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Child and Adolescent Development Psychology

Code: LPSI201     Acronym: PDIA

Keywords
Classification Keyword
OFICIAL Psychology

Instance: 2022/2023 - 1S

Active? Yes
Responsible unit: Psychology
Course/CS Responsible: First degree in Psychology

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
LPSIC 0 Official Curricular Structure 2 - 6 54 162

Teaching Staff - Responsibilities

Teacher Responsibility
José Albino Rodrigues Lima

Teaching - Hours

Theoretical classes: 2,00
Laboratory Practice: 1,50
Type Teacher Classes Hour
Theoretical classes Totals 1 2,00
José Albino Rodrigues Lima 2,00
Laboratory Practice Totals 5 7,50
José Albino Rodrigues Lima 7,50

Teaching language

Portuguese

Objectives

The first topic focus on the acquisition of basic knowledge related with the understanding of child and adolescent development. Thus, the emphasis is putted on questioning the notion of psychological development and on presenting major conceptual approaches to human development. 

The next four topics envision at gaining knowledge about developmental characteristics, the understanding the patterns of psychological and behavioral functioning in each main period of child and adolescent development

Finally, the sixth and seventh points, developed throughout practical classes, are related with the aim of observational skills competencies, understanding understanding and integration of processes in Developmental Psychology.

Learning outcomes and competences

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

(1) Have a basic knowledge on the most significant conceptual frameworks used in the understanding of human developmental processes;

(2) Articulate the diversity of conceptualizations of child and adolescent development, taking a compreensive perspective;

 (3) Identify the developmental characteristics, the patterns of psychological and behavioral functioning in each main period of child and adolescent development;

(4) Demonstrate basic skills of observation and understanding of developmental processes

Working method

Presencial

Program

(1) Defining the object of Developmental Psychology; Themes and conceptual approaches in Developmental Psychology;

(2) Perceptive-motor and physical development in childhood and adolescence: theoretical approaches, key concepts and core competencies;

(3) Cognitive development in childhood and adolescence: theoretical approaches, key concepts and core competencies;

(4) Emotional development in childhood and adolescence: theoretical approaches, key concepts and core competencies;

(5) Social development in childhood and adolescence: theoretical approaches, key concepts and core competencies;

(6) Gathering developmental data: Observational planning and strategies to record behavior. Practical issues in observing children.

(7) Integrating theoretical concepts and observational strategies in the study of child development.

Mandatory literature

John H. Flavell; Cognitive development. ISBN: 0-13-139783-4
Sandy Jackson; Handbook of adolescent development. ISBN: 978-0-41564-817-2
Toni Linder; Transdisciplinary play-based assessment. ISBN: 978-1-55766-871-4
Jesús Palacios; Desarrollo psicológico y educación. ISBN: 84-206-6699-8
Diane E. Papalia; O^mundo da criança. ISBN: 972-773-069-8
Laurence Steinberg; Adolescence. ISBN: 978-1-260-56567-6
Laurence Steinberg; Age of opportunity. ISBN: 978-0-544-57029-0

Teaching methods and learning activities

Although complementary related, teaching methodologies use exposition and tutorial-like activities. Exposition focuses on the presentation of content knowledge (to the whole class) and fits mainly to the first three learning outcomes of the course. The final exam is in coherence with this methodological approach. 

Tutorial-like activities are primarily directed to assist students’ work on practical exercises and on assignments (team or individual). As such, tutorial-like teaching is mostly related with the acquisition of observational skills and understanding of processes in Developmental Psychology. Since teaching is embedded in students’ practical activities the evaluation of learning outcomes is distributed.

Teaching methodologies: 1. Lectures; 2. Elaboration of “observational situations of development”; 3. Movies presentation and debate; 4. Problem solving.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation Weight (%)
Exame 60,00
Trabalho escrito 20,00
Trabalho laboratorial 20,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 68,00
Frequência das aulas 54,00
Trabalho escrito 20,00
Trabalho laboratorial 20,00
Total: 162,00

Eligibility for exams

Attendance in 3/4 of the pratical classes is mandatory.

Calculation formula of final grade

Type of evaluation: Distributed evaluation with final exam

Formula Evaluation: Theory = 60% (12 values) + Practical = 40% (8 values).

The classification of the theoretical part corresponds to the classification obtained in the individual final exam.

The classification of the practical part involves a distributed assessment: group work with a) oral presentation on the main development skills, in a certain age period, in childhood or adolescence (20%) + b) group work related to a written work on the main developmental skills, in a given age period, in childhood or adolescence (20%).

Attendance in 3/4 of the pratical classes is mandatory. It is required a minimum classification of 8 values (on a scale of 0 to 20) in each of the evaluation components (theory and practice). The final classification has to correspond to a classification equal to or higher than 10 (on a scale of 0 to 20).

Examinations or Special Assignments

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

Special assessment (TE, DA, ...)

The classification of the student (in case of special assessment) is calculated using the following components: Theory = 60% (12 values) + Practical = 40% (8 values).

The classification of the theoretical part corresponds to the classification obtained in the individual final exam (60%).

The classification of the practical part involves the assessment through the completion of an individual written essay (40%)

It is required a minimum classification of 8 values (on a scale of 0 to 20) in each of the evaluation components (theory and practice). The final classification has to correspond to a classification equal to or higher than 10 (on a scale of 0 to 20).

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

Classification improvement

Students are eligible for grade improvement only on the evaluation component corresponding to the Theoretical Part.

The classification of the theoretical part corresponds to the classification obtained in the individual final exam (60%).

Considering the characteristics of the evaluation components of the practical part, the improvement is not planned (40%). It is considered the classification previously obtained.

The final grade will be the higher one, chosen between the initial one and the one resulting from the improvement.

Students may apply to a new exam in order to improve the grade of the final exam component. They can do it only once until the period of appeal following the school year in which they obtained the approved status and provided that the course has scheduled exam.

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