Module Outline

Developmental Psychology B

*NQF: 6 A qualification at this NQF level serves to focus on selected general

principles together with more specific procedures and their application. The
provision of a sound knowledge base and the ability to apply the acquired
knowledge and skills to a context is characteristic of a qualification at this
level. Emphasis is placed on the acquisition of more specialized and
intensive learning paired with a demonstration of knowledge and skills in a
workplace context.

*Credits: 14 Credits are a measure of the volume of learning required for a qualification,
quantified as the number of notional study hours required for achieving the
(140 notional
learning outcomes specified for the qualification. Ten notional study hours
hours)
are equivalent to one credit. Credits represent a measure of all the learning
activities engaged in by the student and include, among others; contact
time, self-study, WIL, assignments, projects and examinations.

*The Republic of South Africa. (2014). Department of Higher Education and Training, Government Gazette (Vol.
592, No. 38116). Pretoria: Government Printers.

Module Description
This module explores adult lifespan development and ageing with a particular focus on the
major areas of development, including physical development, cognitive development,
personality development, and social development. The key theoretical approaches that
explain adult development and ageing across the major areas of development are explored.
This module adopts a holistic approach to adult development and ageing by considering the
challenges that people experience as they age, alongside its effects on the person’s general
health and well-being.

Module Learning Outcomes

By the end of this module the student should be able to:
▪ Demonstrate a comprehensive understanding of the life-span approach, particularly
adult development and ageing;
▪ Discuss the factors that impact the transition into adulthood, as well as the effects
and challenges experienced during this transitioning phase;
▪ Critically reflect on the physical changes that accompany ageing with a specific focus
on potential health-related illnesses;

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 ▪ Differentiate between basic cognitive functioning and higher-order cognitive
functioning;
▪ Discuss the concept of cognitive decline in adulthood and describe the key cognitive
theories that explain cognitive ageing;
▪ Identify, describe and differentiate between key personality theories and reflect on
the importance of the stability of personality traits generally, as well as on specific
life outcomes;
▪ Demonstrate an understanding of social development as it pertains to adult
relationships, love, intimacy, attachment, the family context, as well as lifestyle
choices and career development;
▪ Demonstrate a thorough understanding of the biopsychosocial challenges of middle
adulthood, as well as the effects the experience of these challenges might have on a
person’s physical and psychological health;
▪ Engage in discussion about the domain-specific midlife challenges and their effects
on a person’s general health and well-being;
▪ List and explain the mental health challenges commonly experienced in old age, with
particular emphasis on discussing the factors that might influence people’s
experience of ageing; and
▪ Identify and describe the key theories that explain how people experience a loss,
engage in the mourning process, experience grief, and how people adopt certain
patterns of bereavement.

Module Readings
Important: To access the readings for this module, please log in to MySACAP using the
student login provided during registration. This applies to EDS (EBSCOhost), ProQuest and
SABINET sources. It would be best to remain logged in for the reading links to remain active.
Students are required to engage with all of the prescribed readings and resources to ensure
in-depth understanding and engagement with the module. Engagement with the prescribed
literature is not an “add-on”, but rather a critical and core component of this module aimed
to support and enhance the learning experience in the overall programme.

Prescribed textbook
This textbook is only available in hard copy. Please ensure to purchase a copy prior to the
start of classes.
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed.). Haga Haga
Psychology Publications.
Please Note: This module has been built around the textbook edition(s) listed in this module outline and will
apply for a 2-year academic cycle. Should you have a later edition of the textbook, please consult with your
educator to check the alignment of your textbook readings.

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Recommended Reading List:
A variety of recommended readings and/or resources have been selected for this module to
further enhance the students’ learning and engagement with the module.
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens
through the twenties. American Psychologist, 55(5), 469.
Babakr, Z., Mohamedamin, P., & Kakamad, K. (2019). Piaget’s cognitive developmental
theory: Critical review. Education Quarterly Reviews, 2(3). SSRN.
Drenth, C. M., Herbst, A. G., & Strydom, H. (2013). Complicated grief in the South African
context: A social work perspective. British Journal of Social Work, 43(2), 355-372.
Earl, J. K., Gerrans, P., & Halim, V. A. (2015). Active and adjusted: Investigating the
contribution of leisure, health and psychosocial factors to retirement
adjustment. Leisure Sciences, 37(4), 354-372.
Hibberd, R. (2013). Meaning reconstruction in bereavement: Sense and significance. Death
Studies, 37(7), 670-692.
Infurna, F. J., Gerstorf, D., & Lachman, M. E. (2020). Midlife in the 2020s: Opportunities and
challenges. The American Psychologist, 75(4), 470–485. NIH.
Kelly, C. M., Strauss, K., Arnold, J., & Stride, C. (2020). The relationship between leisure
activities and psychological resources that support a sustainable career: The role of
leisure seriousness and work-leisure similarity. Journal of Vocational Behaviour,
117, 103340.
Kornadt, A. E., Kessler, E. M., Wurm, S., Bowen, C. E., Gabrian, M., & Klusmann, V. (2020).
Views on ageing: A lifespan perspective. European Journal of Ageing, 17(4), 387-
401. https://doi.org/10.1007/s10433-019-00535-9. Springer Link.
Lachman, M. E. (2015). Mind the gap in the middle: A call to study midlife. Research in
Human Development, 12(3/4), 327–334.
Lachman, M. E. (2004). Development in midlife. Annu. Rev. Psychol., 55, 307-317.
Maher, J. P., Pincus, A. L., Ram, N., & Conroy, D. E. (2015). Daily physical activity and life
satisfaction across adulthood. Developmental Psychology, 51(10), 1407–1419.
Miedema, E., Le Mat, M. L. J., & Hague, F. (2020). But is it comprehensive? Unpacking the
‘comprehensive’ in comprehensive sexuality education. Health Education Journal,
79(7), 747-762.
Nkomo, T., & Kekana, M. P. (2024). The realities of caring for a person with a mental
disorder in rural and remote Capricorn District of South Africa: A qualitative study.
Community Mental Health Journal.
Prokopidis, K., & Witard, O. C. (2022). Understanding the role of smoking and chronic
excess alcohol consumption on reduced caloric intake and the development of
sarcopenia. Nutrition Research Reviews, 35(2), 197–206.
Rudnicka, E., Napierała, P., Podfigurna, A., Męczekalski, B., Smolarczyk, R., & Grymowicz, M.
(2020). The World Health Organization (WHO) approach to healthy ageing.
Maturitas, 139, 6-11.

