Case Study Melissa is a 41-year-old hair salon owner from Cardiff. She is recently divorced and has two children aged 13 and 9. Although she now runs a successful business with four employees, her journey to stability has been far from smooth
LO1: Identify and describe the typical life stages throughout the lifespan
Assessment Brief
HLT 5037 Lifespan Development
Module Code and Title | HLT 5037 Lifespan Development |
Trimester/Academic Year | T2 /25-26 |
Level | HE5 |
Assessment Number | 002 |
Assessment Type (and weighting) | Essay (2500 words) (50%) |
Assessment Name | Psychological Development Theory Essay |
Assessment Submission Date | Week 13 - Monday 27th April 2026 by 2pm |
Regulations concerning late submissions, extensions, and mitigation are contained in the module guide. This can be found in the Module Information tile on the VLE. Your work should be submitted via the Turnitin link provided in the assessment tile on the Virtual Learning Environment module page.
Learning Outcomes Assessed:
LO1: Identify and describe the typical life stages throughout the lifespan
LO4: Compare, contrast and evaluate different theoretical approaches to lifespan development
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
No GAI tool is permitted. While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance
Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct.
Assessment Brief
Lifespan development provides valuable insights into how individuals evolve and adapt to different stages of life, as well as the factors that shape their development. By examining psychological development theories, we can gain a deeper understanding of the complexities of human development and can apply this knowledge to various context such as education and healthcare.
Please read the following case study carefully.
Case Study
Melissa is a 41-year-old hair salon owner from Cardiff. She is recently divorced and has two children aged 13 and 9. Although she now runs a successful business with four employees, her journey to stability has been far from smooth. Melissa left school at 16 with no qualifications and worked multiple part-time jobs before enrolling in a hairdressing course at a local college. Her early adult life was shaped by financial hardship and a lack of guidance, but she was determined to create a better future.
Melissa became pregnant at 28 after entering a relationship with Tom, a construction worker she had known since her teens. They married shortly after the birth of their first child, but over time, the relationship became emotionally distant. Tom was often absent due to long shifts and displayed little emotional support. As Melissa focused on raising the children and building her salon from the ground up, she began to feel neglected and overwhelmed.
By the time Melissa turned 39, the marriage had completely broken down. Tom had started drinking heavily and was no longer involved in the day to day care of the children. Melissa filed for divorce after discovering that he had been unfaithful. Since the separation, she has taken full custody of the children and juggles parenting with running her business, attending networking events, and managing staff issues. She receives minimal financial support from Tom and feels financially and emotionally drained. Melissa’s upbringing was turbulent. Her parents divorced when she was 7, and her mother suffered from periods of depression. She often took care of her younger brother, which made her grow up quickly. These early experiences influenced her independent and self-reliant attitude but also made it difficult for her to trust others or ask for help.
Currently, Melissa is beginning to explore who she is beyond being a mother and business owner. With her children becoming more independent, she finds herself questioning her identity and purpose. She has joined a local women’s empowerment group and recently enrolled in an evening course in psychology something she had always been interested in but never pursued due to life’s responsibilities. However, Melissa is also struggling with emotional fatigue. Her youngest child has recently been diagnosed with ADHD, adding another layer of stress. She worries about her ability to parent effectively while managing her own mental health. Though she presents as confident and upbeat in public, Melissa privately experiences moments of low mood, sleep disturbances, and feelings of loneliness. Despite these challenges, she remains hopeful. She has begun slowly re-entering the dating scene with caution.
From the case study on Melissa write a 2500-word essay where you discuss the psychological development theories and their significance in understanding lifespan development. You will include the following aspects.
- Introduction: Provide an overview of Lifespan development and its importance in the field of Health and Social Care. (10 Marks)
- Psychological Development Theory- Using one of the theories of Lifespan Development discuss the different stages of the lifespan in relation to Melissa. (30 Marks)
- Examination of Other Relevant Theories- Select two additional psychological development theories that compare or contrast with the initial theory examined in relation to Melissa’s case. (30 Marks)
- Conclusion: Summarise the main points discussed in the essay, emphasising the importance of psychological development theories in understanding lifespan development. (10 Marks)
- Use report format and write in a clear, concise manner. Evidence and support your work with appropriate sources, ensuring you cite sources and provide a full reference list using the Harvard Referencing convention. (20 Marks)
Total: 100 Marks
Minimum Secondary Research Source Requirements:
Level HE5 - It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and four academic books.
