestone by commenting on some feelings towards the experience but lacking insight into the full experience. |
Evidence of competent ability to develop and articulate a greater understanding of your personal responses and experiences of the developmental milestone. Demonstrated competent ability to critically reflect on your personal developmental milestone by commenting on feelings towards the experience and focusing on personal insight. Some relevant information omitted, or includes some unnecessary descriptive information. |
Evidence of advanced ability to develop and articulate a greater understanding of your personal responses and experiences of the developmental milestone. Demonstrated advanced ability to critically reflect on your personal developmental milestone by commenting on feelings towards the experience and focusing on personal insight. |
Evidence of superior ability to develop and articulate a greater understanding of your personal responses and experiences of the developmental milestone. Demonstrated superior ability to critically reflect on your personal developmental milestone by commenting on feelings towards the experience and focusing on personal insight. Evidence of original thought. |
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| 5 | Evidence of critical analysis and synthesis of all ideas and relevant information |
Limited or no examination of component parts of the assignment topic. |
Evidence of satisfactory ability to examine the component parts of the assignment topic in terms of their inter-relationships. Satisfactory but limited attempt to draw connections between component parts. |
Evidence of competent ability to examine the component parts of the assignment topic in terms of their inter-relationships. Evidence of drawing some connections between component parts, but lacking original thought and synthesis of ideas. |
Evidence of advanced ability to examine the component parts of the assignment topic in terms of their inter relationships. Evidence of drawing connections between component parts to present a cohesive response, but limited original thought and synthesis of ideas. |
Evidence of superior ability to examine the component parts of the assignment topic in terms of their inter relationships. Evidence of drawing insightful connections between component parts to present a cohesive response. Evidence of original thought and synthesis of ideas by combining information to create something new. |
| 6 | Comprehensive and effective use of relevant academic literature from credible sources |
Unsatisfactory ability to research a wide range of relevant and credible source materials. Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials. |
Satisfactory ability to research a wide range of relevant and credible source materials. Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. Some points not supported by credible source materials. |
Competent ability to research a wide range of relevant and credible source materials. Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials. |
Advanced ability to research a wide range of relevant and credible source materials. Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials. |
Superior ability to research a wide range of relevant and credible source materials Demonstrates a superior and in depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials. |
| 7 | Clear and logical structure that conforms to assignment formatting requirements, including ACAP Learning Support website guidelines for a reflective essay where relevant |
No clear structure evident No transitions Does not conform to format requirements Does not follow guidelines for length. |
Some minor but repeated lapses in maintaining a logical structure. Does not consistently conform to format requirements. Follows guidelines for length (+/- 10%). |
Generally maintains a logical structure, with a few weak transitions from point to point. Largely conforms to format requirements, including guidelines for length (+/- 10%). |
Logical and cohesive structure, with mostly clear transitions from point to point. Largely conforms to formatting requirements, including guidelines for length (+/- 10%). |
Logical structure with excellent transitions from point to point Conforms to formatting requirements, including guidelines for length (+/- 10%). |
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| 8 | Correct academic writing style used, including correct spelling, grammar and punctuation |
Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling |
Some minor but repeated problems in sentence structure, grammar and punctuation. Minor but repeated errors in spelling. |
Some minor problems in sentence structure, grammar and punctuation. Some minor errors in spelling. |
Sentence structure, grammar and punctuation strong with only minimal lapses. Minimal spelling errors. |
Sentence structure, grammar and punctuation excellent No errors in spelling |
| 9 | Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/ |
No referencing Consistent major errors in referencing. Plagiarism. |
Minor and repeated lapses in the use of APA6 referencing system (i.e. in-text citations and reference list). |
Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses. |
Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list). |
Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list). |
| Total Mark: Weighted Scale: Grade: |
/100 | |||||
| / 50 |
COMMENTS:
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Assignment 2: Media report & Class presentation
| Assignment Type | Weighting | Word Count | Due Date |
| 2a. Media Report | 30% | 1500 words | Week 12 (all students) |
| 2b. PowerPoint slide summary |
20% | Submission of an 8- 10 PowerPoint slide summary PLUS 10 minute in-class presentation (on campus students) OR Participation in peer review discussion forum (on-line students) |
On-campus students to complete in-class presentation: Weeks 10-12 (Powerpoint slides to be uploaded to the submission dropbox prior to in-class presentation) On-line students to upload PowerPoint summaries to the submission dropbox: Week 10 On-line students to complete peer review commentary: Weeks –10-12 |
Purpose:
Students will produce and submit for assessment a 1500 word Media Report and an 8-10
PowerPoint slide summary, which succinctly summarises the Media Report. The Media Report
and PowerPoint slide summary will address one of the following topics:
| |
‘the social world of young people’, or ‘midlife change’, or ‘ageing and memory’. |
Process:
Select three reports from the media on ‘the social world of young people’, or ‘midlife change’, or
‘ageing and memory’. Analyse and evaluate these reports in relation to accuracy and cultural
diversity in a Media Report. Create a PowerPoint slide summary of the findings from your Media
Report. Specifically:
Media Report (all students)
Choose three reports from the media on one of the following topics:
1. The social world of young people
2. Midlife change
3. Ageing and memory
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Analyse and evaluate the accuracy of these media reports, including reference to cultural
diversity, using current research.
2a. Your Media Report is to include:
1. identification of three reports appropriate for the purposes of the assignment from one of
the following areas:
a. the social world of young people,
b. midlife change, or
c. ageing and memory
2. succinct overview of the three reports
3. critical evaluation of the accuracy of the three reports, supported by relevant theory,
research and literature
4. critical evaluation of the three reports in relation to cultural diversity, supported by
relevant theory, research and literature
5. evidence of critical analysis and synthesis of all ideas and relevant information
6. comprehensive and effective use of relevant academic literature from credible sources
7. clear and logical structure, academic writing and referencing
Submit the Media Report through the submission drop box located under Section 11 of the
online class space.
PowerPoint slide summary (all students)
2b. Your PowerPoint slide summary is to include:
1. brief overview of three media reports from one of the following areas: “the social world
of young people”, “midlife change”, or “ageing and memory”
2. evidence of critical evaluation when presenting the findings in relation to accuracy,
supported by relevant theory, research and literature
3. evidence of critical evaluation when presenting the findings in relation to cultural
diversity, supported by relevant theory, research and literature
4. commentary on whether the student’s own perceptions about the life stage changed after
completion of the Media Report
5. comprehensive and effective use of relevant academic literature from credible sources
6. clear and logical structure that conforms to assignment formatting requirements, and
includes 8-10 slides (not including reference list) and a title page that informs the
audience of the topic
7. correct academic writing
8. APA 6th edition referencing used
9. In-class presentation: student engaged audience member and encourages interaction
10. In-class presentation: presentation completed within 10 minutes
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Submit the PowerPoint slides through the submission drop box located under Section 9 of the
online class space.
Note: on-campus students who are presenting in weeks 11 or 12 also submit their PowerPoint
slides through this link. They will do this in the week relevant to their in-class presentation.
In-Class PowerPoint Presentation (on-campus students only)
Use the PowerPoint slide summary to conduct an engaging 10-minute presentation on the key
findings of the Media Report, including reference to the accuracy of the three reports and
cultural diversity. Students are to include commentary, and invite interaction, on whether their
perceptions about this life stage changed after completion of the Media Report.
In-class presentations will be grouped by topic, as follows:
Week 10 – The social world of young people
Week 11 – Midlife change
Week 12 – Ageing and memory
On-campus students: the submission drop box is located under Section 9 of the online class
space. If you are presenting in weeks 11 or 12, you can upload your PowerPoint slide summary
in the week of your presentation. Your academic teacher will discuss this further.