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Sarantakis, N. P. (2020). Rediscovering meaning when entering “older age”: A counseling
case study based on a lifespan development and a pluralistic approach. Practice
Innovations, 5(1), 1–18.
Simpson, J., Collins, W. A., Tran, S., & Haydon, K. C. (2007). Attachment and the experience
and expression of emotions in adult romantic relationships: A developmental
perspective. Journal of Personality and Social Psychology, 92, 355-367.
Srivastava, S., John, O. P., Gosling, S. D., & Potter, J. (2003). Development of personality in
early and middle adulthood: Set like plaster or persistent change? Journal of
Personality and Social Psychology, 84(5), 1041.
Tucker-Drob, E. M., Brandmaier, A. M., & Lindenberger, U. (2019). Coupled cognitive
changes in adulthood: A meta-analysis. Psychological Bulletin, 145(3), 273.
Tyler, S. (2020). Psychosocial development in middle adulthood. Human Behavior and the
Social Environment I (ch.27). University of Arkansas.
Wayte, S. (2020). Addressing the midlife happiness ‘dip’: An evidence-informed,
mindfulness-based approach to support & promote women’s well-being (Master's
thesis, Lesley University). Mindfulness Studies Theses.
Yárnoz-Yaben, S., & Garmendia, A. (2016). Parental divorce and emerging adults' subjective
well-being: The role of 'carrying messages'. Journal of Child & Family Studies, 25(2),
638-646.

Module Overview

Session Topic, Content and Readings

Session 1 Introduction to Adult Development and Aging

This session starts with the biographies of three well-known South Africans briefly
detailing their developmental experiences. The student will obtain an
understanding of all the elements, perspectives and debates that encapsulate
human development, with a specific focus on adult development and ageing.
Topics the student will engage with include:
▪ Differentiating between the various perspectives of age;
▪ An overview of the South African population demographics;
▪ Defining South Africa’s well-being in comparison to other countries;
▪ Insight into the life-span development approach;
▪ Identifying and describing the four forces that influence human development,
inclusive of the biological, psychological, sociocultural and life-cycle forces;
▪ Differentiating between the three dominating debates in development studies,
as well as differentiating between the models that emerged from these
debates; and
▪ Identifying and describing the domains of development.
Prescribed Reading:

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 Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 1). Haga
Haga Psychology Publications.
Buchinger, L., Richter, D., & Heckhausen, J. (2022). The development of life goals
across the adult life span. The Journals of Gerontology: Series B, 77(5),
905–915.
Banati, P. (2021). Introduction: Measuring sustainable human development across
the life course. Sustainable human development across the life course.
Bristol University Press.

Session 2 Transitioning to Adulthood

The focus of this session is to explore the factors and role transitions that mark the
entry into adulthood.
Topics the student will engage with include:
▪ Summarising behavioural criteria that mark the transition to adulthood;
▪ Recognising how achieving financial independence reflects the transition to
adulthood;
▪ Discussing physical development and health in young adulthood;
▪ Exploring the effects of smoking, drinking alcohol, and nutrition;
▪ Discussing the critical factors which impact adult development; and
▪ Considering the developmental tasks that define young adulthood.
Prescribed Reading:
Lally, M., & Valentine-French, S. (2019). Lifespan development (2nd ed., Ch.7).
Wiley-Blackwell.
Gropper, H., John, J. M., Sudeck, G., & Thiel, A. (2020). The impact of life events and
transitions on physical activity: A scoping review. PLoS ONE, 15(6),
e0234794.
Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M.
E., Newman, L., & Rojewski, J. W. (2019). A framework for research in
transition: Identifying important areas and intersections for future study.
Career Development and Transition for Exceptional Individuals, 43(1), 5-
17.
Tooley, U. A., Bassett, D. S., & Mackey, A. P. (2021). Environmental influences on
the pace of brain development. Nature Reviews Neuroscience, 22(6), 372–
384.

Session 3 Physical Development and Sexuality

In this session, students will gain insight into the biological theories of ageing,
consider specific physical changes and unpack the concept of sexuality as it presents
in adulthood.
Topics the student will engage with include:
▪ Differentiating between programmed ageing theories and error theories;
▪ Discussing the changes in one’s physical appearance and the physical changes
in the brain, the senses and muscle strength;

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 ▪ Discussing the changes in one’s physical health, zooming in on the following
illnesses; HIV/AIDS, ischemic heart disease, stroke, cancer, hypertension,
tuberculosis, diabetes mellitus, perimenopause and menopause;
▪ Discussing the importance of human sexuality in human functioning;
▪ Reflecting on three major national and international studies focusing on human
sexuality; and
▪ Describing sexual behaviour patterns in adulthood and unpacking the concept
of sexual orientation.
Prescribed Reading
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 2). Haga
Haga Psychology Publications.
Hägg, S., & Jylhävä, J. (2021). Sex differences in biological aging with a focus on
human studies. eLife, 10, e63425.
Gems, D. (2022). The hyperfunction theory: An emerging paradigm for the biology
of aging. Ageing Research Reviews, 74, 101557.
DuBois, L. Z., & Shattuck-Heidorn, H. (2021). Challenging the binary: Gender/sex
and the bio-logics of normalcy. American Journal of Human Biology, 33(5),
e23623.

