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Psychology of Adolescence and Contexts of Development
| Code: | FLUP0325 | Acronym: | PACDES |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Teacher Training - Psychology |
| OFICIAL | Educational Training |
Instance: 2004/2005 - 2S
| Active? | Yes |
| Responsible unit: | Autonomous Section of Education |
| Course/CS Responsible: | Geography |
Cycles of Study/Courses
Objectives
INTRODUCTIONThis subject will seek to analyse the psychological and developmental processes during adolescence, in light of the central role played by developmental contexts (family, communal, social, political, economic, etc.) in their evolution. Based on an ecological and developmental model of human development and a theoretical framework which emphasizes the historical and social variables characteristic of adolescence and its development, students will explore some of the major themes of psychology of adolescence which are relevant to initial teacher training, such as: development in puberty and its psychological implications, the adolescent's relationships with the family, school and peers, vocational development and transition to the world of work, leisure activities and processes of psychological adaptation founding the transitions experienced during adolescence.
AIMS
- Identify the main characteristics of adolescence as a period of human development;
- Analyse adolescent development in light of socio-historical limitations;
- Relate the impact of life contexts on psychological processes and development during adolescence;
- Anticipate situations related with the behaviour of adolescents in the educational context.
Program
1. Definition of adolescence as a stage of human development;1.1. Socio-historical conditions characterising adolescence;
1.2. The biological, psychological and social phenomena of adolescence;
1.3. First psychological approaches to adolescence: Stanley Hall and Psychoanalysis;
1.4. Margaret Mead’s anthropological studies;
1.5. Current trends in Psychology of adolescence
2. Major transitions in adolescence.
2.1. Biological transitions
2.1.1. Puberty and its psychological and social impact on adolescents.
2.2. Cognitive transitions
2.2.1. Cognitive changes in adolescence: Jean Piaget's perspective and the socio-cognitive perspective.
2.3. Social transitions
2.3.1. Status changes in adolescence;
2.3.2. Continuity and disruption in the transition to adulthood
3. Social development contexts
3.1. Adolescence development and life contexts
3.1.1. Ecological and socio-historical concept of human development;
3.1.2. Urie Bronfenbrenner's ecological perspective of human development;
3.1.3. Richard Lerner’s developmental context;
3.1.4. Symbolic interaction: definition and main contexts.
3.2. School and community
3.2.1. Curricular activities, a vehicle for school integration;
3.2.2. Social support groups and functional communities.
3.3. Peer groups
3.3.1. Evolution of peer groups in adolescence;
3.3.2. Role of peer groups in adolescent behaviour;
3.3.3. Adolescent subcultures
3.4. Work and leisure.
3.4.1. The vocational development of adolescents and construction of vocational projects as structuring elements in identity development;
3.4.3. Construction of vocational projects in a post-industrial society;
3.4.2. Leisure and adolescence: guidance in leisure activities and development of adolescents.
4. Psychosocial development in adolescence
4.1. Identity and self-concept
4.1.1. Erik Erikson's psychosocial development theory;
4.1.2. James Marcia's theory of status identities;
4.1.3. Life contexts and identity development;
4.1.4. Self-concept and self-esteem in adolescence
4.2. The construction of autonomy during adolescence.
4.2.1. Psychological separation of the parental figures as a process of construction of autonomy in adolescence;
4.2.2. Autonomy and interdependence.
4.3. Intimate and sexual behaviours in adolescence.
4.3.1. Construction of intimacy in adolescence;
4.3.2. Sexuality in adolescence;
4.3.3. Life contexts and sexual behaviour;
4.3.4. Pregnancy in adolescence
5. Psychosocial problems in adolescence
5.1. Psychopathologies and adolescence: depressive syndromes, suicide and eating disorders;
5.2. Deviant behaviours and addictions in adolescence
Main Bibliography
Adams, G. A., Montemayor, R. & Gullotta, T. (Eds.). (1996). Psychosocial development duringadolescence. Thousand Oaks: Sage.
Alarcão, M. (2000). (des) Equilíbrios familiares. Coimbra: Quarteto.
Berger, P. & Luckmann, T. (1973). A construção social da realidade. Petrópolis: Vozes.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.
Cabral, M. V. & Pais, J. M. (Coordenadores) (1998). Jovens portugueses de hoje. Oeiras: Celta.
Campos, B. P. (Coordenador) (1990). Psicologia do desenvolvimento e educação de jovens (Vols.
I e II). Lisboa: Universidade Aberta.
Claes, M. (1990). Os problemas da adolescência (2ª ed.). Lisboa: Verbo.
Coleman, J. & Hendry, L. (1999). The nature of adolescence (2ª ed.). London: Routldege.
Coleman, J. & Husén, T. (1990). Tornar-se adulto numa sociedade em mutação. Porto:
Afrontamento.
Costa, M. E. (1994). Divórcio, monoparentalidade e recasamento. Porto: Asa.
Dacey, J. & Kenny, M. (1997). Adolescent development (2ª ed.). Boston: McGraw-Hill.
Erikson, E. H. (1963). Childhood and society. New York: Norton.
Erikson, E. H. (1968). Identity: Youth and crisis. New York: Norton.
Fleming, M. (1993). Adolescência e autonomia. Porto: Afrontamento.
Graber, J. A., Brooks-Gunn, J. & Peterson, A. C. (Eds.). (1996). Transitions through adolescence.
New Jersey: LEA.
Kroger, J. (1996). Identity in adolescence (2ª ed.). London: Routledge.
Muss, R. (1996). Theories of adolescence (6ª ed.). New York: McGraw-Hill.
Negreiros, J. (2001). Delinquências juvenis. Lisboa: Editorial Notícias.
Sampaio, D. (1993). Vozes e ruídos. Lisboa: Caminho.
Sampaio, D. (1994). Inventem-se novos pais. Lisboa: Caminho.
Shorter, E. (1995). A formação da família moderna. Lisboa: Terramar.
Silberstein, R. K. & Todt, E. (Eds.) (1994). Adolescence in context. New York: Springer-Verlag.
Soczka, L. (1989). Para uma perspectiva ecológica em psicologia. Lisboa: LNEC.
Sprinthall, N. A. & Collins, W. A. (1994). Psicologia do adolescente: Uma abordagem
desenvolvimentista. Lisboa: Fundação Calouste Gulbenkian.
Steinberg, L. (1999). Adolescence (5ª ed.). Boston: McGraw-Hill.
Teaching methods and learning activities
Explanatory theoretical classes.Practical classes in which students develop different activities related to the topics covered in theoretical classes.
Software
No specific software required.Evaluation Type
Eligibility for exams
Not applicableCalculation formula of final grade
Students may choose to submit a dossier of reports on the respective classes, corresponding to 25% of the final classification. They will also take a final exam that corresponds to 75%.If they choose to take the final exam only, like the rest of the students, it will be more extensive and correspond to 100% of the final classification.
Examinations or Special Assignments
Not applicableSpecial assessment (TE, DA, ...)
Not applicable.Classification improvement
According to the Assessment Regulations in force.Observations
Language of instruction: PortugueseCopyright 1996-2024 © Faculdade de Letras da Universidade do Porto
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