Relative Resource Manager

PSYC 3009
Lifespan human
development in cultural
perspective
2011
Dr Julie Robinson
Dr Ruth Horry
School of Psychology
Flinders University

PSYC 3009 Lifespan development in cultural perspective 1

CONTENTS
The big picture 1

Welcome 3
Educational aims 3
Learning outcomes 4
Important dates 4
Staff
Topic Covenor 5
Lecturers 5
Tutor 5
Components of instruction 6
Class contact summary 6
Lectures 6
Time and place 6
Required readings for lectures 6
Tutorial classes 9
Overview 9
Tutorial class times and places 9
Allocation to tutorial groups 9
Required readings for tutorial classes 10
FLO 11
PSYC 3009 Lifespan development in cultural perspective

Notices for students 11
Students from culturally and linguistically diverse backgrounds 12
Having problems? 12
Limiting conditions 12
Assessment
Components of assessment 13
In-‐class quizzes 13
Brief assignments 14
Examination 14
Academic conventions 14
Extenuating circumstances 15
Statement of Assessment Methods (SAMS form) 16
Appendices 18
Proforma for Assignment 1
Grading guide for Assignment 1
Grading guide for Assignment 2
Cultural awareness resources not available on FLO
Appropriate terminology, Indigenous Australian Peoples (Quiz 1)
Guidance on naming systems (Quiz 2)
SOLO Taxonomy for Assessment of Student Learning
2


WELCOME
Welcome to PSYC 3009 Lifespan Development in Cultural Perspective.

This topic builds on the study of development covered at first and second
year levels. It illustrates the application of psychological methods to the
understanding of lifespan human development by focusing on specific issues
in developmental psychology, including sensitivity to cross-‐cultural patterns
(e.g. healthy ageing in aboriginal and non-‐aboriginal Australians). It will
adopt a biopsychosocial approach, and will introduce Baltes’ Lifespan
Framework, Bronfenbrenner's Bio-‐ecological Systems Model, and other
theoretical frameworks.
Students are responsible for reading this handbook carefully so that they are
informed about the administration and requirements of the topic.

EDUCATIONAL AIMS
Topic aims relate to:

1. Topic-‐specific content
a. Introduce students to the ways in which “culture” is constructed.
b. Foster students’ appreciation of cultural diversity in Australia and the
way this is reflected in the interplay between biological and
environmental processes and the types and timing of interactions at
all points in the life course.
c. Introduce students to several theoretical frameworks for the study of
human development
d. Introduce students to the factors that influence the well-‐being among
refugees
2. Topic-‐specific skills
a. Improve students’ cultural awareness concerning Indigenous
Australians and other people from culturally and linguistically diverse
backgrounds. Introduce students to codes of ethics relevant to
research and practice in diverse societies
3. Generic skills
a. Foster understanding of standardized scores and percentiles in clinical
settings, using the WHO child growth standards.
b. Improve students’ ability to apply principles from theoretical
frameworks to real world problems.

LEARNING OUTCOMES

At the conclusion of this topic students will have had the opportunity to
acquire or enhance their
• Understanding of
o The ways in which “culture” is constructed in psychology
o Some of the main dimensions of human development in Australian
cultural contexts and the factors that influence these,
o Several theoretical frameworks for the study of human development
o Some of the factors that influence the well-‐being of refugees (Topic
aim 1).
This understanding is assessed through a final examination.
• Insight into the ways in which their own cultural background shapes
their perspective on issues concerning human development and their
appreciation of the diversity of perspectives concerning human
development in the Australian and international community. Awareness
of ethical codes for diverse societies (Topic aim 2).
This insight and awareness is assessed through two quizzes.
• Competence in using standardized scores and percentiles in assessing
development, demonstrated through basic competence in applying the
WHO child growth standards. (Topic aim 3a)
This understanding will be assessed in Brief Assignment 1.
• Skill in applying principles from a theoretical framework to a real world

problem (Topic aim 3b).
This skill is assessed through Brief Assignment 2.

IMPORTANT DATES

Last day to pay Semester 1 up-‐front student fees 10 March
Last day to enrol in new topics 11 March
Census date 31 March
Brief assignment 1 due 8 April
Mid Semester Break 11–22 April
In-‐class quiz 1 28 April
In-‐class quiz 2 5 May
Last day to withdraw without failure (WN) 13 May
Last day to withdraw (WF) 17 June
Brief assignment 2 due 17 June

4

STAFF

TOPIC CONVENOR
Who: Dr. Julie Robinson

Location: Room 345 Social Sciences North (SSN)
Telephone. 12395 (internal calls) or 8201-‐2395 (external calls).
Email: julie.robinson@flinders.edu.au
(“PSYC 3050” as the subject)
Because I have many other commitments, I will not always be free to answer
my telephone. Neither is it realistic to expect that I will be able to make
instant replies to email messages. (On weekdays, when I am in Adelaide, I
will try to respond within 48 hours).
When might you need to see me?

• If you have general comments or concerns about the topic
• If you have questions about the topic’s day-‐to-‐day administration
• If you have problems that impact on your ability to complete the topic.
Please let me know about these as soon as possible so we can work
together towards the best outcome.
• If it becomes impossible for you to attend the tutorial class to which you
have been assigned.
LECTURERS

Who: Dr. Julie Robinson
Telephone. 12395 (internal calls) or 8201-‐2395 (external calls).
Email: julie.robinson@flinders.edu.au PSYC 3009 as the subject
Consultation: Flexible. By appointment.

Who: Dr. Ruth Horry
Telephone. 17976(internal calls) or 8201-‐7976 (external calls).
Email: Ruth.Horry@flinders.edu.au PSYC 3009 as the subject
Consultation: Friday 11am-‐12pm. (If you need to see me at another time,
please email or phone me to make an appointment).

TUTOR

COMPONENTS OF INSTRUCTION

CLASS CONTACT SUMMARY
16 x 1 hour lectures per semester

1 x 1 hour tutorial and 3 x 2-‐hour tutorials per semester
LECTURES

TIME AND PLACE

There are 16 x 1-‐hour lectures across the semester.
Where: 102 Social Sciences North.
When: 10-‐11:50 am Thursday

REQUIRED READINGS FOR LECTURES

There is no text that provides comprehensive background reading for the
diversity of subjects covered in this topic. However, all students enrolled in
the topic will be provided with access to a book from which many of the

assigned readings are drawn: Purdie, N., Gudgeon, P., & Walker, R. (Eds.)
(2010). Walking together: Aboriginal and Torres Strait Islander mental health
and wellbeing principles and practice. Barton, ACT: Commonwealth of
Australia.

Date Lecture Required reading
3/3 What is Baltes, P.B. (1987). Theoretical propositions of life-‐span
culture? developmental psychology: on the dynamics between growth
and decline. Developmental Psychology, 23, 611-‐26.
Goodnow, J.J. Culture in Bornstein, M.H. (Ed.) (2009). Handbook
of Cultural Developmental Science. New York: Psychology Press.
Diversity Cohen, A.B. (2009). Many forms of culture. American
wheel Psychologist, 64, 194-‐204.
Dudgeon, P., Wright, M., Paradies, Y., Garvey, D., & Walker, I.
(2010). The social, cultural and historical context of Aboriginal
and Torres Straight Islander Australians. In Working together.

(pp. 25-‐42).