Session 4 Cognitive Development

This session explores the basic cognitive functions inclusive of information
processing and memory, as well the higher-order cognitive functions including
intelligence, problem-solving, decision-making, and language. Particular focus will
be afforded to distinguishing between normal and abnormal memory ageing and
discussing the concept of age-related cognitive decline.
Topics the student will engage with include:
▪ Reflecting on Wechsler and Freud’s views of cognitive capacities as we age;
▪ Identifying the assumptions of information processing theory, reflecting on how
sensory input is affected by age, and explaining the decline in information
processing speed ;
▪ Differentiating between the different levels of attention and how it is impacted
by the ageing process;
▪ Discussing the concept of memory, working memory and long-term memory,
specifically differentiating between the various types of long-term memory and
how it is impacted by ageing;
▪ Differentiating between two views of intelligence; intelligence as a single trait,
and intelligence as multifaceted;
▪ Discussing Sternberg and Gardner’s theories of intelligence and differentiating
between fluid and crystalised intelligence;
▪ Discussing one’s problem-solving, decision-making and language ability within
the context of age-related cognitive decline; and
▪ Discussing Piaget’s view of cognitive development, as well as Schaie and
Willis’s stages of cognitive development.

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 Prescribed Reading
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 3). Haga
Haga Psychology Publications
Alfeo, F., Lanciano, T., Abbatantuono, C., Gintili, G., De Caro, M. F., Curci, A., &
Taurisano, P. (2024). Cognitive, emotional, and daily functioning domains
involved in decision-making among patients with mild cognitive
impairment: A systematic review. Brain Sciences, 14(3), 278.
Sternberg, R. J. (2021). Adaptive intelligence: Intelligence is not a personal trait but
rather a person × task × situation interaction. Journal of Intelligence, 9(4),
58.
Anglim, J., Dunlop, P. D., Wee, S., Horwood, S., Wood, J. K., & Marty, A. (2022).
Personality and intelligence: A meta-analysis. Psychological Bulletin,
148(5-6), 301–336.
Azam Shofiul, Haque, M. E., Balakrishnan, R., Kim, I.-S., & Choi, D.-K. (2021). The
ageing brain: Molecular and cellular basis of neurodegeneration. Frontiers
in Cell and Developmental Biology, 9, Article 683459.

Session 5 Personality Development

This session focuses on exploring those distinctive behaviours, major traits, thoughts,
values, interests, drives, self-concepts, abilities, and emotional patterns that are
unique and vary from one person to the next. The biological perspectives, contextual,
environmental and transactional approaches to personality will be unpacked.
Topics the student will engage with include:
▪ Defining personality traits and listing the assumptions of trait theorists;
▪ Differentiating between the five-factor theory and the five-factor model of
personality;
▪ Discussing the influence of personality traits on specific life outcomes that
include but are not limited to; relationships, self-esteem, affect and coping;
▪ Reflecting on the importance of the stability of personality traits;
▪ Describing the viewpoint of contextual and environmental approaches to
personality development;
▪ Discussing Erik Erikson’s view of personality development and the criticisms
labelled against his theory;
▪ Explaining personality development from an African perspective;
▪ Discussing the viewpoint of the transactional approaches to personality
development; and
▪ Reflecting on the age-related changes in the possible selves.
Prescribed Reading
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 4). Haga
Haga Psychology Publications.
Thalmayer, A. G., Saucier, G., & Rotzinger, J. S. (2022). Absolutism, relativism, and
universalism in personality traits across cultures: The case of the Big Five.
Journal of Cross-Cultural Psychology, 53(7-8), 935-956.

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 Valenti, G. D., & Faraci, P. (2021). Predicting university adjustment from coping
styles, self-esteem, self-efficacy, and personality: Findings from a survey in
a sample of Italian students. European Journal of Investigation in Health,
Psychology and Education, 11(3), 894–907.
Opelt, F., & Schwinger, M. (2020). Relationships between narrow personality traits
and self-regulated learning strategies: Exploring the role of mindfulness,
contingent self-esteem, and self-control. AERA Open, 6(3).

Session 6 Social Development

In this session, the student will learn about the skills, attitudes, relationships, and
relevant behaviours that enable the individual to interact effectively with others. This
session provides consideration to adult relationships, love, intimacy, lifestyle choices
and leisure.
Topics the student will engage with include:
▪ Discussing Sternberg’s triangular theory of love and the factors which affect
the ‘laws of attraction’;
▪ Discussing the key tenets of attachment theory;
▪ Differentiating between the theoretical models of social networks, inclusive of
the convoy model, the social exchange theory, the socio-emotional selective
theory, and the social capital theory;
▪ Describing the nature and context of marriage and the factors that contribute
to, or hinder what is considered a successful marriage;
▪ Discussing the functions of a family system, as well as the nature of family
systems in South Africa, further differentiate between Baumand, Maccoby and
Martin’s parenting styles and reflect on the influence these styles may have on
children; and
▪ Reflecting on the career cycle, discussing work as an important aspect of adult
lives and the importance of leisure and recreation in career development.
Prescribed Reading
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 5). Haga
Haga Psychology Publications.
Gonalons-Pons, P., & Gangl, M. (2021). Marriage and masculinity: Male-
breadwinner culture, unemployment, and separation risk in 29 countries.
American Sociological Review, 86(3), 465-502.
Drabble LA, Wootton AR, Veldhuis CB, Riggle EDB, Rostosky SS, Lannutti PJ, et al.
(2021) Perceived psychosocial impacts of legalized same-sex marriage: A
scoping review of sexual minority adults’ experiences. PLoS ONE, 16(5):
e0249125.
Albert, F., David, B., Hajdu, G., & Huszti, É. (2020). Egocentric contact networks of
older adults: Featuring quantity, strength and function of ties. The
Sociological Quarterly, 62(4), 623–642.
Stern, J. A., Barbarin, O., & Cassidy, J. (2021). Working toward anti-racist
perspectives in attachment theory, research, and practice. Attachment &
Human Development, 24(3), 392–422.

