Development in the Context of the Family

Code:

P728

Acronym:

CFDPP

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2013/2014 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	25	Official Curricular Structure	4	-	6	54	162
		Official Curricular Structure 2012	4	-	6	54	162

Teaching language

Portuguese

Objectives

This course aims to contribute to the training of future psychologists, enabling them to contact with theoretical perspectives and empirical studies within the family and parenting domain.

The aims of this course are twofold. On the one hand students should take ownership of theoretical perspectives and concepts, and on the other hand, they should be able to read and interpret articles that report research in the area of parenting and family interactions.

To meet the first goal the theoretical models are presented and discussed; summaries of research are also presented by the professor. A detailed analysis of theoretical and empirical articles also contributes to this purpose.

The second type of goal, concerning the organization of an empirical article, is achieved using the guide edited by Sternberg (2000). Students should understand: (1) the various options that underlie scientific writing (2) the existence of a consistent line of argument that guides the scientific writing, and (3) the coherent articulation between the several parts of an article.

 

Learning outcomes and competences

At the end of the semester students should be able to:

1. Acknowledge the theoretical perspectives framing the role of parenting in the development and adaptation of children and youth in the family context.

2. Analyze sibling relationships as a contributor to child development.

3. Analyze the relationship between grandparents and grandchildren as a contributor to child development.

4. Discuss the role of temperament as a determinant of parenting.

5. Explore and understand the structure and organization of the contents of scientific papers published in journals in the area of family and parenting.

Working method

Presencial

Program

1. Introduction

1.1. Conceptual, historical and methodological issues.

2. The parenting system

2.1. The tasks of parenting.

2.2. How parents influence their children: parental behaviors, cognitions and emotions.

2.3. The child's active role as a determinant of parenting.

3. The dissemination of research through articles published in scientific journals: the structure and organization of an empirical article.

Mandatory literature

Bornstein Marc H. ed.; Handbook of parenting. ISBN: ISBN 0-8058-3778-7
Cruz Orlanda; Parentalidade. ISBN: 989-558-054-1
Luster Tom 340; Parenting. ISBN: 0-8058-4807-X
Sternberg Robert J. 340; Guide to publishing in psychology journals. ISBN: 0-521-59460-X

Teaching methods and learning activities

1. Lectures, under the responsibility of the professor

2. Tutorial sessions with groups of two students - the professor guides the students' reading and decoding of two papers in the area of parenting and family; one paper is a theoretical essay/review of the literature and the other is an empirical report. The students are required to:

a) present their work orally to the class, followed by a debate

b) deliver it as a written report (maximum of 15 pages).

3. Peers learning - students attend to and discuss the presentations made by their colleagues in the classroom.

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Prova oral	40,00
Trabalho escrito	40,00
Total:	100,00

Eligibility for exams

Students should be present in at least 75% of classes and performe two group projects.

Calculation formula of final grade

1. Oral presentation of the work performed by each group (40%)

2. Written assignment of the work performed by each group (40%)

3. Individual critical written assignment about the presentations performed by colleagues during classes (20%).

Examinations or Special Assignments

Any situation involving a special assessment should be presented by students and reviewed by professors at the beginning of the semester.

Classification improvement

Not considered.