On-line Forum Discussion responses (On-line students only)
Students studying this unit on-line are required to upload their PowerPoint slide summaries in
two locations under Section 9 of the online class space:
(1) through the assignment 2 submission drop box located in Section 9 of the online class space;
(2) through the online Q & A forum entitled ‘Presentation for Assignment 2 – Online
students only’ located in Section 9 of the online class space (PowerPoint slides are to be
converted to pdf format for the Q & A forum).
The Q & A forum will have a unique setting where students must first submit their pdf version
of the PowerPoint slide summary prior to viewing those from fellow students. Students will need
to upload their forum submission with a note as to which category they are reporting on (i.e. ‘the
social world of young people’, ‘midlife change’ or ‘ageing and memory’). After posting their
submission in week 10, students will have two weeks (i.e. up to week 12) to provide peer review
commentary on two other submissions, one from each of the areas not covered by their own
presentation. This allows students to gain knowledge in the areas they did not address in their
own report through peer interaction. Each commentary will be approximately 100 words (total
200 words).
Specifically, students should provide commentary on:
| |
The clarity and succinctness of the other student’s summary presentation; Whether the summary presentation included a critical evaluation of the accuracy of the three Media Reports; Whether the summary presentation included reference to cultural diversity; |
| |
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Whether their own perceptions of this life stage changed after viewing the other
student’s summary presentation.
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Assignment 2a.: Media Report Marking Rubric (all students)
| Task-specific criteria | Not Satisfactory (0-49%) |
Satisfactory (50-64%) |
Good (65-74%) |
Very good (75-84%) |
Outstanding (85-100%) |
|
| 1 | Identification and succinct overview of three reports from one of the following areas: “the social world of young people”, “midlife change”, or “ageing and memory”; and appropriate for the purposes of the assignment |
Inappropriate or inadequate selection of reports (i.e. less than three selected, or one or more not appropriate to the assignment task). Or, unsatisfactory ability to identify relevant information to provide in the overview of one or more reports. |
Identifies and provides an overview of three relevant reports appropriate for the purposes of the assignment, but some irrelevant information (e.g. too much descriptive information not relevant to the task). Demonstrates satisfactory knowledge and understanding of the reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, with minimal irrelevant information. Demonstrates competent knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, but could be more concise in some parts. Demonstrates advanced knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment. Demonstrates superior knowledge and understanding of the selected reports. |
| 2 | Critical evaluation of the accuracy of the three reports, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when examining the accuracy of the three reports. Inadequate or no ability to make connections between potential accuracies and inaccuracies in the report and relevant literature. |
Satisfactory, but limited knowledge and understanding when examining the accuracy of the three reports. Evidence of satisfactory, but limited ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. |
Competent knowledge and understanding when examining the accuracy of the three reports. Evidence of competent ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. |
Advanced knowledge and understanding when examining the accuracy of the three reports. Evidence of an advanced ability to make insightful connections between potential accuracies and inaccuracies in the reports and relevant literature. |
Superior knowledge, understanding and original thought when examining the accuracy of the three reports. Evidence of a superior ability to make insightful connections between potential accuracies and inaccuracies in the report and relevant literature. Evidence of original thought and synthesis of knowledge when examining the accuracy of the three reports. |
| 3 | Critical evaluation of the reports in relation to cultural diversity, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when examining the reports in relation to cultural diversity. |
Satisfactory, but limited knowledge and understanding when examining the reports in relation to cultural diversity. |
Competent knowledge and understanding when examining the reports in relation to cultural diversity. |
Advanced knowledge and understanding when examining the reports in relation to cultural diversity. |
Superior knowledge, understanding, synthesis or knowledge and original thought when examining the reports in relation to cultural diversity. |
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| Inadequate or no ability to make connections between connections between cultural diversity, the three reports and relevant literature. |
Evidence of satisfactory, but limited ability to make some connections between cultural diversity, the three reports and relevant literature. |