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Session 7 The Biopsychosocial Challenges of Middle Adulthood
This session explores middle adulthood looking at physical changes that occur
along with the impact of certain stressors on one’s physical and psychological
health.
Topics the student will engage with include:
▪ Discuss practical intelligence and how it develops into adulthood;
▪ Evaluate the five-factor model and stability of personality traits and Erikson’s
stage of generativity vs. stagnation;
▪ Summarise changes in priorities and personal concerns during this stage;
▪ Examine the relationship between middle-aged parents and their young adult
children;
▪ Address how middle-aged adults deal with their ageing parents; and
▪ Recognise styles of grandparenthood and the impact of interaction with
grandchildren.
Prescribed Reading
Murniati, N., Al Aufa, B., Kusuma, D., & Kamso, S. (2022). A scoping review on
biopsychosocial predictors of mental health among older adults.
International Journal of Environmental Research and Public Health, 19(17),
10909.
Wu-Chung, E. L., Leal, S. L., Denny, B. T., Cheng, S. L., & Fagundes, C. P. (2022).
Spousal caregiving, widowhood, and cognition: A systematic review and a
biopsychosocial framework for understanding the relationship between
interpersonal losses and dementia risk in older adulthood. Neuroscience &
Biobehavioral Reviews, 134, 104487.
Wang, H., Kim, K., Birditt, K. S., Zarit, S. H., & Fingerman, K. L. (2020). Middle-aged
children's coping strategies with tensions in the aging parent-child tie.
International Journal of Aging and Human Development, 90(3), 234-254.

Session 8 Understanding Midlife Challenges

In this session, students will gain an understanding of the domain-specific
challenges experienced in midlife and explore the factors that contribute to midlife
well-being.
Topics the student will engage with include:
▪ Identifying the ups and downs of midlife;
▪ Demonstrating an understanding of the concept of ‘midlife crisis’ and what this
encapsulates;
▪ Explaining the changes in health and well-being;
▪ Contextualising the stressors experienced in midlife;
▪ Reflecting on the common changes and challenges in midlife;
▪ Reflecting on embracing midlife through a positive lens; and
▪ Demonstrating an understanding of the complexity and intricacies of midlife.

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 Prescribed Reading
Velaithan, V., Tan, M.-M., Yu, T.-F., Liem, A., Teh, P.-L., & Su, T. T. (2024). The
association of self-perception of aging and quality of life in older adults: A
systematic review. The Gerontologist, 64(4), Article gnad041.
Park, J., & Hess, T. M. (2019). The effects of personality and aging attitudes on
well-being in different life domains. Aging & Mental Health, 24(12), 2063–
2072.
Shane, J., Hamm, J. M., & Amada, N. (2023). Codevelopment of well-being and
developmental progress in central life domains during established
adulthood. Journal of Adult Development, 30, 21–35.
Wickrama, K. A. S., & O'Neal, C. W. (2021). Midlife marital and financial stress and
the progression of later-life health problems for husbands and wives.
Journal of Aging and Health, 33(9), 685-697.

Session 9 Ageing and Mental Health Challenges

This session explores the factors that promote and affect successful ageing, with a
particular focus on specific mental health challenges more prominent in old age.
Topics the student will engage with include:
▪ Discussing Rowe and Kahn’s model of successful ageing alongside its
limitations;
▪ Explaining in detail, each of the factors that may influence people’s experience
of ageing, inclusive of one’s attitude towards ageing, personality characteristics,
locus of control, socio-economic conditions, dependency, major life events and
daily hassles, active lifestyle, religion and spirituality, and loneliness;
▪ Discussing the quality of life of older adults in the South African context;
▪ Identifying and describing the most common mental disorders among older
adults;
▪ Discuss the aetiology, warning signs and onset of mental disorders among
older adults; and
▪ Explaining the African perspective of mental health disorders, as well as the
role of traditional healers in the diagnosis and treatment thereof.
Prescribed Reading
Louw, D. & Louw, A. (2019). Adult development and ageing (2nd ed. Ch. 6). Haga
Haga Psychology Publications.
Lee, K. H., Xu, H., & Wu, B. (2020). Gender differences in quality of life among
community-dwelling older adults in low- and middle-income countries:
Results from the Study on global AGEing and adult health (SAGE). BMC
Public Health, 20, 114.
Wong, S. Y. S., Zhang, D., Sit, R. W. S., Yip, B. H. K., Chung, R. Y. N., Wong, C. K. M.,
Chan, D. C. C., Sun, W., Kwok, K. O., & Mercer, S. W. (2020). Impact of
COVID-19 on loneliness, mental health, and health service utilisation: A
prospective cohort study of older adults with multimorbidity in primary
care. British Journal of General Practice, 70(700), e817-e824.
Solmi, M., Radua, J., Olivola, M., et al. (2022). Age at onset of mental disorders

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 worldwide: Large-scale meta-analysis of 192 epidemiological studies.
Molecular Psychiatry, 27, 281–295.

