|Year of offer||2018|
|Subject level||Graduate coursework|
Semester 1 - Online
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject introduces and critiques the concepts ‘adolescence’ and ‘health’, and examines various frameworks for understanding the phenomenon of adolescent development. The diversity of adolescent experience is explored, and the impact of various socio-environmental contexts of adolescence on young people’s health and well-being is identified.
Intended learning outcomes
This subject is designed to enable students to:
- identify and critically reflect on different frameworks for understanding adolescence;
- analyse contemporary theories of adolescence and adolescent development (including historical and cultural contexts and social environments such as school and family) to enhance own practice in working with young people;
- articulate and critically reflect on different constructions of ‘health’ and analyse how these perspectives impact on young people’s access to health care;
- identify and analyse national and international adolescent health issues and trends and relate these to the broader socio-environmental contexts impacting on the health and well-being of young people;
- critically examine life-course or life-stage approaches to adolescent health and consider how these are impacted on by social, economic, environment, diversity issues etc;
- identify strategies for maximising positive development of young people; identify the key socialisers in young people’s lives e.g. new technologies, mobility and transport, social networks.
On completion of this subject, it is expected that students will be able to:
- work in a respectful way with: young people from diverse cultural backgrounds; workers from different sectors; and communities to enhance engagement, active participation, inclusivity and capacity building;
- locate, critically evaluate and use contemporary research literature and professional information to develop own practice;
- communicate effectively with young people, families, agencies, and other professionals across a range of contexts;
- further develop collaborative ways of working and learning aimed at building partnerships in a multi-disciplinary environment.