Evidence of competent ability to make some connections between cultural diversity, the three reports and relevant literature. |
Evidence of an advanced ability to make insightful connections between cultural diversity, the three reports and relevant literature. |
Evidence of a superior ability to make insightful connections between cultural diversity, the three reports and relevant literature. |
||
| 4 | Evidence of critical analysis and synthesis of all ideas and relevant information |
Limited or no examination of component parts of the assignment topic. |
Evidence of satisfactory ability to examine the component parts of the assignment topic in terms of their inter-relationships. Satisfactory but limited attempt to draw connections between component parts. |
Evidence of competent ability to examine the component parts of the assignment topic in terms of their inter-relationships. Evidence of drawing some connections between component parts, but lacking original thought and synthesis of ideas. |
Evidence of advanced ability to examine the component parts of the assignment topic in terms of their inter relationships. Evidence of drawing connections between component parts to present a cohesive response, but limited original thought and synthesis of ideas. |
Evidence of superior ability to examine the component parts of the assignment topic in terms of their inter relationships. Evidence of drawing insightful connections between component parts to present a cohesive response. Evidence of original thought and synthesis of ideas by combining information to create something new. |
| 5 | Comprehensive and effective use of relevant academic literature from credible sources |
Unsatisfactory ability to research a wide range of relevant and credible source materials. Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials. |
Satisfactory ability to research a wide range of relevant and credible source materials. Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. |
Competent ability to research a wide range of relevant and credible source materials. Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials. |
Advanced ability to research a wide range of relevant and credible source materials. Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials. |
Superior ability to research a wide range of relevant and credible source materials Demonstrates a superior and in-depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials. |
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| Some points not supported by credible source materials. |
||||||
| 6 | Clear and logical structure that conforms to assignment formatting requirements, including ACAP Learning Support website guidelines for reports where relevant |
No clear structure evident No transitions Does not conform to format requirements Does not follow guidelines for length. |
Some minor but repeated lapses in maintaining a logical structure. Does not consistently conform to format requirements. Follows guidelines for length (+/- 10%). |
Generally maintains a logical structure, with a few weak transitions from point to point. Largely conforms to format requirements, including guidelines for length (+/- 10%). |
Logical and cohesive structure, with mostly clear transitions from point to point. Largely conforms to formatting requirements, including guidelines for length (+/- 10%). |
Logical structure with excellent transitions from point to point Conforms to formatting requirements, including guidelines for length (+/- 10%). |
| 7 | Correct academic writing style used, including correct spelling, grammar and punctuation |
Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling |
Some minor but repeated problems in sentence structure, grammar and punctuation. Minor but repeated errors in spelling. |
Some minor problems in sentence structure, grammar and punctuation. Some minor errors in spelling. |
Sentence structure, grammar and punctuation strong with only minimal lapses. Minimal spelling errors. |
Sentence structure, grammar and punctuation excellent No errors in spelling |
| 8 | Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/ |
No referencing Consistent major errors in referencing. Plagiarism. |
Minor and repeated lapses in the use of APA6 referencing system (i.e. in text citations and reference list). |
Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses. |
Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list). |
Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list) |
| Total Mark: | /100 | |||||
| Weighted Scale: | /30 | |||||
| Grade: |
COMMENTS:
Unit O utline: COUN5161 – C ounselling over the Lifespan 19
Last updated: Trimester 1 2018
| Marking Rubric – ON CAMPUS STUDENTS ONLY: 2b. PowerPoint slide summary and in-class presentation | ||||||
| Task-specific criteria | Not Satisfactory (0-49%) |
Satisfactory (50-64%) |
Good (65-74%) |
Very good (75-84%) |
Outstanding (85-100%) |
|
| 1 | Brief overview of three media reports from one of the following areas: “the social world of young people”, “midlife change”, or “ageing and memory”; and appropriate for the purposes of the assignment |
Inappropriate or inadequate selection of reports (i.e. less than three selected, or one or more not appropriate to the assignment task). Or, unsatisfactory ability to identify relevant information to provide in the overview of one or more reports. |