Session 10 Death and Grief

This session focuses on people’s unique experiences of a loss, the mourning process,
grief and bereavement, with a specific focus on discussing bereavement practices of
the Tswana, Xhosa and Zulu ethnic groups.
Topics the student will engage with include:
▪ The concept of death and near-death experience;
▪ Differentiating between what is considered a clinical death and brain death;
▪ Discussing the concept of and the contributing factors to death anxiety;
▪ Identifying and describing Kübler-Ross’ model of the stages of death;
▪ Describing the variants of euthanasia and the legal implications of it;
▪ Differentiating between grief, bereavement, mourning, relief grief and
pathological grief;
▪ Identifying and describing the phases of grief;
▪ Discussing the patterns of bereavement;
▪ Differentiating between the following patterns of grief, inclusive of common
grief, resilient grief, and chronic grief.
Prescribed Reading
Cavanaugh, J. C., & Blanchard-Fields, F. (2020). Adult development and aging (9th
ed. Ch 13). Cengage Learning.
Elijah, B. M. (2024). A critical evaluation of the impact of religious belief
(Christianity) within post-colonial African burial rites: A South African
perspective. Religions, 15(2), 248.
Menzies, R. E., Neimeyer, R. A., & Menzies, G. R. (2020). Death anxiety, loss, and
grief in the time of COVID-19. Behaviour Change, 37(3), 111–115.
Smith, K. V., & Ehlers, A. (2021). Prolonged grief and posttraumatic stress disorder
following the loss of a significant other: An investigation of cognitive and
behavioral differences. PLoS ONE, 16(4), e0248852.

Assessment
All assessments should be typed (preferably double-spaced, 12-point Times New Roman or
11-point Calibri), carefully proofread, and should give evidence of considerable
thought/reference to relevant and, where possible, contextual psychological journals and
literature. Your assessments must show the development of your position in a coherent,
logical, and organized way, and must demonstrate thorough engagement with the various
topics covered in this module. Papers will be graded according to the following criteria:
grammar and writing style, clarity and organisation, effort, originality, critical engagement,
theoretical and practical relevance, integration of knowledge, and good use of references
both current and contextual. Excellent adherence to the APA guidelines is a requirement. As
per the APA style writing and referencing guide, please ensure that your assessments adopt
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bias-free language, that you are familiar with the paper elements and formatting as per the
APA guideline, that you understand effective scholarly writing and that you consult the
reference examples. Avoid plagiarism by referencing accurately, diligently and consistently.
If it is someone else’s work, it should be acknowledged. Students must include a minimum
of 8 references in all assessments and upload and submit their assessments onto MYSACAP.
The American Psychological Association (APA) has published preliminary guidelines on
using and citing Generative AI such as ChatGPT. According to the APA, there are instances
where students can use Generative AI to aid research but may not use it to produce the full
text of their assessment, which is in line with SACAP’s position. The preliminary guidelines
make provision for quoting or reproducing text generated by Generative AI, however, it is
important to note that these are not credible academic resources. Students and educators
should familiarise themselves with these guidelines, which can be found here. If you have
used Generative AI, please upload your prompt sheet as evidence. For guidance on how this
can be done, refer to the tab ‘AI prompt sheet for Assessment’.
Students agree that by taking this module, all required assessments may be subject to
submission to Turnitin.com for textual similarity review and plagiarism detection. All
submitted assessments will be included as source documents in the Turnitin.com reference
database solely to detect plagiarism of such papers. Use of the Turnitin.com service is subject
to the Usage Policy posted on the Turnitin.com site.

Module Engagement
Why is module engagement important?
The platform for engagement in sessions provides students with an opportunity to discuss
the content, share their understanding of the content and ask relevant questions to facilitate
deeper learning. Module engagement provides the student with an opportunity to earn
grades based on the degree and quality of their engagement with the module material and
activities assigned by their educator.

Instructions:
The educator will assess student engagement throughout this module. Student engagement
will be evaluated based on the criteria made explicit in the engagement rubric (refer to the
rubric below) and will contribute 20% to the overall grade for this module.

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Developmental Psychology B
Module Outline
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 Module Engagement Rubric:
The student’s average engagement must be assessed for the term, as per the criteria below.
Scoring Always Very often Sometimes Rarely Never
Key 4 3 2 1 0
Criteria
Sessions
Score
1 2 3 4 5 6 7 8 9 10
Punctuality and Preparedness
The student completes a required task or fulfils
an obligation before or at a previously designated
time. The student has adequately prepared for /40
the learning activity by going through all of the
readings as well as making notes of where clarity
is needed.
Engagement in Learning Activities
The student is engaging, asking insightful and
constructive questions, and sharing their
/40
perspective related to the content covered. The
student strives to share at least one thought,
comment or question during each engagement.
Peer Engagement
The student shares their perspective relative to
that of their peers, demonstrating listening skills
and consideration of the contributions of all
/40
participants to the conversation and engaging
with discussions where applicable. Meaningful
engagement with peers, staying on topic and
asking relevant questions.
Behaviour/Attitude
Demonstrates respect for others’ views,
appreciates diversity among their peers and
/40
educator, providing insightful contributions to the
conversation/discussion. Positive and supportive
behaviour towards all participants.
Activity and Content Engagement
The student participates in learning activities by
responding to and asking questions, contributing
/40
to discussions, and partaking in tasks during
contact, online, offline synchronous or
asynchronous sessions.
Total Score /200
Score conversion ……../200 x 100 = ….….%

Educator
Feedback

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Developmental Psychology B
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Assessment 1: Essay – Development of Early Adulthood
Session due: Session 6
Length: 2500 words maximum
Marks: 100 (40% of the final grade)

What is an essay?
Essays generally demonstrate the author’s research, position, and understanding of a specific
topic or subject matter. The student should demonstrate their understanding of the topic
through personal interpretation in addition to citing literature and relating its applicability to
the topic. Essays differ based on the module topic under investigation. Ideas should be
presented logically and coherently, showcasing a reasoned argument in the relevant subject
under investigation, and specifically meeting the respective assignment instructions. The
student should make use of appropriate academic language relevant to the subject and
incorporate a conclusion that is consistent with the evidence in the essay about the topic.