6



10/3 Australia’s Rickwood, D., Dudgeon, P., & Grindley, H. (2010). A history of
cultural psychology in Aboriginal and Torres Strait Islander mental
diversity + health. In Working together. (pp. 13-‐24).
Guidelines The Australian Psychological Society (2003). Guidelines for the
for diverse provision of psychological services for and the conduct of
communities psychological research with Aboriginal and Torres Strait
Islander people of Australia. (including Appendix)
10/3 Health and Australian Institute of Health and Welfare (2009). Summary. In A
safety picture of Australia’s children 2009. Cat. no. PHE 112. Canberra:
AIHW. (pp.vii-‐xi).
17/3 Cognitive
development
of Australian
children
Social Australian Institute of Health and Welfare (2009). What kind of
context of families and communities do Australia’s children live in? In A
development picture of Australia’s children 2009. Cat. no. PHE 112.
Canberra: AIHW. (pp. 83-‐100).
Atkinson, J., Nelson, J. & Atkinson, C. (2010). Trauma,
transgenerational transfer and effects on community
wellbeing. In Working together. (pp. 135-‐144).
Cripps, K. (2010). Indigenous family violence: Pathways
forward. In Working together. (pp. 145-‐154).
28/4 Mental Zubrick, S.R. et al., (2010). Social determinants of Aboriginal
health of and Torres Strait Islander social and emotional wellbeing. In
Australian Working together. (pp. 75-‐90).
children Silburn, S., Glaskin, B., Henry, D., & Drew, N. (2010).
Preventing suicide among Indigenous Australians. In
Working together. (pp. 91-‐105).
Adermann & Campbell, M.A. (2010). Anxiety and Aboriginal
and Torres Strait Islander young people. In Working
together. (pp. 105-‐115).
Development Masten, A.S. & Obradovic, J. (2006). Competence and

in contexts of resilience in development. Annals of the New York Academy
adversity of Sciences, 1094, 13–27.

5/5 Developmen Brough, M., Gorman, D., Ramirez, E., & Westoby, P. (2003).
tal issues Young refugees talk about well-‐being: A qualitative analysis
facing child of refugee youth mental health from three states. Australian
refugees Journal of Social Issues, 38, 193-‐208.
19/5 Memory Li, S.-‐C. (2006). Biocultural co-‐construction of lifespan
and development. In Baltes, P. B., Reuter-‐Lorenz, P. A., & Rösler,
cognitive F. (Eds.). Lifespan development and the brain: The
function in perspective of biocultural co-‐constructivism. Cambridge, UK:
older adults Cambridge. (pp. 40-‐57).

19/5 Memory Park, D. C. & Reuter-‐Lorenz, P. (2009). The adaptive brain: Aging
and and neurocognitive scaffolding. Annual Review of Psychology,
cognitive 60, 173-‐196.
function in
older adults
26/5 Older Bartlett, J. C., & Memon, A. (2007). Eyewitness memory in young
adults as and older adults. In R. C. L. Lindsay, D. F. Ross, J. D. Read, & M.
victims of P. Toglia (Eds.), The handbook of eyewitness psychology: Vol. II.

and Mahwah, NJ: Erlbaum. (pp. 309-‐338)
witnesses
to crimes
26/5 Dementia Kitwood, T. (1997). How personhood is undermined. In
and non-‐ Kitwood, T. Dementia reconsidered: The person comes first.
healthful Buckingham, UK: Open University Press. (pp. 37-‐53)
aging
9/6 Emotional Carstensen, L. L., Isaacowitz, D. M., & Charles, S. T. (1999).
well-‐being Taking time seriously: A theory of socioemotional selectivity.
and social American Psychologist, 54, 165-‐181.
relationships
Culture and Ranzijn, R. (2010). Active ageing -‐ another way to oppress
healthful marginalized and disadvantaged elders? Journal of Health

aging

Psychology, 15, 716-‐723.

* All required readings are subject to assessment
Required and extension readings are available via e-‐Reserve or the WWW.

8

TUTORIAL CLASSES

OVERVIEW
These will be taken by a lecturer or the tutor.
Students disadvantage themselves if they fail to attend all tutorial classes.
These illustrate aspects of human development covered in the lectures, are
the basis for the two assignments, and are the only source for some
information that will appear on Quiz 1 and the examination.
TUTORIAL CLASS TIMES AND PLACES
There are 4 tutorial exercises.
Each tutorial exercise will be presented 4 times:

Tuesday 2-‐4 114 SSN
Tuesday 4-‐6 114 SSN
Thursday 9-‐11 114 SSN
Thursday 11-‐1 114 SSN

Whenever possible, students are asked to attend all tutorial classes at the
time that has been assigned. This is very important because many groups
will reach the maximum size allowed under fire regulations. If a tutorial
class is full and additional students arrive, those who were not allocated to
that group will be asked to leave

However, students who are unable to attend a particular tutorial class at the
time they have been assigned (e.g., due to illness) should try to arrange to
attend at another time.

ALLOCATION TO TUTORIAL CLASSES
Students can register for tutorial classes on-‐line through their student
system login.

REQUIRED READING FOR TUTORIAL CLASSES
The tutor will assume that these readings have been completed BEFORE the
relevant tutorial class.

10/3 Culture Drew, N., Adams, Y., & Walker, R. (2010).
Issues in mental health assessment with
Indigenous Australians. In Working
together. (pp. 191-‐210).
24/4 Growth Grantham-‐McGregor, S,, Cheung, Y.B.,
faltering Cueto, S., Glewwe, P., Richter, L, &
Strupp, B. for for the International Child
Development Steering Group. (2007).
Developmental potential in the first 5
years for children in developing countries.
Lancet, 369, 60-‐70.
12/5 Mental Australian Institute of Health and Welfare
Health/ 2008. Australia’s health 2008. Cat. no.
Adversity AUS 99. Canberra: AIHW. Required
reading is section 2.6 (pp. 52-‐58) in
Chapter 2 The Health of Australians-‐An
overview. The report can be downloaded

at no cost from
http://www.aihw.gov.au/publications/ind
ex.cfm/title/10585
2/6 Dementia
10


FLO
Flinders Learning Online (FLO) is a computer programme primarily designed

for the delivery of flexible education. This topic is designed for face-‐to-‐face
delivery rather than flexible delivery. However a number of the features of
FLO will be used to improve students' ability to access learning materials at
times and in locations that are most convenient for them.
Students will disadvantage themselves if they do not master a method of
accessing FLO or if they do not check the FLO site for this topic on a regular
basis. Do not be alarmed if you have not used FLO before. The level of skill
required for this topic is low and it can be quickly and easily acquired.
Written step-‐by-‐step instructions* and on-‐line tutorials** are provided via
the internet. Note that you can access FLO from computers off-‐campus,
provided these have internet access. The "FLO help desk" is located in the
foyer of the Central Library. It operates whenever the library is open.
FLO will be the medium through which

• notices about any changes to due dates, topic requirements etc. are
communicated to students ("Announcements")
• wherever possible copies of power-‐point slides and other materials
used in lectures are made available ("Lecture Materials")
• some readings can be viewed and down-‐loaded ("e-‐Reserve").
• practice questions for the exam are distributed ("Announcements")
• answers to the multiple-‐choice examination are made public after the
examination has been completed ("Announcements").
• students can access important information about the topic even if they
do not have a copy of this handbook with them ("Topic Information",
"Assessment", "Important Dates")
• students can access electronic help re FLO ("Help Desk").

*https://flo.flinders.edu.au/webct/RelativeResourceManager?contentID=11
03854409051
**https://flo.flinders.edu.au/webct/RelativeResourceManager/5142001/FL
O%20support%20pages/student_tu

NOTICES FOR STUDENTS

Up-‐to-‐date information about laboratory classes with spaces, and any
changes to dates, readings and topic requirements can be obtained via FLO,
"Announcements". Answers to commonly asked questions about
assignments will also be posted there. Students are strongly advised to
check the topic’s FLO site on a regular basis.