Identifies and provides an overview of three relevant reports appropriate for the purposes of the assignment, but some irrelevant information (e.g. too much descriptive information not relevant to the task). Demonstrates satisfactory knowledge and understanding of the reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, with minimal irrelevant information. Demonstrates competent knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, but could be more concise in some parts. Demonstrates advanced knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment. Demonstrates superior knowledge and understanding of the selected reports. |
| Evidence of critical evaluation when presenting findings from the three reports in relation to accuracy, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when selecting and presenting relevant findings from one or more of the reports in relation to accuracies and inaccuracies. Inadequate or no ability to make connections between potential accuracies and inaccuracies in one or more report and relevant literature. Shows lack of comprehension of key idea(s), therefore limiting the depth of response. |
Demonstrates satisfactory, but still evolving ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of satisfactory, but limited ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. Some information omitted, thereby limiting the depth of the response. |
Demonstrates competent ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of competent ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. Selection and examination demonstrate some insight. |
Demonstrates advanced ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of an advanced ability to make insightful connections between potential accuracies and inaccuracies in the reports and relevant literature. Selection and examination demonstrate insight and synthesis of knowledge. |
Demonstrates superior ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of a superior ability to make insightful connections between potential accuracies and inaccuracies in the report and relevant literature. Selection and examination demonstrate insight, original thought and synthesis of knowledge. |
Unit O utline: COUN5161 – C ounselling over the Lifespan 20
Last updated: Trimester 1 2018
| 3 | Evidence of critical evaluation when presenting findings from the three reports in relation to cultural diversity, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when selecting and commenting on cultural diversity in relation to the three reports. Inadequate or no ability to make connections between information on cultural diversity in the report and relevant literature. Shows lack of comprehension of key idea(s), therefore limiting the depth of response. |
Demonstrates satisfactory, but still evolving ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of satisfactory, but limited ability to make some connections between information on cultural diversity in the report and relevant literature. Some information omitted, thereby limiting the depth of the response. |
Demonstrates competent ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of competent ability to make some connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate some insight. |
Demonstrates advanced ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of an advanced ability to make insightful connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate insight and synthesis of knowledge. |
Demonstrates superior ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of a superior ability to make insightful connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate insight, original thought and synthesis of knowledge. |
| 4 | Commentary on whether the student’s own perceptions about the life stage changed after completion of the media report |
No evidence of critical reflection. |
Largely descriptive response that shows satisfactory but evolving ability to critically reflect through the process of analysing your position on the key idea(s). |
Some evidence of critical reflection through the process of analysing and questioning your position on the key idea(s), but the overall response lacks some insight and is more descriptive than analytical. |
Some evidence of critical reflection through the process of analysing, reconsidering and questioning your position on the key idea(s). Critical reflection demonstrates some insight. |
Evidence of critical reflection through the process of analysing, reconsidering and questioning your position on the key idea(s). Critical reflection demonstrates insight and original thought. |
| 5 | Comprehensive and effective use of relevant academic literature from credible sources |
Unsatisfactory ability to research a wide range of relevant and credible source materials. Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials. |
Satisfactory ability to research a wide range of relevant and credible source materials. Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. Some points not supported by credible source materials. |
Competent ability to research a wide range of relevant and credible source materials. Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials. |
Advanced ability to research a wide range of relevant and credible source materials. Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials. |