The student’s ability to: select, organise, integrate and present information from various
credible sources will be assessed. Furthermore, the student’s ability to write, develop an
argument, present their position, present supporting evidence of their research on the topic
and demonstrate their understanding of the subject matter will be assessed.

Instructions:
In this essay, you will explore the development of early adulthood. Please ensure that you
incorporate the following:
1. Provide a brief description of early adulthood development to set the foundation for
your essay.
2. Identify and describe the challenges that may arise during this stage of development.
Be sure to consider the challenges from a variety of perspectives, including biological,
psychological, sociocultural, and life-cycle forces. Provide examples and discussions
of at least two challenges.
3. Consider the unique South African context and research to identify factors that might
exacerbate these challenges.
4. Identify two challenges from step 2 and discuss what can be done to mitigate their
negative effects. Provide clear explanations and examples to support your answer.
5. Discuss the theory that best explains the challenges you identified in step 2.
6. Provide a brief discussion of personality traits that could possibly aid in mitigating the
challenges you identified in step 4.
By following these instructions, you will have a well-rounded essay that thoroughly explores
early adulthood development and the challenges that come with it. Be sure to use credible
sources to support your arguments and clearly explain your ideas to ensure your essay is
successful.

The South African College of Applied Psychology (Pty) Ltd

Developmental Psychology B
Module Outline
Page 14
 Highly Somewhat Not Yet
Accomplished Competent No Evidence
Criteria Accomplished Competent Competent Total
(4) (3) (0)
(5) (2) (1)
Description Comprehensive, Well-written Somewhat Limited or Missing or No evidence (… / 5) x 10
of Early and insightful and basic superficial severely of =
Adulthood description of informative description of description of inadequate assessment
Development early adulthood description of early early description of requirements
(10%) development. early adulthood adulthood early being met at
The description adulthood development. development. adulthood all.
establishes a development. Although the The description development.
solid foundation The description is lacks adequate
for the essay, description acceptable, it detail or clarity
showcasing an sufficiently requires further and may
in-depth sets the detail and contain
understanding foundation for clarity. inaccuracies.
of the topic. the essay,
showcasing a
thorough
grasp of the
topic.
Identification Two or more Two or more One or more One or more Challenges No evidence (… / 5) x 15
and challenges are challenges are challenges are challenges are are missing of =
Description identified. The identified. The identified. identified. or assessment
of Challenges challenges are challenges are These However, the inadequately requirements
(15%) comprehensively sufficiently challenges are descriptions described. being met at
described from described described from lack detail or all.
multiple from multiple multiple are only
perspectives, perspectives, perspectives described from
demonstrating demonstrating but require a a single
striking insight thorough more thorough perspective.
into the topic. knowledge on analysis.
the topic.
Consideration Relevant factors Relevant Some relevant Some factors No No evidence (… / 5) x 15
of South that exacerbate factors that factors that that consideration of =
African the identified exacerbate exacerbate the exacerbate the of the South assessment
Context and challenges are the identified challenges are challenges are African requirements
Research clearly identified challenges are identified. identified. context or being met at
(15%) and explained identified and Although However, the research. all.
with sound explained acceptable, the explanation
research to with some factors require lacks detail, is
support the research to further irrelevant, or
argument. support the explanation or lacks research
argument. research support.
support.
Mitigation of Two or more Two or more One or more Some No strategies No evidence (… / 5) x 20
Challenges strategies that strategies that strategies that strategies that were of =
(20%) effectively mitigate the mitigate the mitigate the mentioned or assessment
mitigate the negative negative effects of discussed. requirements
negative effects effects of the effects of the challenges are being met at
of the identified identified challenges are discussed. all.
challenges are challenges are discussed. However, the
discussed. The discussed. Although discussion
discussion is The relevant to the lacks detail or
comprehensive discussion topic, the the information
with clear provides discussion is generic in
explanations, sufficient requires further nature.

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Developmental Psychology B
Module Outline
Page 15
 supported by detail, elaboration or
relevant supported by more relevant
examples. relevant examples.
examples.
Discussion of Comprehensive Well-written Somewhat Limited or No No evidence (… / 5) x 15
Theory (15%) and insightful and basic superficial discussion of of =
discussion of the informative discussion of discussion of the theory. assessment
selected discussion of the selected the selected requirements
theory's the selected theory's theory's being met at
relevance in theory's relevance in relevance in all.
explaining the relevance in explaining the explaining the
challenges, explaining the challenges. challenges.
demonstrating challenges, Although The description
striking insight demonstrating relevant, the lacks adequate
into the topic. thorough discussion detail or clarity
knowledge on requires further and may
the topic. elaboration. contain
inaccuracies.
Personality Comprehensive Well-written Somewhat Limited or No No evidence (… / 5) x 15
Traits and insightful discussion of basic superficial discussion of of =
Discussion discussion of personality discussion of discussion of personality assessment
(15%) personality traits traits that personality personality traits. requirements
that could aid in could aid in traits that traits that being met at
mitigating the mitigating the could aid in could aid in all.meet the
identified identified mitigating the mitigating the assessment
challenges, challenges, identified identified requirements.
demonstrating demonstrating challenges. challenges.
striking insight thorough Although The description
into the topic. knowledge on relevant, the lacks adequate
the topic. discussion detail or clarity
requires further and may
elaboration. contain
inaccuracies.
Organisation Writing is well- Writing is Writing is Writing is Writing is No evidence (… / 5) x 5
and Clarity organised, clear, mostly well- somewhat disorganised extremely of =
(5%) concise, and organised and organised and and difficult to disorganised assessment
easy to follow, clear, with clear but lacks follow, with and difficult requirements
with appropriate headings that appropriate limited use of to follow, being met at
and effective are use of headings, topic with no use all.
use of headings, appropriately headings, topic sentences, or of headings,
topic sentences, placed, topic sentences, and transitions. topic
and transitions sentences, transitions. sentences, or
that impactfully and transitions.
communicate transitions
the author’s that provide
ideas and ease to
arguments. reading and
that
communicate
the author's
ideas.
APA Style The document The document The document The document The No evidence (… / 5) x 5
and impeccably consistently generally demonstrates document of =
Referencing follows APA adheres to follows APA some attempts does not assessment
(5%) style guidelines APA style style to follow APA adhere to requirements
for formatting, guidelines for guidelines but style APA style

