Adolescent and Adult Development Psychology

Code:

E203

Acronym:

PDJA

Keywords
Classification	Keyword
OFICIAL	Psychology of Education

Instance: 2010/2011 - 2S

Active?	Yes
Web Page:	http://moodle.up.pt/course/view.php?id=2081
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	87	Official Curricular Structure	1	-	4,5	-

Teaching language

Portuguese

Objectives

Based on an ecological and socio-historical perspective on human development across the life-cycle the course focuses on different domains and tasks of development (cognitive, physical, moral, interpersonal, vocational, identity, sexual, ...) along adolescence and adulthood in different life-contexts (school, work, family, leisure, ...), and aims to:
- further the knowledge and understanding of the development of adolescents and adults as a socio-historical process resulting from the interaction between the individual and their life-contexts;
-promote competencies for the analysis of the main developmental tasks and transitions across adolescence and adulthood; and
- stimulate the reflection on the implications for socio-educational interventions in education and training contexts.

Program

Chapter 1. The life-cycle perspective.
The relevance of an ecological and socio-historical perspective for understanding human development as development-in-context. Bronfenbrenner's conceptualization of the eco-systems of human development.
Major changes across the life cycle - Erikson's psychosocial theory. Identity as the central task of adolescence and Marcia's identity statuses. Intimacy, generativity and integrity as key tasks of adulthood.
Chapter 2. Education and psychological development.
Psychological development as the aim of education? On the impact of formal and informal learning experiences on human development.
The specific case of citizenship education as a transversal goal of education. Definitions of citizenship, political attitudes and civic and political engagement and participation: the Portuguese case in a comparative perspective.
Chapter 3. Bodily development across the life-cycle.
Body changes and body-image across life.
Chapter 4. Cognitive development across the life-cycle.
Structural cognitive perspective: processes of change, assimilation and accommodation, stage. Potentials and limits of formal development.
Post-formal thinking and wisdom during adulthood.
Chapter 5. Moral development across the life-cycle.
The difference between form and context and Kolhberg's perspective of stages of moral reasoning.
Educational intervention: changing contents (values) vs. changing processes (reasoning).
Chapter 6. Interpersonal development across the life-cycle.
The relevance of the peer group. The development of intimacy and social support across the lifespan.
Selman's model of interpersonal development.
Educational intervention: strategies for conflict resolution.
Chapter 7. Psychosexual development across the life-cycle.
Adolescent sexuality: ambivalences and misunderstandings. The process of sexual socialization. Adolescents' sexual behaviors. Processes and contexts of sex education.
Psychosexual development in adulthood. Heterosexuality and homosexuality.
The de-sexualization of old age.
Chapter 8. The family as a development context across the life-cycle.
The systemic perspective of the family and its development across the lifespan.
Motherhood and fatherhood. The process of becoming a mother/father. Educational practices and family communication. Adolescence and individuation.
Divorce and remarriage.
Chapter 9. Vocational development across the life-cycle.
Adolescence as the time for vocational voice. Vocation and construction (vs. discovery). Stages of vocational development - and their inadequacy to explain current relationships to work and training. Exploration and commitment as key processes of vocational development.

Mandatory literature

Miranda Guilhermina Lobato 570; Psicologia da educação. ISBN: 972-708-830-9
Lourenço Orlando M.; Psicologia de desenvolvimento cognitivo. ISBN: 972-40-1002-3
Vandenplas-Holper Christiane; Desenvolvimento psicológico na idade adulta e durante a velhice. ISBN: 972-41-2157-7
Campos Bártolo Paiva; Psicologia do desenvolvimento e educação de jovens. ISBN: ISBN 972-674-037-2 (v.1)
Menezes Isabel; Desenvolvimento psicológico na formação pessoal e social
Costa Maria Emília; Divórcio monoparentalidade e recasamento. ISBN: 972-41-1408-2

Teaching methods and learning activities

Theoretical courses with the active involvement of students.

keywords

Social sciences > Psychological sciences > Psychology > Developmental psychology

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

Final test and individual assignment.

Calculation formula of final grade

Final test (14/20) and individual assignments (6/20). These assignments include:
- 4 1-page essays writen in class; students not participating in classes should answer an additional question (2 points);
- a 4-5 pages essay based on a developmental-ecological reading of intentional talks about "adolescence" with people from different generations (maximum 3 people); this essay is evaluated with a maximum of 4 points; those students failing to deliver the essay on time (April 29) can answer an additional question of 2.5 points at the final exam.

Examinations or Special Assignments

According to institutional regulations.

Special assessment (TE, DA, ...)

According to institutional regulations.

Classification improvement

According to institutional regulations.

Observations

Students should check classes summaries for more detailed references and power-point presentations.