Superior ability to research a wide range of relevant and credible source materials Demonstrates a superior and in-depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials. |
Unit O utline: COUN5161 – C ounselling over the Lifespan 21
Last updated: Trimester 1 2018
| 6 | Clear and logical structure that conforms to assignment formatting requirements, and includes 8-10 slides (not including reference list) |
No clear structure evident No transitions Does not conform to format requirements Does not follow guidelines for length. |
Some minor but repeated lapses in maintaining a logical structure. Does not consistently conform to format requirements. Follows guidelines for length (+/- 10%). |
Generally maintains a logical structure, with a few weak transitions from point to point. Largely conforms to format requirements, including guidelines for length (+/- 10%). |
Logical and cohesive structure, with mostly clear transitions from point to point. Largely conforms to formatting requirements, including guidelines for length (+/- 10%). |
Logical structure with excellent transitions from point to point Conforms to formatting requirements, including guidelines for length (+/- 10%). |
| 7 | Correct academic writing style used, including correct spelling, grammar and punctuation |
Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling |
Some minor but repeated problems in sentence structure, grammar and punctuation. Minor but repeated errors in spelling. |
Some minor problems in sentence structure, grammar and punctuation. Some minor errors in spelling. |
Sentence structure, grammar and punctuation strong with only minimal lapses. Minimal spelling errors. |
Sentence structure, grammar and punctuation excellent No errors in spelling |
| 8 | Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/ |
No referencing Consistent major errors in referencing. Plagiarism. |
Minor and repeated lapses in the use of APA6 referencing system (i.e. in-text citations and reference list). |
Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses. |
Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list). |
Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list) |
| 9 | In-class presentation: Student is seen to be engaging audience and encouraging interaction |
Limited, or no evidence of preparation for the presentation. Tendency to avoid eye contact with audience, and read from notes. Limited, or no ability to invite questions and interaction. |
Evidence of satisfactory, but limited preparation for the presentation. Demonstrated satisfactory, but still evolving ability to speak clearly and make eye contact with audience, with a tendency to read notes. Satisfactory ability to invite questions and interaction. |
Evidence of competent preparation for the presentation. Demonstrated competent ability to speak clearly and make eye contact with audience, but some tendency to read notes. Competent ability to invite questions and interaction. |
Evidence of advanced preparation for the presentation. Demonstrated advanced ability to speak clearly, make eye contact with audience by not just reading notes, and invite questions and interaction. |
Evidence of superior preparation for the presentation. Demonstrated superior ability to consistently speak clearly, make eye contact with audience and invite questions and interaction. |
| 10 | In-class presentation: Demonstrated ability to keep presentation within 10 minutes |
Insufficient information presented within the 10- minute time frame (e.g. presentation is too short and lacks relevant information; or presentation is too long and loses meaning when cut short). |
Presentation completed within the 10-minute time frame, but many abbreviations or omissions for timing reasons; or more information could have been provided within the required time frame. |
Presentation completed within the 10-minute time frame, but some information abbreviated for timing reasons. |
All material fully presented within the 10-minute time frame, but not always well paced (e.g. need to rush at the end). |
Well-paced presentation that concisely adheres to the 10-minute time-frame. |
| Total Mark: | /100 |
Unit O utline: COUN5161 – C ounselling over the Lifespan 22
Last updated: Trimester 1 2018
| Weighted Scale: Grade: |
/ 20 |
COMMENTS:
Unit O utline: COUN5161 – C ounselling over the Lifespan 23
Last updated: Trimester 1 2018
| Marking Rubric – ON-LINE STUDENTS ONLY: PowerPoint slide summary and peer review commentary | ||||||
| Task-specific criteria | Not Satisfactory (0-49%) |
Satisfactory (50-64%) |
Good (65-74%) |
Very good (75-84%) |
Outstanding (85-100%) |
|
| 1 | Brief overview of three media reports from one of the following areas: “the social world of young people”, “midlife change”, or “ageing and memory”; and appropriate for the purposes of the assignment |
Inappropriate or inadequate selection of reports (i.e. less than three selected, or one or more not appropriate to the assignment task). Or, unsatisfactory ability to identify relevant information to provide in the overview of one or more reports. |