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Developmental Psychology B
Module Outline
Page 16
 citations, and formatting, may have guidelines but guidelines for being met at
references. In- citations, and occasional with several formatting, all.
text citations references. In- errors or inconsistencies citations, and
and references text citations inconsistencies. and errors. In- references.
are flawless, and In-text text citations Frequent and
accurate, and references are citations and and references significant
consistently accurate and references are are present but errors of in-
applied. The consistent generally contain text citations
document throughout accurate but noticeable and
showcases an the document. may have inaccuracies or references
excellent The document minor inconsistencies. are present.
understanding demonstrates inaccuracies or There may be There is a
and a good inconsistencies. minor issues lack of
implementation understanding The document with formatting consistency
of APA-style of APA style shows a basic and overall and accuracy
requirements requirements, understanding adherence to in the use of
with meticulous with only of APA style APA style APA style
attention to minor lapses requirements requirements. throughout
detail. in adherence. but lacks the
thoroughness document.
and attention
to detail.

Student Grade (Before Penalty Deductions) ( …. /100 x 100) = ….. %

Academic Sources
No deduction (Student references at least 8 academic sources.)
-1% (The student references at least 6 academic sources.)
- ….%
-2% (The student references at least 5 academic sources.)
-3% (The student references at least 4 academic sources.)
-4% (The student references 3 or fewer sources.)
Word Count
-…%
Penalties -10% (if the word count exceeds the permitted 10%)
Late Submission
-5% (1 day late - i.e. 1 min – 24hrs late)
- 10% (2 days late - i.e. 24hr – 48hrs late)
-15% (3 days late - i.e. 48hrs – 72hrs late) -….%
-20% (4 days late - i.e. 72hrs – 96hrs late)
Not to be graded if 5 days late with an assigned grade of 0% (i.e.
96hrs+ late)

Final Grade Student Grade – (sum of penalties) = ...... %

Feedback:

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Assessment 2: Essay – Impact of Stress on Health During Middle to Late
Adulthood
Session due: Session 10
Length: 2500 words maximum
Marks: 100 (40%)

What is an essay?
Essays generally demonstrate the author’s research, position, and understanding of a specific
topic or subject matter. The student should demonstrate their understanding of the topic
through personal interpretation in addition to citing literature and relating its applicability to
the topic. Essays differ based on the module topic under investigation. Ideas should be
presented logically and coherently, showcasing a reasoned argument in the relevant subject
under investigation, and specifically meeting the respective assignment instructions. The
student should make use of appropriate academic language relevant to the subject and
incorporate a conclusion that is consistent with the evidence in the essay about the topic.

The student’s ability to: select, organise, integrate and present information from various
credible sources will be assessed. Furthermore, the student’s ability to write, develop an
argument, present their position, present supporting evidence of their research on the topic
and demonstrate their understanding of the subject matter will be assessed.

Instruction:
In this essay, you will explore the impact of stress on health during middle to late
adulthood and suggest strategies to handle stressors with the aim of reducing their negative
impact. Your essay must include the following:
1. Discuss the importance of well-balanced biological, psychological, sociocultural, and
lifecycle influences on health during middle to late adulthood. Use examples and
evidence from credible sources to support your discussion.
2. Identify the most common stressors experienced during middle adulthood and
suggest effective ways to handle them to minimize their negative impact on health.
Make sure to discuss strategies that are evidence-based and supported by research.
3. Identify and describe at least two behavioural interventions that have been shown to
be effective in reducing stress in middle to late adulthood. Use credible sources to
support your discussion and provide specific examples of how these interventions can
be implemented.
4. Discuss how to increase overall well-being during late adulthood. Consider factors
such as physical health, cognitive function, social support, and mental health. Use the
literature to support your arguments and provide specific examples.
Please Note:
▪ Your essay should be well-structured and clearly written, adhering to academic
writing standards and APA referencing guidelines.
▪ A minimum of 8 credible sources must be used and cited appropriately.

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Developmental Psychology B
Module Outline
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 ▪ Use the MySACAP assessment template provided to complete this assignment.

Highly Somewhat Not Yet

Accomplished Competent No Evidence
Criteria Accomplished Competent Competent Total
(4) (3) (0)
(5) (2) (1)
Importance An insightful A well-written Somewhat Limited or The essay fails No evidence (… / 5) x 20
of Well- discussion of and basic of the superficial to discuss the of =
Balanced the importance informative importance of discussion of importance of assessment
Influences of well- discussion of well-balanced the importance well-balanced requirements
on Health balanced the importance biological, of well- biological, being met at
(20%) biological, of well- psychological, balanced psychological, all.
psychological, balanced sociocultural, biological, sociocultural,
sociocultural, biological, and lifecycle psychological, and lifecycle
and lifecycle psychological, influences on sociocultural, influences on
influences on sociocultural, health during and lifecycle health during
health during and lifecycle the middle to influences on middle to late
middle to late influences on late adulthood. health during adulthood. No
adulthood. The health during Although middle to late examples and
discussion is middle to late relevant to the adulthood. evidence from
comprehensive adulthood. The topic, the However, the credible
with clear discussion discussion discussion sources are
explanations, provides requires lacks detail or used to
supported by sufficient further the information support the
relevant detail, elaboration or is generic in discussion.
examples. supported by more relevant nature.
relevant examples.
examples.
Identification The essay A well-written The essay The essay The essay fails No evidence (… / 5) x 25
and identifies the discussion of identifies some identifies a few to identify of =
Handling of most common common common common common assessment
Stressors stressors stressors stressors stressors stressors requirements
(25%) experienced experienced experienced experienced experienced being met at
during middle during middle during middle during middle during middle all.
adulthood. adulthood. adulthood. adulthood. adulthood.
Insightful Very good Adequate Inadequate Suggests
suggestions of suggestions of suggestions of suggestions of ineffective
highly effective effective ways ways to ways to handle ways to handle
ways to handle to handle them handle them to them to them to
them to to minimise minimise their minimise their minimise their
minimise their their negative negative negative negative
negative impact impact on impact on impact on impact on
on health. The health. The health. health. The health. The
discussion is discussion Although discussion discussion is
comprehensive, provides relevant to the lacks detail or not supported
supported by sufficient topic, the the information by evidence or
evidence and detail, discussion is generic in does not
relevant supported by requires nature. include
examples. evidence and further examples.
relevant elaboration or
examples. more relevant
examples.
Behavioural The essay The essay The essay The essay The essay fails No evidence (… / 5) x 25
Intervention identifies and identifies and identifies and identifies and to identify and of =
s for Stress describes at describes at describes describes a few describe assessment
least two highly least two some behavioural effective requirements

