Code: | P500 | Acronym: | PDAI |
Keywords | |
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Classification | Keyword |
OFICIAL | Psychology |
Active? | Yes |
Responsible unit: | Psychology |
Course/CS Responsible: | Integrated Master Psychology |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
MIPSI | 135 | Official Curricular Structure | 2 | - | 6 | 54 | 162 |
Official Curricular Structure 2012 | 3 | - | 6 | 54 | 162 |
The objectives of the UC: . promote the reflection on the adulthood and elderly development, considering perspectives and concepts covered in the course; . enable students to identify the adults and elderly most significant life contexts, the underlying processes and the main changes that occur in the life cycle, as well as the impact on the individual reorganization and/or on the systems in which he/she participates;. awareness among students to the importance of the senses psychological, social and cultural notion of aging; . knowledge and frame in a multisystemic perspective the role of the psychologist in promoting the psychological development of the adult and the elderly.
It is expected that the student will be able: . to understand and discuss the development in the adult years and ageing, in light of the concepts and the theoretical perspectives approached in this unit; . to identify the most significant developmental contexts of the adult and the aged, the underlying processes and the main changes that occur in the life cycle, as well as the impact on the individual reorganization and/or on the systems in which he/she participates; . to discuss the psychological, social and cultural meanings of ageing; . to approach the role of the psychologist in promoting the psychological development of the adult and the aged according to a multisystemic perspective.
1. Theoretical perspectives of adult development and ageing The perspective of the life cycle of Baltes; Erikson and the developmental tasks of the adult years and ageing. 2. Differential contexts of development in the adult years and ageing The relationships across time The meaning of friendship across time Romantic relationships The family and the changes in parenthood and in the marital system; Work, retirement and the organization of leisure and free time. 3. Ageing in the context of development Social and historical representations about ageing; Challenges of longevity to the social organization; Biopsychossociological conceptions of ageing; Intergenerational ties and the development of the several generations; Death, loss and grieving processes; Abuse and victimization of the old aged; Successful aging 4. The role of the psychologist in the promotion of development and quality of life in adulthood and late adulthood: a) psychological practice with older people - APA guidelines; b) Contexts of intervention with elderly; c) Types of intervention; d) The diversity of clinical manifestations of dementia; e) Objectives and limitations of working with older people; f) Interdisciplinary and multisystemic intervention; g) Ethical and closing remarks.
In each class is recommended bibliography according to the themes addressed
Methods of oral presentation of the thematic subjects in the context of the large group; Intentional creation of opportunities for discussion based upon contributions of teachers and students; The teachers will appeal to their clinical experience in order to exemplify some of the concepts, but also processes and dilemnas present in psychological intervention; Deepening and sistematization of knowlegde upon suggested readings and autonomous search of materials; The last lesson is dedicated to a round table with psychologists working in the field with adults and aged people. The practical classes will be especially dedicated to the discussion, elaboration and reflection about the topics discussed in theoretical classes, by viewing and discussing videos, interviews, news, texts, the contact with the contexts of intervention and other materials that promove the discussion related to issues of course unit; each group will be responsable for the discussion dinamization of one of the issues.
designation | Weight (%) |
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Teste | 70,00 |
Trabalho laboratorial | 30,00 |
Total: | 100,00 |
designation | Time (hours) |
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Estudo autónomo | 85,50 |
Frequência das aulas | 38,50 |
Trabalho laboratorial | 36,00 |
Total: | 160,00 |
Attendance in theoretical classes is not included in the evaluation, but the student must attend 75% of practical classes.
The theoretical component has a weight of 70% and the practical component of 30% of the final grade of UC.
The theoretical evaluation is distributed by 2 tests during the semester (1st to avail 50% and the 2nd 50% of the final grade). The final grade of the theoretical component will have to be at least 9.5, with a minimum grade of each test 8 grade points.
Recourse exam is designed for students who failed the tests or want to make improvement.
The UC practical component will be evaluated by dynamic, in class and in small groups, of one of the themes covered in the lectures. The practical note will have to be at least 8 grade points.
In any of the components notes will be expressed on a scale 0-20.
Note: If the student does not have frequency on theoretical component, the pratical grade component will be valid within 2 years
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Working students and other students in special circumstances will be assessed in the same way that students in normal situation, but will have to make additional work (combining with the teacher) if they exceed the number of absences allowed.
Students with special educational needs should communicate with the Student Support Services at the beginning of the semester
There is only the potential for improving in the final recourse exam