Identifies and provides an overview of three relevant reports appropriate for the purposes of the assignment, but some irrelevant information (e.g. too much descriptive information not relevant to the task). Demonstrates satisfactory knowledge and understanding of the reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, with minimal irrelevant information. Demonstrates competent knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment, but could be more concise in some parts. Demonstrates advanced knowledge and understanding of the selected reports. |
Identifies and provides an accurate overview of three relevant reports appropriate for the purposes of the assignment. Demonstrates superior knowledge and understanding of the selected reports. |
| 2 | Evidence of critical evaluation when presenting findings from the three reports in relation to accuracy, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when selecting and presenting relevant findings from one or more of the reports in relation to accuracies and inaccuracies. Inadequate or no ability to make connections between potential accuracies and inaccuracies in one or more report and relevant literature. Shows lack of comprehension of key idea(s), therefore limiting the depth of response. |
Demonstrates satisfactory, but still evolving ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of satisfactory, but limited ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. Some information omitted, thereby limiting the depth of the response. |
Demonstrates competent ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of competent ability to make some connections between potential accuracies and inaccuracies in the reports and relevant literature. Selection and examination demonstrate some insight. |
Demonstrates advanced ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of an advanced ability to make insightful connections between potential accuracies and inaccuracies in the reports and relevant literature. Selection and examination demonstrate insight and synthesis of knowledge. |
Demonstrates superior ability to select and present relevant findings from the three reports in relation to accuracies and inaccuracies. Evidence of a superior ability to make insightful connections between potential accuracies and inaccuracies in the report and relevant literature. Selection and examination demonstrate insight, original thought and synthesis of knowledge. |
Unit O utline: COUN5161 – C ounselling over the Lifespan 24
Last updated: Trimester 1 2018
| 3 | Evidence of critical evaluation when presenting findings from the three reports in relation to cultural diversity, supported by relevant theory, research and literature |
Inadequate or no understanding demonstrated when selecting and commenting on cultural diversity in relation to the three reports. Inadequate or no ability to make connections between information on cultural diversity in the report and relevant literature. Shows lack of comprehension of key idea(s), therefore limiting the depth of response. |
Demonstrates satisfactory, but still evolving ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of satisfactory, but limited ability to make some connections between information on cultural diversity in the report and relevant literature. Some information omitted, thereby limiting the depth of the response. |
Demonstrates competent ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of competent ability to make some connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate some insight. |
Demonstrates advanced ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of an advanced ability to make insightful connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate insight and synthesis of knowledge. |
Demonstrates superior ability to select and present relevant findings and commentary on cultural diversity in relation to the three reports. Evidence of a superior ability to make insightful connections between information on cultural diversity in the report and relevant literature. Selection and examination demonstrate insight, original thought and synthesis of knowledge. |
| 4 | Commentary on whether the student’s own perceptions about the life stage changed after completion of the media report |
No evidence of critical reflection. |
Largely descriptive response that shows satisfactory but evolving ability to critically reflect through the process of analysing your position on the key idea(s). |
Some evidence of critical reflection through the process of analysing and questioning your position on the key idea(s), but the overall response lacks some insight and is more descriptive than analytical. |
Some evidence of critical reflection through the process of analysing, reconsidering and questioning your position on the key idea(s). Critical reflection demonstrates some insight. |
Evidence of critical reflection through the process of analysing, reconsidering and questioning your position on the key idea(s). Critical reflection demonstrates insight and original thought. |
| 5 | Comprehensive and effective use of relevant academic literature from credible sources |
Unsatisfactory ability to research a wide range of relevant and credible source materials. Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials. |
Satisfactory ability to research a wide range of relevant and credible source materials. Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. Some points not supported by credible source materials. |
Competent ability to research a wide range of relevant and credible source materials. Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials. |