STUDENTS FROM CULTURALLY AND LINGUISTICALLY

DIVERSE BACKGROUNDS
Students from culturally and linguistically diverse backgrounds are very

welcome in this topic. Diversity among students and staff is perceived to be
a resource that can enrich the learning for everyone involved in the topic.
However, if there are cultural or language issues that you believe may
adversely impact on your performance, please come to see me.
Students with limited experience in writing in English are encouraged to
explore the support that Flinders University makes available:
• you may have the right for special consideration in assessment (e.g.,
permission to use dictionaries in examinations).
• the Student Learning Centre is able to assist with many language issues.
You may wish to make an appointment to discuss particular assignments
with them.
• word-‐processing programs accessible via computer facilities at the
university offer help with English spelling and grammar.
You may also find it helpful to discuss your work with other students from
the same cultural and or language background. This is a valid strategy.
However, be particularly careful not to breach academic conventions. The
work you submit must be your own.


HAVING PROBLEMS?
If you find yourself having real problems of any kind (e.g., difficulty keeping
up with work), it is very important to discuss this with the tutor or the topic
convenor as soon as possible. Sometimes students allow difficulties to
develop to an irretrievable stage, when help sought earlier might have
enabled the matter to be solved.
The Health and Counselling Service and/or the Student Learning Centre may
also be able to provide free, confidential assistance.
LIMITING CONDITIONS
Many students have conditions that limit their access to education. Most
would not consider themselves to have a disability. However the university’s
policies on disability are very broad. “Disability” refers to any impairment,
disability or medical condition that inhibits a student's access to education. It
may therefore include conditions such as depression, dyslexia, asthma, and
the results of sports injuries. The disability liaison officer (DLO) is the first
point of contact for information regarding eligibility and assistance. (tel.
8201-‐2943, email: dlo@flinders.edu.au)The DLO can coordinate specific
services that allow students to improve their access to university study. This
service is free and confidential.
12


ASSESSMENT

The Statement of Assessment Methods form is supplied in this handbook.
Students are invited to discuss any problems with the assessment schedule
with the topic convenor in the first week.

COMPONENTS OF ASSESSMENT

IN-CLASS QUIZZES

Two in-‐class quizzes will assess a topic-‐specific skill: problem-‐solving that
relies on cultural awareness. Each quiz consists of 15 questions and
contributes 20% towards the topic grade. They are scheduled during the 11
am lecture (102 SSN)

28 TH APRIL 2011: QUIZ 1 (INDIGENOUS AUSTRALIANS)
5 TH MAY 2011: QUIZ 2 (OTHER CALD BACKGROUNDS)

QUIZ 1 ASSESSES:
• All materials associated with Tutorial class 1
• Additional readings from Working together
o Walker, R., & Sonn, C. (2010). Working s a culturally competent
mental health practitioner. (pp. 157-‐180).
o Dudgeon, P., & Ugle, K. (2010). Communication and engagement:
Urban diversity. (pp. 157-‐180).
o Sheldon, M. (2010). Reviewing psychiatric assessment in remote
Aboriginal communities (pp. 211-‐222)
• Appropriate terminology, Indigenous Australian Peoples (Handbook)
• On-‐line training materials accessible via FLO.
Quiz 1 is a “closed book” quiz. Students can access the training materials and
formative assessment (i.e., scored practice quizzes) via FLO beginning in the
first week of classes. Students are permitted unlimited attempts at
formative assessment.
QUIZ 2 ASSESSES:
• On-‐line training materials accessible via FLO.
• Guidance on naming systems (Handbook)
Quiz 2 has an “open book” format. Students’ task is to organize information
in a large cross-‐cultural handbook so it can be readily located and to use this
to make quick responses to hypothetical scenarios and questions that
examine similarities and differences across cultures. Students use their
annotated cultural handbook during the quiz.

BRIEF ASSIGNMENTS

Two brief assignments will assess generic skills fostered in tutorial
classes. Each assignment contributes 10% towards the topic grade.

8 TH APRIL: ASSIGNMENT 1 (GROWTH-‐STANDARDIZED SCORES, PERCENTILES)
17 TH JUNE: ASSIGNMENT 2 (DEMENTIA-‐APPLYING PRINCIPLES FROM THEORY)

ASSIGNMENT 1 (CHILD GROWTH)
This requires students to write case notes based on an understanding of the
standardized scores and percentiles in the WHO Child growth standards and
an understanding of the multiple causes of growth faltering in young
children. The proforma for the case notes and the marking guide for this
assignment are provided in the appendices for this handbook.
ASSIGNMENT 2 (DEMENTIA)
This 1000-‐word essay requires students to apply principles from a theory
concerning dementia to a scenario and to make a number of
recommendations based on this theory. The marking guide for this
assignment is provided in the appendices for this handbook.
EXAMINATION

An examination will assess topic specific knowledge not otherwise assessed.
Questions will use multiple-‐choice and short-‐answer formats. The
examination will take place during the designated examination weeks (18
June-‐2 July) at a time to be determined by the Examinations Office.
ACADEMIC CONVENTIONS

Please be very careful that you do not breach (deliberately or inadvertently)
academic conventions that ensure that the work of other people (including
published authors and fellow students) is properly acknowledged and is not
presented as your own. The University’s policy and procedures for academic
Integrity is detailed in the Student related policies and procedures manual
2011.
14

EXTENUATING CIRCUMSTANCES
When there are medical or compassionate grounds for being unable to
complete them on the due date, students may apply for a supplementary
quiz or examination, or an extension on their assignment due date.
Extension forms are available from the display rack outside the School of
Psychology Office (Room 330 Social Sciences North). You will be asked to
provide documentary evidence (e.g., doctor’s certificate) to support your
application. For equity reasons, no unsubstantiated requests for an
extension or for supplementary assessment will be granted. Completed
application forms should be lodged at the School of Psychology Office.
Please note that, with the exception of disabilities (e.g., asthma, chronic
fatigue syndrome, mental health problems) pre-‐existing circumstances (e.g.,
work, family and sporting commitments) are NOT grounds for an extension
or supplementary assessment.

STATEMENT OF ASSESSMENT METHODS (SAMS FORM)
16


APPENDICES
18


PSYC 3009
BRIEF ASSIGNMENT 1
Record number: _____
Case notes
Child’s name:
Gender:
Date of birth:

Visit 1 (date: ; age: ) Did the child’s growth warrant a referral?
Decision: ______________________________________________________________
_____________________________________________________________________
Justification: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Visit 2 (date: ; age: ) Did the child’s growth warrant a referral?
Status
Decision: ______________________________________________________________
______________________________________________________________________
Justification: ___________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Pattern of change
Decision: _____________________________________________________________
_____________________________________________________________________
20

_____________________________________________________________________
Justification: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Attach all relevant growth charts
Growth faltering can have many causes. Consider the family history for this child. If
applicable, what issue(s) should be explored with the parent and why?
Not applicable: ________ Applicable:_________
Issues:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Justification: ____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

PSYC 3009
BRIEF ASSIGNMENT 1
GRADING CRITERIA

Growth charts
Correct type and number of forms completed and attached (2)
Accurate plotting of growth (5)
__/7

Interpretation of point measurements
Visit 1
Accurate classification of point measures and decision,
appropriate use of terms (5)
Appropriate justification (5)
Visit 2
Accurate classification of point measures and decision,
appropriate use of terms (5)
__/20

Interpretation of pattern of change

Appropriate decision (5)
__/10

Follow-‐up questions
Appropriateness of issues for follow-‐up (5)
__/10

Clarity of case notes __/3

Overall grade* ___/50

* Note that although this assignment is graded out of 50, it contributes only
% to the topic grade.
22

PSYC 3009
BRIEF ASSIGNMENT 2
GRADING CRITERIA
1. Understanding  shows a clear understanding of the theoretical

framework by:
• Pinpointing FIVE problems within the scenario
• Applying the appropriate terminology to each identified problem
____/10
2. Application of knowledge  moves beyond basic knowledge by using the
theoretical framework as a platform for original ideas.
• At least one possible solution is provided for each identified problem
• At least one specific example provided of how each solution could be
put into practice
____/10
3. Insight and sensitivity