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Developmental Psychology B
Module Outline
Page 19
Reduction effective effective behavioural interventions behavioural being met at
(25%) behavioural behavioural interventions that have been interventions all.
interventions interventions that have been shown to that have been
that have been that have been shown to reduce stress in shown to
shown to shown to reduce stress middle to late reduce stress
reduce stress in reduce stress in middle to adulthood. The in middle to
middle to late in middle to late adulthood. discussion late adulthood.
adulthood. The late adulthood. Although lacks detail or The discussion
discussion is The discussion relevant to the the information is not
comprehensive, provides topic, the is generic in supported by
supported by sufficient discussion nature. evidence or
evidence, and detail, requires does not
includes supported by further include
examples of evidence and elaboration or examples.
how these some relevant more relevant
interventions examples. of examples of
can be how these how these
implemented. interventions interventions
can be can be
implemented. implemented.
Increase Clear and Well-written A somewhat Limited or Discussion is No evidence (… / 5) x 20
Well-being comprehensive discussion of basic superficial unclear or not of =
in Late discussion of strategies with discussion of discussion of comprehensive assessment
Adulthood strategies for multiple strategies with strategies with , with no requirements
(20%) increasing relevant and some relevant limited relevant relevant or being met at
overall well- specific and specific and specific specific all.
being in late examples, examples. examples. The examples
adulthood, demonstrating Although description supported by
considering thorough relevant, the lacks adequate literature.
multiple factors knowledge on discussion detail or clarity
and specific the topic. requires and may
examples. further contain
demonstrating elaboration. inaccuracies.
striking insight
into the topic.
Organisation Writing is well- Writing is Writing is Writing is Writing is No evidence (… / 5) x 5
and Clarity organised, mostly well- somewhat disorganised extremely of =
(5%) clear, concise, organised and organised and and difficult to disorganised assessment
and easy to clear, with clear but lacks follow, with and difficult to requirements
follow, with headings that appropriate limited use of follow, with no being met at
appropriate and are use of headings, topic use of all.
effective use of appropriately headings, topic sentences, or headings, topic
headings, topic placed, topic sentences, and transitions. sentences, or
sentences, and sentences, and transitions. transitions.
transitions that transitions that
impactfully provide ease to
communicate reading and
the author’s that
ideas and communicate
arguments. the author's
ideas.
APA Style The document The document The document The document The document No evidence (… / 5) x 5
and impeccably consistently generally demonstrates does not of =
Referencing follows APA adheres to follows APA some attempts adhere to APA assessment
(5%) style guidelines APA style style to follow APA style requirements
for formatting, guidelines for guidelines but style guidelines for
citations, and formatting, may have guidelines but formatting,
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Developmental Psychology B
Module Outline
Page 20
 references. In- citations, and occasional with several citations, and being met at
text citations references. In- errors or inconsistencies references. all.
and references text citations inconsistencies and errors. In- Frequent and
are flawless, and references . In-text text citations significant
accurate, and are accurate citations and and references errors of in-
consistently and consistent references are are present but text citations
applied. The throughout the generally contain and references
document document. The accurate but noticeable are present.
showcases an document may have inaccuracies or There is a lack
excellent demonstrates minor inconsistencies. of consistency
understanding a good inaccuracies or There may be and accuracy
and understanding inconsistencies minor issues in the use of
implementation of APA style . The with formatting APA style
of APA-style requirements, document and overall throughout the
requirements with only shows a basic adherence to document.
with meticulous minor lapses in understanding APA style
attention to adherence. of APA style requirements.
detail. requirements
but lacks
thoroughness
and attention
to detail.

Student Grade (Before Penalty Deductions) ( …. /100 x 100) = ….. %

Academic Sources
No deduction (Student references at least 8 academic
sources.)
-1% (The student references at least 6 academic sources.) - ….%
-2% (The student references at least 5 academic sources.)
-3% (The student references at least 4 academic sources.)
-4% (The student references 3 or fewer sources.)
Word Count
Penalties -…%
-10% (if the word count exceeds the permitted 10%)
Late Submission
-5% (1 day late - i.e. 1 min – 24hrs late)
- 10% (2 days late - i.e. 24hr – 48hrs late)
-15% (3 days late - i.e. 48hrs – 72hrs late) -….%
-20% (4 days late - i.e. 72hrs – 96hrs late)
Not to be graded if 5 days late with an assigned grade of
0% (i.e. 96hrs+ late)
Final Grade Student Grade – (sum of penalties) = ...... %
Feedback:

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Developmental Psychology B
Module Outline
Page 21