Advanced ability to research a wide range of relevant and credible source materials. Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials. |
Superior ability to research a wide range of relevant and credible source materials Demonstrates a superior and in-depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials. |
Unit O utline: COUN5161 – C ounselling over the Lifespan 25
Last updated: Trimester 1 2018
| 6 | Clear and logical structure that conforms to assignment formatting requirements, and includes 8-10 slides (not including reference list) |
No clear structure evident No transitions Does not conform to format requirements Does not follow guidelines for length. |
Some minor but repeated lapses in maintaining a logical structure. Does not consistently conform to format requirements. Follows guidelines for length (+/- 10%). |
Generally maintains a logical structure, with a few weak transitions from point to point. Largely conforms to format requirements, including guidelines for length (+/- 10%). |
Logical and cohesive structure, with mostly clear transitions from point to point. Largely conforms to formatting requirements, including guidelines for length (+/- 10%). |
Logical structure with excellent transitions from point to point Conforms to formatting requirements, including guidelines for length (+/- 10%). |
| 7 | Correct academic writing style used, including correct spelling, grammar and punctuation |
Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling |
Some minor but repeated problems in sentence structure, grammar and punctuation. Minor but repeated errors in spelling. |
Some minor problems in sentence structure, grammar and punctuation. Some minor errors in spelling. |
Sentence structure, grammar and punctuation strong with only minimal lapses. Minimal spelling errors. |
Sentence structure, grammar and punctuation excellent No errors in spelling |
| 8 | Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/ |
No referencing Consistent major errors in referencing. Plagiarism. |
Minor and repeated lapses in the use of APA6 referencing system (i.e. in-text citations and reference list). |
Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses. |
Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list). |
Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list) |
| 9 | On-line forum discussion responses: Views and provides thoughtful peer review commentary to two slide summaries different to the student’s PowerPoint summary |
Unsatisfactory ability to identify two slide summaries on different topics to the student’s summary. One or more responses not well developed, or omitted. |
Identifies two slide summaries on different topics to the student’s summary. Satisfactory, but still evolving ability to provide relevant commentary on the four areas specified in the assignment instructions (e.g. one or more areas not adequately addressed; or a largely descriptive response provided). |
Identifies two slide summaries on different topics to the student’s summary. Competent responses that need further development in order to provide insightful and thoughtful commentary on the four areas specified in the assignment instructions. |
Identifies two slide summaries on different topics to the student’s summary. Responses well developed and provide insightful and thoughtful commentary on the four areas specified in the assignment instructions. |
Identifies two slide summaries on different topics to the student’s summary. Responses well developed and provide insightful and thoughtful commentary on the four areas specified in the assignment instructions. Demonstrates original thought when providing commentary. |
| Total Mark: Weighted Scale: Grade: |
/100 | |||||
| /20 |
COMMENTS:
Unit O utline: COUN5161 – C ounselling over the Lifespan 26
Last updated: Trimester 1 2018
Assignment information
Important and valuable information about completing your assignments can be found in
the following places:
| | How to guides – to search press Ctrl F on the page and type what you are looking |
| for: o |
https://my.navitas-professional.edu.au/howto/ |
| | Student learning support: |
o http://sls.navitas-professional.edu.au/college/acap
| | Assessment information: |
| o | http://www.acap.edu.au/current-students/managing-my course/assessment-information/ |
| | Student Administration: |
o http://www.acap.edu.au/current-students/student-services/studentadministration/
All assignments are to be submitted online through the online classroom for this unit.
You can find more information on the assignment process on the ‘Assessment
Information’ section of the ‘Current Students’ part of the ACAP website.
AccessAbility is a service for students who have a disability or long term health
problems., further details can be found at the following link:
http://www.acap.edu.au/current-students/student-services/accessability-disabilityservice/
How to apply for an extension:
Extensions may be granted to students who have unforeseen circumstances. The policy
and process for student extensions can be found here: https://classes.navitasprofessional.edu.au/mod/page/view.php?id=37655
Students can request a one week extension from their academic teacher in the case of
unforeseen circumstances. Longer extensions may be requested via the program delivery
team in your state.