• Would the solutions likely be achievable within the wider social
context of the scenario?
• Are the solutions sensitive to the needs and abilities of the people
within the scenario?
____/10
4. Brief (within 1000 words limit) Students must indicate the word count
on their submission. Assignments that are over the word count will be
returned for resubmission.
Overall grade: ____/30

The big picture
Lecture time and location: Thursday 10:00 am to 12 noon (102 SSN)

Week Date Thursday 10 am Lecture Thursday 11 am Lecture Tutorials* Assessment
1 3/3 What is culture? (JR) Diversity wheel (JR)
Australia’s cultural diversity + Guidelines Health and safety of diverse Cultural awareness
2 10/3
for diverse communities (JR) Australian children (JR) (JR) 1 hour
3 Cognitive development of Australian Social context of development for
17/3
children (JR) diverse Australian children (JR)
4 24/3 Growth standards (JR)
5 No lecture: students study using on-‐line No lecture: students study using on-‐
31/3
cultural awareness resources line cultural awareness resources

6 No lecture: students study using on-‐line No lecture: students study using on-‐
7/4 Brief assignment 1: 8/4
cultural awareness resources line cultural awareness resources

MID SEMESTER BREAK/Easter MID SEMESTER BREAK/Easter BREAK MID SEMESTER BREAK
7 Development in contexts of adversity Cultural Awareness Quiz 1 (in
28/4 Mental health of Australian children (JR)
(JR) 11 am lecture)
Developmental issues facing child

8 Developmental issues facing child Cultural Awareness Quiz 2 (in

5/5 refugees #1 (JR)
refugees #2 (JR) 11 am lecture)

9 Mental health/
12/5
adversity (JR)
Memory and cognitive function in older Memory and cognitive function in
10 19/5
adults #1 (RH) older adults #2 (RH)
11 Older adults as victims of and witnesses to Dementia and non-‐healthful aging
26/5
crimes (RH) (RH)

12 2/6 Dementia (RH)

Emotional well-‐being and social
13 9/6 Culture and healthful aging (RH)
relationships in older adulthood (RH)
14 16/6 Brief assignment 2: 17/6

JR: Dr. Julie Robinson RH: Dr. Ruth Horry * Tutorials are of 2 hours duration unless otherwise indicated

Flinders University
STATEMENT OF ASSESSMENT METHODS - 2011
Students' attention is drawn to the Student Related Policies and Procedures Manual 2011
(http://www.flinders.edu.au/ppmanual/student.html), which outlines the University’s Assessment Policy.
Topic number and title: PSYC 3009 Lifespan human development in cultural perspective
Date on which this statement was provided to students: 3-3-2011
Duration of topic: Semester 1
School(s) responsible for topic: School of Psychology
Topic Coordinator: Dr Julie Robinson
Telephone number of Topic Coordinator: 8201-2395
Expected student workload* (http://www.flinders.edu.au/ppmanual/student/SecC_expected.html ): number of

hours per week or in total (specify).
Total = 108 hours. This comprises:
74 hrs of workload dedicated to topic-specific content
[16 hrs lecture attendance + 2 hrs tutorial attendance + 20 hrs required reading for lectures + 36
hrs review of lecture/tutorials/readings in preparation for final examination]
23 hrs of workload dedicated to topic-specific skills
[1 hour attendance at cultural awareness tutorial + 2 hours preparation for cultural awareness
tutorial + 10 hrs assigned readings and on-line activities in preparation for cultural awareness
Quiz 1 + 10 hrs assigned readings and on-line activities in preparation for cultural awareness
Quiz 2)
11 hrs of workload dedicated to generic skills
[2 hrs attendance at growth standards tutorial + 3 hrs preparation for assignment 1 (WHO child
growth standards)] + 2 hrs attendance at dementia tutorial + 4 hrs preparation for assignment 2
(Social context of dementia)]
* Indicative only of the estimated minimum time commitment necessary to achieve an average grade in the topic.
Expected student workload should be based on the standard student workload of approximately 30 hours of student time
commitment per unit.
Topic Learning Outcomes:
At the conclusion of this topic students will have had the opportunity to acquire or enhance their
• Understanding of
o The ways in which “culture” is constructed in psychology
o Some of the main dimensions of human development in Australian cultural contexts and the
factors that influence these,
o Several theoretical frameworks for the study of human development
o Some of the factors that influence the well-being of refugees (Topic aim 1).
This understanding is assessed through a final examination.
• Insight into the ways in which their own cultural background shapes their perspective on issues
concerning human development and their appreciation of the diversity of perspectives concerning
human development in the Australian and international community. Awareness of ethical codes
for diverse societies (Topic aim 2).
This insight and awareness is assessed through two quizzes.
• Competence in using standardized scores and percentiles in assessing development,
demonstrated through basic competence in applying the WHO child growth standards. (Topic aim
3a)
This understanding will be assessed in Brief Assignment 1.
• Skill in applying principles from a theoretical framework to a real world problem (Topic aim 3b).
This skill is assessed through Brief Assignment 2.
STATEMENT OF ASSESSMENT METHODS – 2011
Details of assessable work in the topic. (Optional forms of assessment, where permitted, are also detailed):
Format of each form of assessable work Proportion Deadline for Penalties to be Date work is
of total submission* applied if deadline expected to be
marks is not met returned to
students
GENERIC SKILLS For all assessable

work: loss of
Assignment 1 10% 8 April grade unless 26 April
student has been
Assignment 2 10% 17 June awarded an 24 June
extension or a
TOPIC-SPECIFIC SKILLS supplementary
examination
Quiz 1 15% 28 April Within 14 days
Quiz 1 15% 5 May Within 14 days
TOPIC-SPECIFIC KNOWLEDGE
Final examination (multiple-choice and 50% Semester 1 Not returned

short answer format questions) examination
period
* Extensions may be granted by a topic coordinator where the following criteria apply:
• the student has made a written request for an extension prior to the due date for the assessment item;
• the student has justified the request on the basis of unforeseen individual circumstances that are reasonably likely to
prevent completion of the assessment by the specified due date.
The criteria for successful completion of the topic (including, where appropriate, the achievement of a certain
minimum level of competence in both the theoretical and practical components of the topic and details of
special requirements concerning particular elements or aspects of the topic such as attendance/participation
requirements, group activity) are as follows: Overall topic grade > 50%
Detection of Breaches of Academic Integrity

