SWB102 Human Development and Behaviour

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

Social work and human service students are studying for professional careers that enhance people's personal and social wellbeing and development, enhance problem solving in relationships, and promote human rights, social justice and culturally safe practice. To do this you need to understand how individual development and behaviour are shaped by a range of factors including biological, psychological, socio-cultural, structural, political and economic factors. You will learn about a range of theories of development and behaviour and consider the implications for social work and human service practice grounded in critical theory and anti-oppressive perspectives. You will learn about key aspects of human behaviour such as emotion, motivation and socialisation and integrate and communicate this knowledge. Studying this information in the first year of the course provides you with necessary foundational information about people and the environments that shape their lives.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Articulate foundational knowledge of theories of human development and behaviour;
2. Apply an understanding of diversity across the life course
3. Critique and communicate popular perceptions and constructions of human development and behaviour from an anti-oppressive perspective
4. Explain and critically reflect on relevance of human development and behaviour across the life course for real world professional practice
5. Critically reflect on and evaluate the appropriateness of using GenAI as a research tool, including strengths and challenges of the application of AI.

Content

Learning Approaches

The unit will involve lecture and tutorial attendance and an amount of independent study to read unit material and prepare your assessment items usually averaging around 10-12 hours per week. You will participate in large and small group activities including lectures, discussions and informal question and answer sessions. Canvas will provide an important medium for communication resources, incorporating the use of podcasts and blogs. Case studies and video critique will support your efforts to apply the theories you are learning about individuals and communities. This range of activities is designed to provide a number of different formats for you to learn about and discuss the diverse theories in relation to critically-oriented and anti-oppressive practice approaches to which you will be exposed.

Feedback on Learning and Assessment

You will be provided with a variety of formative and summative feedback on your learning for this unit. Forms of feedback include:

• informal: worked examples, such as verbal feedback in the form of class discussions, personal consultation, group discussions, experiential activities
• formal: in writing, e.g. criteria sheets, during one-on-one consultations with lecturer, 
• indirect: whole of class assessment feedback in lectures

Feedback will directly and indirectly relate to and inform your assessment pieces, as well inform the development of your critically oriented approach for practice. Further details on feedback will be provided at the commencement of the semester.

Assessment

Overview

The unit consists of two assessment pieces: one stakeholder presentation engaging with relevant theoretical concepts for compare and contrast; and a case study report integrating theory, anti-oppressive practice, critical lens, diverse perspectives.

Both assessment items are designed to measure your ability to apply the knowledge, values and skills stated in the unit learning outcomes.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Presentation

You will deliver a presentation to a stakeholder group from a social work or human service organisation of your choice (government or community-based). You will choose one human development concept—resilience, attachment, risk factors, protective factors, or adversity—and critically analyse its relevance to one of the following practice areas - Child Protection, Youth Homelessness, School Based Social Work, Disability Support and Inclusion, or Family Support Services. In your task with each chosen human development concept, outline its main tenets and relevance to understanding human behaviour and development to the stakeholders at your chosen social work or human services context. Your stakeholder presentation will provide your stakeholders with a clear overview of the utility of this human development concept in practice, and will include information such as: definitions, debates, strengths and limitations. The critique should reflect critical social work concepts such as empowerment, social justice, and anti-oppressive practice.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Case Study Report

Your role is a social work or human service's practitioner working in a community service providing support to older people with complex needs. Your manager has asked you to conduct a detailed assessment of a new client who is seeing your service for the first time. The purpose is to conduct a multidimensional (inner and outer world) assessment of the service user's development using key theories and concepts covered in the unit. Your assessment will also include the identification and critical analysis of their presentation in one of the following areas: coping; adaptation; risk and protective factors; resilience; empowerment and agency; and wellbeing. Your report will be informed by an anti-oppressive practice approach, critical social work theory and research evidence. The final product is a case study report which will be submitted to your case manager and form the basis of your real-world intervention.

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Harms, L. (2010). Understanding human development: a multidimensional approach (2nd ed.). Melbourne: Oxford University Press.

Recommended text(s)

Crawford, K., & Walker, J. (2010). Social work and human development. Exeter: Learning Matters.
Hutchison, E. and Contributors. (2011). Dimensions of human behavior: Person and environment. Thousand Oaks, CA: Sage.
Ingleby, E. (2010). Applied psychology for social workers. Exeter: Learning Matters.
Parrish, M. (2009). Social work perspectives on human behaviour [eBook]. Maidenhead, UK: Open University Press.
Westen, D., Burton, L., & Kowalski, R.W. (2008). Psychology: Australian and New Zealand Edition ebook (2nd ed.). Milton: John Wiley & Sons

Other

You will also be provided with a reading schedule which will include material from the following sources. Required readings will either be from the text or available as an EBook or via the Course Materials Database. These books will also be useful for you in your research for your final essay.

Risk Assessment Statement

There are no out of the ordinary risks associated with this unit.

Course Learning Outcomes

SW04 Bachelor of Social Work

1. Critique and apply coherent theoretical, practical and contextually relevant social work knowledge, skills and values, and cultivate a commitment toward meeting diverse clients and community needs. [Knowledge, Practice, Values and Disposition]
   Relates to: Presentation
2. Access, evaluate, and utilise relevant social work information that informs and assists in intra- and inter-professional communication in a range of contexts, through effective oral, written and digital interactions. [Practice, Knowledge]
   Relates to: Case Study Report
3. Critically examine tenets of diversity and diverse perspectives in social work, and advocate for a socially just society and the promotion of human dignity that reflect different social, political, cultural and historical circumstances, on the beliefs, values and aspirations of various groups, including Indigenous and non-Indigenous populations. [Values and Disposition, Knowledge, Practice]
   Relates to: Presentation

SW05 Bachelor of Social Work (Honours)

1. Critically evaluate theoretical, practical and contextually relevant social work knowledge, skills and values and, as a change facilitator, meet diverse client and community needs that promote social justice
   Relates to: Presentation
2. Develop advanced knowledge, skills and values, to inform culturally safe communication and effective intra- and inter-professional collaboration and with a wide range of audiences and contexts, including accessing, evaluating and utlising digital health information.
   Relates to: Case Study Report