Singapore University of Social Sciences

Level: Advanced
Duration: 4 days
Dates: 11 to 14 March 2025
Venue: Singapore University of Social Sciences and ZOOM

Synopsis

The course focuses on the theories and skills-based practice of psychosocial developments in the life span from infancy to old age. Understanding of the psychosocial aspects of life span development and their implications for counselling will enhance participants’ skills and effectiveness in relating with clients from various age groups. 

Who Should Attend

It is targeted at professionals, both counsellors and social workers, who are seeking to enhance their career as couple and family therapists, and those who are embarking on career switch into the social service sector.

Topics

• Introduction to Human Life Span Development
• Major theories for understanding human development
• Psychosocial Theory and its implication for counselling
• Pregnancy and Prenatal Development
• Infancy (first 24 months): Trust vs. mistrust
• Toddlerhood (age 2-4): Autonomy vs. shame and doubt
• Early school age (4-6 years): Initiative vs. guilt
• Middle Childhood (6-11 years): Industry vs. inferiority
• Early Adolescence (12-18 years): Group identity vs. alienation
• Later Adolescence (18-24 years): Individual identity vs. identity confusion
• Early Adulthood (24-34 years): Intimacy vs. isolation
• Middle Adulthood (34-60 years): Generativity vs. stagnation
• Later Adulthood (60-75 years): Integrity vs. despair
• Elderhood (75 till death): Immortality vs. extinction
• Understanding death, dying, bereavement, and grief
  
   
  

Objective

A. Knowledge and Understanding (Theory Component)

By the end of this course, you should be able to:

• Discuss the life span perspective of human development and the rationale for emphasising on the psychosocial aspect of human development.
• Appraise major theories for understanding human life span development.
• Debate the biological, cognitive, social, and emotional issues related to life span development.
  
  
  

B. Key Skills (Practical Component)

By the end of this course, you should be able to:

• Critique issues related to developmental tasks at different life stages through real-life experiences and/or case studies.
• Recommend developmentally appropriate interventions for various age groups.
• Examine the implications of psychosocial approach in life span development on counselling.
  
  

Schedule

Time	Agenda
Day 1
09:00 – 09:30	Welcome and getting to know you
09:30 – 10:30	Introduction to human life span development
10:30 – 10:45	Break
10:45 – 12:00	Major theories for understanding human development
12:00 – 13:00	Lunch
13:00 – 14:00	Psychosocial Theory and its implication for counselling
14:00 – 15:00	Assessment (Assessment #1)
15:00 – 15:15	Break
15:15 – 16:15	Pregnancy and prenatal development
16:15 – 17:30	Infancy (first 24 months): Trust vs. mistrust
Day 2
09:00 – 10:15	Toddlerhood (age 2-4): Autonomy vs. shame and doubt
10:15 – 11:15	Activity & Assessment #2a
11:15 – 11:30	Break
11.30 – 12:30	Early school age (4-6 years): Initiative vs. guilt
12:30 – 13:30	Lunch
13:30 – 14:30	Activity & Assessment #2b
14:30 – 15:30	Middle Childhood (6-11 years): Industry vs. inferiority
15:30 – 15:45	Break
15:45 – 16:45	Activity & Assessment #2c
16:45 – 17.30	Early Adolescence (12-18 years): Group identity vs. alienation
Day 3
09:00 – 10:30	Later Adolescence (18-24 years): Individual identity vs. identity role confusion
10:30 – 10:45	Break
10:45 – 11:45	Activity & Assessment #2d
11:45 – 12:45	Early Adulthood (24-34 years): Intimacy vs. isolation
12:45 – 13:45	Lunch
13:45 – 14:45	Activity & Assessment #2e
14:45 – 15:00	Break
15:00 – 16:00	Middle Adulthood (34-60 years): Generativity vs. stagnation
16:00 – 17:30	Activity & Assessment #2f
Day 4
09:00 – 10:15	Later Adulthood (60-75 years): Integrity vs. despair
10:15 – 10:30	Break
10:30 – 11:30	Activity & Assessment #2g
11:30 – 12:30	Elderhood (75 till death): immortality vs. extinction
12:30 – 13:30	Lunch
13:30 – 14:30	Understanding death, dying, bereavement, and grief
14:30 – 14:45	Break
14:45 – 15:15	Preparation for Individual Presentation
15:30 – 17:30	Individual Presentation (Assessment #3)

Assessments

• 500 words of reflection on theories of development [20%] – 2hr
  Description: After the coverage on the ‘Major theories for understanding human development’, students are to pick out a particular theory (or theories) that they could identify with most readily; and provide concrete reason(s) for their choice. Students will be given 40 minutes (open book) to complete the reflection, and thereafter, to email their answer (in pdf format) to the instructor at the end of the stipulated time.