Staff may use a range of methods (including electronic means) to assist in the detection of breaches of
academic integrity. In addition, the University makes available for staff and student use the electronic text
matching software application – SafeAssignment.
Will the electronic text matching software application SafeAssignment be used? No
If Yes, students will receive a written statement describing how the software will be used and be advised
about the Flinders Learning Online (WebCT) Academic Integrity site. N/A
Will scaling procedures be used in determining marks for each piece of work or for determining the final topic
grade? Yes
Details of scaling procedures: Scores may be adjusted to compensate for regression to the mean, it this
is detected.
May assessment exercises be resubmitted after revision for re-marking? No
The circumstances under which assessment exercises may be resubmitted, the form this may take and the
maximum mark obtainable are as follows: N/A
Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be
affected by medical, compassionate or other special circumstances and who want these circumstances to be
taken into consideration in determining the mark for an assessment exercise may apply to the Topic
Coordinator of the topic for special consideration. The preferred method of application is: Email message to
topic convenor.
Supplementary assessment for this topic may be approved on the following grounds:
• Medical/Compassionate – a student who is unable to sit or remain for the duration of the original
examination due to medical or compassionate reasons may apply for supplementary assessment. If
illness or special circumstance prevents the student from sitting or remaining for the duration of the
scheduled supplementary examination, or from submitting by the agreed deadline a supplementary
assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN);
or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or
special circumstance is demonstrated to persist up to the commencement of the next academic year, then
the student will be awarded a result in the topic of WN.
• Academic – a student will be granted supplementary assessment if he/she: achieves an overall result in
the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last
12 units required for completion of a course) or the equivalent where percentage marks are not awarded;
has completed all required work for the topic; has met all attendance requirements; and obtains at least a
pass level grade in any specific component of assessment (other than an examination) for the topic where
this is explicitly stated to be a formal requirement for the successful completion of the course or topic. If
illness or special circumstance prevents the student from sitting or remaining for the duration of the
scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw,
Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative
mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the
next academic year, then the student will be awarded a result in the topic of WN.
• Extensions – Faculty of Social and Behavioural Sciences
In order to establish equitable treatment between topics with assessment by examination and other forms
of assessment, no Faculty extensions will be granted for other work beyond the dates specified above.
Unusual or exceptional cases may be considered by the Faculty Education Committee.
A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the
teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic
Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable
adjustments must be agreed in writing between the student and the Topic Coordinator and must be in
accordance with related University policy. A student who is dissatisfied with the response from the Topic
Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may
appeal in writing to the Faculty Board.
..................................................... ......................
Signature of Topic Coordinator Date
SPJ:rh 17.11.10
General Information Folio 5:
Appropriate Terminology,
Indigenous Australian Peoples
Information adapted from ‘Using the right words: appropriate as ‘peoples’, ‘nations’ or ‘language groups’. The nations of
terminology for Indigenous Australian studies’ 1996 in Teaching Indigenous Australia were, and are, as separate as the nations
the Teachers: Indigenous Australian Studies for Primary Pre-Service of Europe or Africa.
Teacher Education. School of Teacher Education, University of New
South Wales. The Aboriginal English words ‘blackfella’ and ‘whitefella’ are
used by Indigenous Australian people all over the country —
All staff and students of the University rely heavily on language some communities also use ‘yellafella’ and ‘coloured’. Although
to exchange information and to communicate ideas. However, less appropriate, people should respect the acceptance and use
language is also a vehicle for the expression of discrimination of these terms, and consult the local Indigenous community or
and prejudice as our cultural values and attitudes are reflected Yunggorendi for further advice.
in the structures and meanings of the language we use. This
means that language cannot be regarded as a neutral or
unproblematic medium, and can cause or reflect discrimination
due to its intricate links with society and culture.
This guide clarifies appropriate language use for the history,

society, naming, culture and classifications of Indigenous
Australian and Torres Strait Islander people/s.
Indigenous Australian peoples are people of Aboriginal and

Torres Strait Islander descent, who identify as Aboriginal or
Torres Strait Islander and are accepted as an Aboriginal or
Torres Strait Islander person in the community in which they More appropriate
live, or have lived. • Murri - Qld, north west NSW
• Nyoongah - WA
Using the right names • Koori – NSW
More appropriate • Goori - north coast NSW
• Indigenous Australian people/s • Koorie - Vic
• Aboriginal people/s • Yolngu - Arnhem Land
• Aboriginal person • Anangu - Central Australia
• Torres Strait Islander people/s • Palawa - Tasmania
• Torres Strait Islander person • Nunga (not always a more appropriate term - SA)
• Ngarrindjeri – SA - River Murray, Lakes, Coorong people
The ‘more appropriate’ terms stress the humanity of Aboriginal • Torres Strait Island Peoples
and Torres Strait Islander people. ‘Aboriginal’ which in Latin
• Murray Island Peoples
means ‘from the beginning’ and other such European words are
used because there is no Aboriginal word that refers to all • Mer Island Peoples
Aboriginal people in Australia. Aboriginal language people terms such as ‘Koori’, ‘Murri’,
‘Nyoongah’ are appropriate for the areas where they apply.
Less appropriate About 80% of the Torres Strait Island population now resides
• Aborigines outside the Torres Strait and as such, local terminology such as
• The Aborigines Murray Island Peoples and Mer Island Peoples is also used.
• The Aboriginal people There are also local names for particular Aboriginal and Torres
• Aboriginal, Aborigines Strait Islander language groups, for example ‘Gamilaroy’ (NSW)
or ‘Pitjantjatjara’ (NT/SA).
• The Torres Strait Islanders
• Blacks
Some people use ‘Nunga’ in general reference to Indigenous
• Whites peoples who reside in and around the area of Adelaide. Many
• Yellafellas Indigenous South Australians prefer people not to presume the
• Coloured right to use their word ‘Nunga’. Local Indigenous Australian peo-
ple (eg Yunggorendi staff at Flinders) can clarify appropriate use
Using terms such as ‘the Aborigines’, or ‘the Aboriginal people’ of this and other terms.
tends to suggest that Aboriginal people/s are all the same, and
thus stereotypes Indigenous Australians. The fact is that
Indigenous Australia is multicultural. Australia before the
invasion was comprised of 200-300 autonomous language
groups that were usually referred to as ‘tribes’, now more often
w w w. f l i n d e r s . e d u . a u / C D I P
More appropriate Aboriginal and Torres Strait Islander people understand their
• Uluru own history and identity, and recognise that physical features do
not determine Aboriginal and Torres Strait Islander ancestry.
Local Indigenous Australian peoples named all of Australia in
their languages before the invasion. Uluru is the Aboriginal Less appropriate
name for this significant site in Central Australia which should • ‘Part-aborigine’, ‘full-blood’, ‘half-caste’, ‘quarter-caste’,
be respected and recognised. This recognition of Indigenous ‘octoroon’, ‘mulatto’, ‘hybrid’
Australia is fundamental to social justice.
In the past, governments tried to classify Aboriginal and Torres
Less appropriate Strait Islander people according to skin colour and parentage
using these less appropriate terms. Exemption certificates were
• Ayers Rock
issued to Aboriginal people with lighter skin colour to allow
Part of the process of colonisation has been the European them the same basic freedoms that people without Indigenous
renaming of places and natural features all over Australia. Ayers heritage took for granted as citizens. The assumption was that
Rock was a European name imposed on a section of Aboriginal any Aboriginal or Torres Strait Islander person with any
country. ‘European’ blood was more intelligent, and a fitter member of
Australian society.
No more classifying people
Until 1972 when the White Australia Policy was abolished, White
More appropriate Australia excluded Indigenous Australian people by definition.
• Indigenous Australian peoples Major changes for Indigenous Australian peoples were not
• Aboriginal peoples introduced until 1967 through the referendum, and by returning
• ‘Torres Strait Islander people or peoples’ may be preferable, land to some groups from 1975.
depending on the context
Using the more appropriate terms helps to avoid attempting to

