Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Discuss critically a range of human development theories drawn from multi-disciplinary perspectives, such as sociological, psychological, philosophical and theological studies.
Knowledge and Understanding
Communication

2. Apply a developed multi-disciplinary understanding of human development to the formulation of purposeful interventions in the practice context.
Learning
Application

3. Be able to respond to complex issues in professional and ministerial practice, working collaboratively and according to good practice
Problem Solving
Reflection

CASE STUDY (100%) - 3,500 Words – To address learning outcomes 1,2,3

Example: Critically analyse a complex issue drawn from your practice in the light of understandings of human personhood, identity and development.

Within an interdisciplinary approach, the aims of this module are to enable students to critically contextualise human development theories within an understanding of psychological, sociological and theological perspectives and relate this understanding to practice in a range of contexts.

This module will provide an overview of perspectives on human identity and personhood found in development theories, theological anthropology and social and cultural studies. Particular emphasis will be placed on identity formation through socialisation and social relationships and different approaches to the conception of agency. These theoretical approaches will be used to identify and interrogate issues such as purposeful interventions, professional boundaries and self-care and accountability in pastoral and professional practice.

Specifically, this means an intentional engagement with students’ own position in relation to key beliefs relating to human beings, as represented within the Christian thought and practice. The nature of the learning therefore embodies the intersection between these traditions, and the understandings conveyed through psychologies, philosophy and biology. By implication, these learning experiences lead to the development in awareness of self and others; and in the maintenance of appropriate boundaries and interventions in professional and ministerial practice.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment tasks.

Archer, M. S. (2003). Structure, agency, and the internal conversation. Cambridge: Cambridge University Press.

Beckett, C., Taylor, H. (2010) Human Growth and Development. London: Sage

Coleman, J. (2010) The Nature of Adolescence. (4th Edition) London: Routledge

Coakey, S. (2014) God, Sexuality and the Self. Cambridge: Cambridge University Press

Lints, R., Horton, M. S., & Talbot, M. R. (Eds.). (2006) Personal identity in theological perspective. Grand Rapids, MI.: William B. Eerdmans Pub.

Nye, R. (2009) Children’s Spirituality: what it is and why it matters. London: Church House Publishing

Savage, S. & Boyd-Macmillan, E. (2007) The Human Face of the Church: A Social Psychology and Pastoral

Theology Resource for Pioneer and Traditional Ministries. Norwich: The Canterbury Press

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.