• Group presentation: stage related developmental issues [40%] – 1hr
  Description: After each topic, students will be given a case scenario to be discussed in their group discussion (or Zoom Break-out room). Each group will be assigned a specific topic (as listed below) that they will be assessed on. Although all groups will be given time to discuss the cases, only the selected group will present at the end of the discussion. 

• Individual classroom sharing on day-4 [30%] – 1hr
  Description: Identify one significant issue you observed in your life (can be your own, or people around you) and illustrate how psychosocial approach has helped you make sense of the issue/phenomena, highlighting implication for counselling surrounding the selected topic. For this component, students need to prepare in advance (outside of classroom), and each student will be given about 5 minutes for individual sharing (depending on the number of participants).

• Attendance & class participation [10%]
  

Requirements

• Undergraduate degree in any field from a recognised institution
• Need to be working with an SSA at the point of application
   
  

About the Trainer

Dr Gloria Kong
Dr Gloria Kong has been involved in the development and teaching of “Human Life Span development” courses for more than 15 years.  She lectures in the Singapore University of Social Sciences for both undergraduate and postgraduate levels.

She has much experience in teaching, training, and coaching individuals of all ages, especially those in social services, education, and human resource.  She is passionate about empowering individuals to live an adaptive, effective, and contented life. As a schoolteacher, she was fervent in shaping the minds of children and adolescents in their classrooms. Intrigued by psychology and how the mind work – both conscious and subconscious processes, Gloria pursued her studies in Cognitive Science, Educational Psychology, and Counselling for a comprehensive understanding of human growth and functioning. 

As psychotherapist, she works along social workers or independently, with individuals of different ages and social backgrounds. She employs a wide range of therapeutic modalities, particularly attuned to Psychodynamic Therapy, Cognitive Behavioural Therapy, and Person-Focused Therapy. She is a certified practitioner for Cogmed Working Memory Training, Prepare-Enrich (for couples), Life Coaching, and Brainspotting. 

She offers professional counselling on various mental health issues - psychological (e.g., stress, anger management, anxiety, depression); psychosocial (e.g., self-concept/self-esteem development and repair, growth mind set, assertiveness, etc); and life events (e.g., role adjustment, transitional issues, adolescence related issues, parenting, loss and trauma, etc). She tailors clients’ treatment according to their needs, by helping them discover their resources and motivating them to meet life’s challenges with fortitude and resilience. Gloria employs a client-centred, collaborative therapeutic approach; believing therapy should empower clients to create the life they aspire. She sees herself as an active guide, helping and supporting clients through issues they face, focusing on their past, present and future, deeming all these have a part to play in clients’ present self.

As an avid lifelong learner, she continues to impact life in and outside the counselling and classrooms. She published a book entitled “Critical Thinking for Effective Teaching and Learning” and has many years’ experience supervising and training educators. Her areas of interest include motivation, cognitive restructuring, optimising potential in human throughout the lifespan, and application of neuroplasticity in daily life. 
 

Application Procedures

Please submit the following documents to [email protected]:

1. Coloured copy (back and front) of NRIC for Singaporeans and PRs, or "Employment"/"S" Pass for foreign applicant
   
2. Application form
   
   

Course Fee

¹ Mid-Career Enhanced Subsidy: Singaporeans aged 40 and above may enjoy subsidies up to 90% of the course fees.
² Enhanced Training Support for SMEs: SME-sponsored employees (Singaporean Citizens and PRs) aged 21 and above may enjoy subsidies up to 90% of the course fees.

• Participants are required to achieve at least 75% attendance and pass any prescribed examinations/assessments or submit any course/project work (if any) under the course requirement.
• Participants are required to complete all surveys and feedbacks related to the course
• The course fees are reviewed annually and may be revised. The University reserves the right to adjust the course fees without prior notice.
• Singapore University of Social Sciences reserves the right to amend and/or revise the above schedule without prior notice

For clarification, please contact the SUSS Academy via the following:

Telephone: +65 6248 0263
Email: [email protected]