inaccurately label, categorise and stereotype people.
Less appropriate
• Transitional
• Traditional
• Contemporary
• Modern
• Urban
• Rural
• Isolated or remote Aboriginal people/Torres Strait No more classifying cultures
Islander people More appropriate
The less appropriate terms can be extremely offensive to many • Indigenous nations
Indigenous Australians as they categorise people and assume • Complex and diverse societies
that there are real differences between Indigenous Australian • Efficient resource managers
peoples of different areas. It is critical that they are not used to • Indigenous Australian society
refer to or to attempt to classify Indigenous peoples.
The effectiveness and sophistication of Indigenous Australian
In ‘long-settled’ areas, the implication that ‘urban’ Indigenous resource management, and social organisation, is starting to be
Australians are less Indigenous than ‘traditional’ or ‘transitional’ more recognised.
people and cultures is most offensive. A real issue is the
‘real Aborigine’ syndrome – the idea that the ‘real’ Aboriginal Less appropriate
people live in Arnhem Land or the Central desert, and that • Primitive
only ‘traditional’ Aboriginal people and cultures are • Simple
‘really Aboriginal’.
• Native
• Prehistoric
It is important to bear in mind that Indigenous Australians have
much more in common than the wide use of these categorising • Stone age
terms would suggest. For example, most Aboriginal people
The less appropriate terms are offensive in that they imply
who are classified as ‘urban’ in fact have very close links to
Aboriginal and Torres Strait Islander societies are not as
‘traditional’ country. Many Indigenous Australians find the term
‘advanced’ as European societies. The terms are based on the
‘transitional’ offensive as it implies progress upwards towards
‘progress’ model of history which many people now question,
something better, the idea that assimilation into mainstream
and on the idea of evolution from ’lower’ to ‘higher’ (western)
is better.
forms of social organisation.
Caution should be used with terms such as ‘rural’, ‘isolated’ and
‘remote’. These words should refer to geographical location and
More appropriate
access to services only. Indigenous Australian communities • Aboriginal people/s
have experienced divisiveness because these categorical terms • Aboriginal nations
imply that Aboriginal people living in these communities are • Aboriginal communities
less socialised than people living in urban communities. • Mob/s
• Language groups
More appropriate • Culture groups
• Aboriginal people/s, Indigenous people/s, and Torres
Strait Islander people/s ‘Nation’, ‘community’, ‘people’, ‘mob’ or the local language or
culture group name is usually preferable to ‘tribe’. ‘Mob’ is an • Spiritual beliefs
Aboriginal English word and as such may be more appropriate,
but community acceptance may be required before using this In terms of Indigenous belief systems, ‘spirituality’ or ‘spiritual
word. Some Aboriginal people use the term ‘tribe’ due to beliefs’ are more appropriate. Indigenous Australian spirituality
mainstream schooling in imposed terminology and such usage is localised by definition, it is more a way of life, of
needs to be respected. connectedness and belonging.
Less appropriate Less appropriate

• Tribe • Religion
• Horde
The word ‘religion’ tends to refer mainly to established,
• Band organised ‘world’ or western religions. It is important to
• Clan recognise that many Indigenous people are religious in terms
• Moiety of mainstream religions, and often combine these beliefs with
Aboriginal spirituality.
‘Tribe’ is a European word that tends to impart western
preconceptions developed from colonial experiences in North More appropriate
America and Africa. ‘Horde’ is a more technical word used by
anthropologists, but its common usage also has derogatory • Creation/Dreaming Stories
connotations. • Teachings from the Dreaming/s
• Legends (Torres Strait Islander people only)
Anthropologists sometimes use the terms ‘band’, ‘clan’ and
‘moiety’ to convey certain characteristics of cultural groupings. It is appropriate to use ‘The Legends’ when referring to Torres
Rather than trying to convey precise structures of Indigenous Strait Islander culture. ‘Creation Stories’ or ‘Dreaming Stories’
Australian societies it may be more useful for teachers to con- convey more respect for Aboriginal Australian people’s beliefs.
vey the essence of Indigenous Australian social organisation. Capitalising these terms conveys more respect.
More appropriate Less appropriate

• Seasonal occupation • Myths
• Rotational/cyclical occupation • Folklore
• Looking after the country/the land • Legends
• Story
The rotational or cyclical occupation of land by Aboriginal • Stories
people was inaccurately portrayed as being ‘nomadic’ rather
than the expression of an intimate knowledge of, and ability to Using words such as ‘myth’ or ‘story’ conveys the impression
harvest the land. It was and is based on not staying in one place that information from the Dreaming is not true or is trivial, or
and exhausting all resources, but moving around the territory only happened in the distant past. These words can also convey
at particular times when food resources became available. the impression that Dreaming Stories are fairy tales rather than
The crucial concept is ‘belonging to the land’. creation stories.
Less appropriate Telling the right stories

• Nomadic, nomads, nomadism More appropriate
Nomadism has been associated with lack of land tenure or • Indigenous (Australian) history
anchorage in land, and this has been coupled with the idea that • Pre-invasion history
Aboriginal people did not really occupy the land, but only • Invasion history
roamed over it. The extension of the doctrine of terra nullius • Post-invasion history
was based on this kind of distinction. Note that the 1992 Mabo
Native Title judgement by the High Court rejected terra nullius Less appropriate
as wrong both in fact and in law. For more information, see • Pre-history
http://www.racismnoway.com.au/classroom/Factsheet/10.html
‘Pre-history’ is a term used by some archaeologists and
Dreaming and spirituality historians; it was developed originally to denote the time period
More appropriate before European history was recorded in writing. Aboriginal
and Torres Strait Islander people find the term offensive as it
• The Dreaming suggests that Aboriginal and Torres Strait Islander Australia did
• The Dreamings not have a history before European invasion, because it is not
written and recorded.
‘The Dreaming’ or ‘The Dreamings’ are mostly more appropriate
as they describe Indigenous beliefs as ongoing today. Many
Use of this term denies the validity of Indigenous Australian
people use ‘Dreamtime’ to refer to the period of creation.
history before what is commonly regarded as written history,
and before European contact. It also denies a place for
Less appropriate Aboriginal people in history. This is still reflected in those
• Dreamtime schools today which begin a study of Australian history in 1770
or 1788.
The word ‘Dreamtime’ tends to indicate a time period, which
has finished. In reality, the Dreamings are ongoing all over
More appropriate
Australia. However, many Aboriginal people do still use the
word ‘Dreamtime’, and this usage must be respected. • ‘… since the beginning of the Dreaming/s’
‘Since the beginning of the Dreaming/s’ reflects the beliefs of