Additionally, you MUST use one of the sources below:
Beckett C & Taylor H (2019) Human Growth and Development, 4th edition. SAGE |
Sigelman CK & Rider EA (2022) Life-Span Human Development, 10th edition. Cengage |
Wright SM (2020) Case Studies in Lifespan Development. SAGE In combination with the stated elements on the grading rubric, academic skills will also be factored into the final grade awarded. This means that your ability to use the correct method of citation and referencing, alongside your spelling, grammar and writing competencies will ultimately affect the final mark you are awarded. At this level of study students are expected to use between 10-15 sources utilising a combination of books, academic journals, industry reports, case studies and any other appropriate materials consistent with the hierarchy of sources. These sources should be correctly cited using the Harvard convention. Students are also required to produce a full reference list in Harvard format. Students who wish to score a distinction level grade on any assignment will need to produce work that meets or exceeds the criteria above to an excellent or exceptional standard. Inaccurate or deficient academic skills will not automatically result in a fail grade, but it will affect a student’s ability to score in the higher percentiles. The correct format for Harvard referencing conventions can be found at https://leaponline.bolton.ac.uk/My-Academic-Development/My-Writing-Techniques/Referencing/Level-2/Harvard-Referencing.aspx Declaration: At the end of the assessment, you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment. |
Specific Assessment Criteria:
First class (70% and above):
Students will provide an excellent/outstanding essay examining the case study from a psychological development perspective. Each psychological development theory will be clear and arguments will be relevant and well-evidenced in relation to the life stages. Key concepts will be explained thoroughly. There will be excellent levels of criticality and analysis when comparing, contrasting and evaluating the theories. Extensive research demonstrating use of a wide range of well selected secondary research sources will be evident. Academic writing style, English and referencing will be excellent/outstanding. A compulsory source will be included in the reference list.
Upper Second Class 2(1) (60-69%):
Students will provide a very good essay examining the case study from a psychological development perspective. Each psychological development theory will be clear, and arguments will be relevant and well-evidenced in relation to the life stages. Key concepts will be explained. There will be very good levels of criticality and analysis when comparing, contrasting and evaluating the theories. Research demonstrating use of a wide range of well selected secondary research sources will be evident. Academic writing style, English and referencing will be of a very good standard. A compulsory source will be included in the reference list.
Lower Second Class 2(2) (50-59%):
Students will provide a good essay examining the case study from a psychological development perspective. Each psychological development theory will be clear, and arguments will be relevant and reasonably evidenced in relation to the life stages. Key concepts are discussed to some degree. There will be some evidence of criticality and analysis when comparing, contrasting and evaluating the theories. Research demonstrating use of a range of well selected secondary research sources will be evident. Academic writing style, English and referencing will be of a satisfactory standard. A compulsory source will be included in the reference list.
Third class (40-49%):
Students will provide a satisfactory essay examining the case study from a psychological development perspective. Each psychological development theory will offer a basic explanation and arguments will be somewhat relevant and reasonably evidenced in relation to the life stages. Key concepts will be stated to some degree. There will be some limited evidence of criticality and analysis when comparing, contrasting and evaluating the theories. Research demonstrating use of some secondary research sources will be evident. Academic writing style, English and referencing will be of an adequate standard. A compulsory source will be included in the reference list.
Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity.
General Assessment Criteria for Written Assessments
GENERAL ASSESSMENT GUIDELINES – LEVEL HE5
| Relevance (Learning outcomes must be met for a pass) | Knowledge & Understanding | Analysis, Creativity & Problem-Solving | Self-awareness & Reflection | Research & Referencing | Written English | Presentation & Structure | |
|---|---|---|---|---|---|---|---|
| 85–100% Exceptional | Directly relevant and fully addresses the brief. Learning outcomes achieved. | Exceptional depth and breadth of knowledge. Advanced conceptual understanding. | Highly perceptive analysis with originality, strong synthesis and clear justified conclusions. | Insightful reflection with strong self-awareness. | Extensive use of high-quality sources with accurate referencing. | Exceptionally clear, fluent and well-structured writing. | Professional, logical and well-planned presentation. |
| 70–84% Excellent | Fully relevant and addresses the brief well. Learning outcomes achieved. | Excellent knowledge and understanding across key areas. | Strong critical analysis with clear conclusions and originality. | Strong reflection and awareness of own work. | Wide range of relevant sources, accurately referenced. | Clear, well-structured and fluent writing. | Well-organised and logically structured. |
| 60–69% Very Good | Relevant and meets most requirements. Learning outcomes achieved. | Thorough understanding with good depth. | Good critical thinking with clear and justified conclusions. | Very good reflection and self-awareness. | Good use of appropriate sources. | Very good clarity and structure. | Well presented with logical structure. |
| 50–59% Good | Addresses main requirements. Minor irrelevant content. | Sound understanding of key concepts. | Logical analysis with some creativity and clear conclusions. | Adequate reflection. | Relevant sources used with mostly accurate referencing. | Generally clear writing with minor issues. | Mostly well structured. |
| 40–49% Satisfactory | Meets requirements but lacks depth. Some irrelevant content. | Sufficient understanding but limited depth. | Some analysis but often descriptive. | Limited reflection. | Some appropriate sources. Referencing weaknesses. | Some clarity issues. Limited structure. | Adequate but inconsistent structure. |
| 35–39% Borderline Fail | Partially meets requirements. Some outcomes not met. | Limited understanding. | Mostly descriptive with weak analysis. | Minimal reflection. | Limited or weak sources. | Unclear writing with noticeable errors. | Poor structure and presentation. |
| Below 35% Fail | Does not meet requirements. Outcomes not achieved. | Inadequate knowledge. | Little or no meaningful analysis. | No meaningful reflection. | Poor or absent referencing. | Very poor writing quality. | Disorganised and unclear present |