More appropriate many Indigenous Australians that they have always been in
• Spirituality Australia, from the beginning of time, and came from the land.
Less appropriate Statements such as this deny the Indigenous history of
• ‘Aboriginal people have lived in Australia for 40,000 years’ Australia, and are examples of the White Australia frame of
reference that totally excludes Indigenous Australia.
Forty thousand years puts a limit on the occupation of Australia
and thus tends to lend support to migration theories and More appropriate
anthropological assumptions. Many Indigenous Australians see • Elders
this sort of measurement and quantifying as inappropriate.
Elders are men and women in Aboriginal communities who are
More appropriate respected for their wisdom and knowledge of their culture,
particularly the Law. Male and female Elders, who have higher
• Captain Cook was the first Englishman to map the east
levels of knowledge, maintain social order according to the Law.
coast of ‘New Holland’
The word ‘Elders’ should be written with a capital letter as a
Less appropriate mark of respect.
• Captain Cook ‘discovered’ Australia
Less appropriate
Aboriginal and Torres Strait Islander people were in Australia • Chiefs
long before Captain Cook arrived; hence it was impossible • Kings
for Cook to be the first person to ‘discover’ Australia. Most • Queens
Aboriginal people find the use of the word ‘discovery’ offensive.
However, it can be noted that the word ‘discovery’ can mean Aboriginal people did not, and do not have chiefs, kings and
finding something that one as an individual did not know was queens. The introduction of ‘kings’ or ‘queens’ was a colonial
there. This meaning should be stressed if the word is to be strategy to raise up individuals for the authorities to deal with.
used. One reason why so much had to be ‘discovered’ is the Colonial governments had no experience of dealing with the
fact that Indigenous knowledge was discounted and disregarded structures of Indigenous societies, and this was a way of trying
for so long. to make Aboriginal societies conform to English experience of
chiefs in other countries. It was a way of honouring individual
More appropriate status, but there was usually an element of mockery eg such
names as ‘King Billy’ or ‘Queen Gooseberry’.
• Invasion
• Colonisation Note however that many Aboriginal people who are descended
• Occupation from colonially appointed ‘kings’ and ‘queens’ are proud of
this ancestry.
Australia was not settled peacefully, it was invaded, occupied
and colonised. Describing the arrival of the Europeans as a
Reference
‘settlement’ attempts to view Australian history from the shores
of England rather than the shores of Australia. ‘Using the right words: appropriate terminology for Indigenous
Australian studies’ 1996 in Teaching the Teachers: Indigenous
Less appropriate Australian Studies for Primary Pre-Service Teacher Education.
• Settlement School of Teacher Education, University of New South Wales.
The use of the word ‘settlement’ ignores the reality of Resource bibliography and websites
Indigenous Australian peoples’ lands being stolen from them
http://www.aiatsis.gov.au/
on the basis of the legal fiction of terra nullius and negates
the resistance of Aboriginal and Torres Strait Islander peoples. Australian Institute of Aboriginal and Torres Strait Islander
The fact that most settlers did not see themselves as invading Studies – click on the ‘Research’ link.
the country, and that convicts were transported against their Accessed March 2004
will is beside the point. The effects were the same for
Indigenous Australian peoples. http://www.faess.jcu.edu.au/sias/research/indigenous_research_
at_jcu.html
More appropriate James Cook University: School of Indigenous Australian Studies
– provides lists and brief descriptions of research projects being
• ‘Blaxland, Lawson and Wentworth were the first European undertaken by the School.
men to cross the Blue Mountains’ Accessed March 2004
Aboriginal men, women and children had crossed the Blue
http://www.scu.edu.au/schools/ciap/index.php?page_id=129menu=2_20
Mountains for thousands of years before European explorers.
Southern Cross University, Northern NSW – Indigenous
Australian Peoples Research and Development Centre—
Less appropriate
lists current research projects and provides contact details.
• ‘Blaxland, Lawson and Wentworth were the first men to Accessed March 2004
cross the Blue Mountains’
http://www.faira.org.au/contents.html
The Foundation for Aboriginal and Islander Research Action –
provides links to government policies and research projects on
issues such as the Stolen Generation— click on ‘Issues’
Accessed March 2004
http://www.austlit.edu.au/specialistDatasets/aboriginal
Database of Aboriginal and Torres Strait Islander writers and
their works.
Accessed March 2004
http://www.xculture.org/training/overview/cultural/assessment.html
List of cultural competence literature
Appropriate Terminology, Indigenous Australian Peoples
Circle the ‘More Appropriate’ Terminology

Dreaming and spirituality
Dreamtime The Dreaming The Dreamings
Indigenous Indigenous religion

spirituality
Indigenous myths Aboriginal Creation Stories Teachings from the Indigenous legends Dreaming Stories
story/stories Dreamings
Using the right names

The Aborigines Aboriginals The Torres Strait Indigenous and ATSI people Aboriginal people/s
Islanders Torres Strait
Islander people/s
Blacks White Coloured Other Australians Non-Aboriginal/ Yellafellas

Indigenous people
Uluru Ayers Rock
No more classifying people

Traditional Isolated Aboriginal Indigenous Modern Aboriginal Contemporary Urban Aboriginal
Aboriginal people people Australian people/s people Aboriginal people people
Part aborigine Half caste Full blood Aboriginal people/s Indigenous people/s Torres Strait
Islander people/s
No more classifying cultures

Nomadic Seasonal Rotational/cyclical Looking after the
occupation country/land
Aboriginal tribe/s Aboriginal peoples/ Aboriginal Language groups Hordes Indigenous nation/s
mobs communities
Primitive Native Aboriginal Prehistoric society Indigenous Complex and Stone age society
people Australian society diverse societies
Telling the right stories

Pre-history Indigenous history Pre-invasion history Post-invasion Indigenous Torres Strait
history Australian history Islander history
Captain Cook Captain Cook was

‘discovered’ the first Englishman
Australia to map New Holland
Chiefs Kings Queens Elders
Aboriginal people a) For 40,000 years b) Since the

have lived here: beginning of the
Dreamings
Settlement Invasion
w w w. f l i n d e r s . e d u . a u / C D I P
Theory Into Practice Strategies:
Guidance on Naming Systems
Leadership and Administration
Working in student service areas requires extensive work General guidelines

with database systems, spreadsheets and tables as well as
Not everyone in Australia will follow a Western naming tradition,
the reconciliation of lists of names from a variety of sources
so it is best to avoid using the term ‘Christian name’, and
around the University. Lack of familiarity with names perceived
instead use ‘personal name’ or ‘given name’. The terms ‘family
to be ‘unusual’ can cause misunderstanding, miscalculations
name’ or ‘last name’ should be used in place of ‘surname’.
and, occasionally, the creation of two sets of records for the
same student.
• Ask for a person’s full name
Common problems • Ask which is their first, middle and family/last name
• How should we refer to someone whose name/s come • Ask which name they have used to enrol at university
from a naming system that is not familiar?
• Ask how their name is spelled and pronounced
• How should names that don’t ‘fit the format’ be recorded,
and how should a name be pronounced to avoid offence • Ask them to write it down for you
or confusion? • Ask how they prefer to be addressed
• How can lists of names be clarified to match a second list • Use the person’s name at least once when you talk to them
for administrative purposes?
• Appreciate that naming systems may be used in a
Being aware of the established naming systems of a country variety of ways
or religious group can provide better understanding, but it • Check whether there is a family name that has not
should not be assumed that everybody from that country or yet been provided to the university
group will follow the same rules. Some minority groups may
adapt their names for specific ethnicity, religious or community Examples of naming systems
identification. Naming systems generally reflect how family and
Indigenous Australian names
community life is organised, and this varies widely around the
world. Indigenous Australian people have diverse ways of naming
themselves. For some Indigenous Australian people their first
What problems are occurring in the following scenario? name might be a non-Indigenous name. Alternatively some
Indigenous Australian people may use their Indigenous and
A student whose first language is not English visits the non-Indigenous name when referring to their first name.
enrolment centre to enrol for their first year of study in
Australia, and waits one hour in line before being assisted by In some instances the student might not refer to their first name
enrolment staff... at all due to a death in the community at which time they might
Staff (looking at the computer) Your student number? be referred to as 'no-name'. The use of the term 'no-name' may
differ amongst Indigenous Australian communities. At such
Student Sorry, I don’t have it with me
times, an Indigenous student might prefer to use their middle
Staff Surname? name, or the term ‘no-name’. The term ‘no-name’ will not be
Student Pardon? present on formal documentation such as birth certificates but
Staff Your surname? is a formal naming process within the community.
Student What is my surname?
Staff Yes, what is your surname? Additionally Indigenous Australian people may prefer to use
Student Do you mean my family name, my middle name their Indigenous name, which may not be present on formal
or my caste name? documentation. This may cause complexities for student
Staff Just tell me your full name! records and university staff when
Student Mohan Das Karam Chand Ghandh’i Ji • the individual considers that their Indigenous Australian
Staff (looks up ‘Ji’) – There is nothing in the system name is valid
with ‘Ji’… • the Indigenous Australian name is not recorded on
Student Oh – I am not in the system? Is there a problem? any formal documentation
Staff The problem is that I need to know your last name!
• the individual does not deem it necessary to amend
Student Is it under ‘Ghandh’i?
their name by deed poll
Staff Oh, like the movie! How do you spell it?
Having a raised awareness of these naming variations can help
Problem ______________________________________________
to minimise potential confusion or administrative problems.
______________________________________________
Improve by ______________________________________________
______________________________________________
Problem ______________________________________________
______________________________________________
Improve by _________________________________________
_________________________________________
In situations where complexities arise, it is a good idea to seek
advice from colleagues in Yunggorendi First Nations Centre.
Local Indigenous communities will have a good knowledge
of the preferred terminology and naming system/s, and will
often be familiar with Flinders’ Indigenous Australian students
personally.
International students
Students from China, Taiwan, Hong Kong, Singapore, Thailand,
Indonesia, Malaysia, India and Japan account for approximately
61% of the international students enrolled in 2003. These
countries usually have Hindu, Muslim or Chinese naming
systems.
Women use the title Puan (Mrs) following marriage, often
Hindu names retaining their own names.
Hindu names are used mostly in India, Sri Lanka and Singapore,
Some examples –
and usually by people of Indian origin. The naming of a child is
religious given (male) father’s
one of the most fundamental Hindu ‘samskars’ or scripture
title name given name
based rites.
Haji Abu bin Bakar
The name is selected so that its meaning can inspire the person (Haji is an honorary title that shows the person has
to follow the path of righteousness. The name given to newborn completed a pilgrimage to Mecca)
babies are generally suggestive of divine qualities of the Vedic
deities. married given (female) father’s
title name given name
A common practice among Hindus is to name their children
after the names of sages, saints, holy persons, deities and the Puan Rafidah binti Aziz
names of the incarnation of God. It is believed that by
repeatedly calling such names one is reminded of the Lord. Chinese names
Not gender specific, Chinese names do not reveal whether
Northern India – a person is male or female, like many European names.
given complementary family The family name comes first, followed by the personal name.
name name name This can cause confusion with European systems that are the
other way around. Coupled with unfamiliarity with Chinese
Manju Rani Agraval family names, inappropriate naming could occur on graduation
or Mahesh Kumar Sharma parchments, computer user names, name tags, etc.
Southern India – Mainland Chinese names tend to comprise two words –

father’s given family name in bold eg
given name name
• Zhang Jiangguo, Li Yonghong, Wang Zhif
Krishnan Sivanathan
Taiwanese Chinese names tend to hyphenate the
or K Sivanathan given names eg
Customarily, the family name is referred to as the • Tsang Ting-Hwa, Huong Mei-Li, Hsia Hsiau-Chu
subcaste name. Singapore, Hong Kong and Malaysian Chinese names tend
to have three parts eg
Muslim names • Cheung Fatt Fatt, Wong lai Chai, Yong Ee Leen, Ong Ti Mah
Malay names are common in Malaysia, Singapore and
Indonesia and reflect customary Muslim naming systems. Note – The spelling of a family name may vary considerably eg
Siew, Siow, Seow and Siaw are all variants of the same name,
Names are written with either the person’s religious name (a as are Low, Loh, Lau and Lo.
religious title) or given name first, plus bin (for men) or binti (for
women), and then their father’s given name. Malay people have References and further information
not traditionally used ‘family’ names, so a family’s lineage will http://chineseculture.about.com/library/weekly/aa122000a.htm
contain many different names. Family names are being used (an article on Chinese names) Accessed October 2004
more frequently in recent times.
Cultural Diversity: A Resource Booklet on Religious and Cultural
Observance, Belief, Language and Naming Systems.
Land Registry department, United Kingdom, 2002.
http://www.diversity-whatworks.gov.uk/religion/goodpractice.asp
Accessed October 2004
Yunggorendi – First Nations Centre for Higher Education

and Research. Flinders University, Adelaide, Australia.
May 2004.
SOLO Taxonomy - Overview
The Table below is based on the ‘Structure of the Observed Learning Outcomes (SOLO) Taxonomy’,
Biggs (1999b), page 37.
This taxonomy can be used to set learning objectives for where students “should” be at particular stages
of learning or, probably more appropriately, to judge or report on the learning outcomes or the levels attained.
LEVELS OF UNDERSTANDING DISPLAYED PHASE OF LEARNING INDICATIVE VERBS

AS THE STUDENT LEARNS (Compare with the Bloom’s
(SOLO Taxonomy) Taxonomy)
Extended Abstract Qualitative Phase Theorise
Student conceptualizes at a level extending The detail in the responses Generalise
beyond what has been dealt with in the actual becomes integrated into a
Hypothesise
teaching. Can generalize to a new area. structural pattern
Reflect
Generate
Relational Compare/contrast
Indicate orchestration between facts and Explain causes

theory, action and purpose.
Integrate
Understanding of several components which
Analyse
are integrated conceptually. Can apply the
concept to familiar problems or work situa- Relate
tions Apply
Multi-structural Quantitative Phase Enumerate
Indicates understanding of boundaries but not The amount of detail in Classify

of systems. the students response
Describe
increases.
Understanding of several components but the
List
understanding of each is discreet. Disorgan-
ised collection of ideas or concepts around an Combine
issue. Has not been able to relate the items in Do algorithms
the list.
Uni-structural Identify
Concrete, minimalistic understanding of an Memorise

area. Focuses on one conceptual issue in a
Do simple procedure
complex case.
Pre-structural Misses the point
No understanding demonstrated.
Adapted from Biggs (1999)

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The big picture 1

PSYC 3009 Lifespan development in cultural perspective

Welcome to PSYC 3009 Lifespan Development in Cultural Perspective.

Topic aims relate to:

PSYC 3009 Lifespan development in cultural perspective

Who: Dr. Julie Robinson

When might you need to see me?

CLASS CONTACT SUMMARY

16 x 1 hour lectures per semester

PSYC 3009 Lifespan development in cultural perspective

Date Lecture Required reading

Development Masten, A.S. & Obradovic, J. (2006). Competence and

PSYC 3009 Lifespan development in cultural perspective

These will be taken by a lecturer or the tutor.

TUTORIAL CLASS TIMES AND PLACES

There are 4 tutorial exercises.

Each tutorial exercise will be presented 4 times:

REQUIRED READING FOR TUTORIAL CLASSES

Date Lecture Required reading

PSYC 3009 Lifespan development in cultural perspective

Flinders Learning Online (FLO) is a computer programme primarily designed

FLO will be the medium through which

NOTICES FOR STUDENTS

STUDENTS FROM CULTURALLY AND LINGUISTICALLY

Students from culturally and linguistically diverse backgrounds are very

PSYC 3009 Lifespan development in cultural perspective

COMPONENTS OF ASSESSMENT

PSYC 3009 Lifespan development in cultural perspective

STATEMENT OF ASSESSMENT METHODS (SAMS FORM)

PSYC 3009 Lifespan development in cultural perspective

PSYC 3009 Lifespan development in cultural perspective

Record number: _____

Visit 1 (date: ; age: ) Did the child’s growth warrant a referral?

PSYC 3009 Lifespan development in cultural perspective

Visit 2 (date: ; age: ) Did the child’s growth warrant a referral?

Pattern of change

Attach all relevant growth charts

Not applicable: ________ Applicable:_________

PSYC 3009 Lifespan development in cultural perspective

1. Understanding  shows a clear understanding of the theoretical

3. Insight and sensitivity

Overall grade: ____/30

8 Developmental issues facing child Cultural Awareness Quiz 2 (in

12 2/6 Dementia (RH)

STATEMENT OF ASSESSMENT METHODS - 2011

Expected student workload* (http://www.flinders.edu.au/ppmanual/student/SecC_expected.html ): number of

Topic Learning Outcomes:

GENERIC SKILLS For all assessable

Quiz 1 15% 5 May Within 14 days

Final examination (multiple-choice and 50% Semester 1 Not returned

Detection of Breaches of Academic Integrity

May assessment exercises be resubmitted after revision for re-marking? No

This guide clarifies appropriate language use for the history,

Indigenous Australian peoples are people of Aboriginal and

Using the more appropriate terms helps to avoid attempting to

Less appropriate Less appropriate

More appropriate Less appropriate

Less appropriate Telling the right stories

‘Since the beginning of the Dreaming/s’ reflects the beliefs of

Circle the ‘More Appropriate’ Terminology

Indigenous Indigenous religion

Using the right names

Blacks White Coloured Other Australians Non-Aboriginal/ Yellafellas

Not applicable: Applicable:_