Developmental Psychology 2 2017/2018
- 5 ECTS
- Taught in Portuguese
- Both continuous and final Assessment
- relevant skillset
After completing the course, students should be able to:
• Recognize the study paradigms of human development, discussing the developmental process from a life-span perspective;
• Reflect on the role of different factors to the harmonious and integrated development of the human being, taking into account its specificity in adult and old age;
• Know and characterize the psychological dimensions of human development and aging, especially in terms of functional, cognitive, social and relational aspects in adulthood and old age;
• Recognize aging as a process of adaptation and psychological adjustment, discussing the importance of active aging for the psychological adjustment of individuals;
• Know assessment methodologies of psychological development during adulthood and old age.
For students’ teaching-learning process, knowledge acquired during the course of Developmental Psychology 1 (1st semester of the 2nd year of the syllabus) is essential.
Expository and active methods will be used. The first sit on the use of audio-visual and electronic media. The second will be based on practical activities, including brainstorming, analysis and discussion of texts and / or scientific articles and / or videos, pair/group activities within the classes as well as the analysis of assessment tools psychological in adult and old age age.
The evaluation of the course will take place in the MixedAssessment:
• Mini-test - 35% (range 0-20) in this evaluation element it is a mandatory requirement that the student has a minimum score of 7.5 points; lower grades will refer students to the Appeal Season;
• Group work - 30% (written component and presentation to the class / oral defense)
• Final exam - 35% (range 0-20) - in this evaluation element it is a mandatory requirement that the student has a minimum score of 7.5 points; lower grades will refer students to the Appeal Season;
Body of Work
1. Developmental perspectives and models
1.1. Human Development: Concept
1.2. Paradigms of human development
1.3. Life-span developmental perspective
2. Psychological dimensions of human development and aging
2.1.1. Formal and post-formal thought
2.1.2. Intelligence and memory
2.2.1. Attachment, marital/family relationship and social relations
2.2.2. Attachment as a protective factor of psychological development
2.2. Work, retirement and organization of leisure time
3. Human development and adaptation
3.1. Life events, stress and coping
3.2. Psychological adjustment in old age
3.3. Psychological perspectives on successful and active aging
4. Psychologists’ role in promoting development and adult quality of life and the elderly
4.1. Psychological assessment
4.2. Contexts and forms of assessment and psychological intervention
Baltes, P. B., & Smith, J. (2003). New frontiers in the future of aging. Gerontology, 49, 123-135.
Baltes, P. B., Staudinger, U. M., & Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology, 50, 471-507.
Cavanaugh, J. & Blanchard-Fields, F. (2015). Adult development and aging (7th ed). New York: NY: Cengage.
Fonseca, A. M. (2005). Desenvolvimento humano e envelhecimento. Lisboa: Climepsi.
Fonseca , A. M. (2006). O envelhecimento: Uma abordagem psicológica (2nd ed.). Lisboa: Universidade Católica Editora.
Fontaine, R. (2000). Psicologia do envelhecimento. Lisboa: Climepsi.
Marchand, H. (2001). Temas de desenvolvimento psicológico do adulto e do idoso. Coimbra: Quarteto Editora.
Ribeiro, O. & Paúl, M. C. (2012). Manual de gerontologia. Lisboa: Lidel.
Soares, I. (2009). Relações de vinculação ao longo do desenvolvimento: Teoria e avaliação. Braga: Psiquil
Althoughr other supplementary bibliography and / or scientific articles will be appropriately pointed out during the course, the following references are indicated as supplementary literature to UC Developmental Psychology 2:
Baltes, M. & Baltes, P. B. (1990). Successful aging. Cambridge: Cambridge University Press.
Baltes, P.B. & Mayer, K.U. (1999). Berlin Aging Study: Aging from 70 to 100. Cambridge: Cambridge University Press.
Cavanaugh, J. & Blanchard-Fields, F (2010). Adult development and aging. Cengage Learning.
Fernández-Ballasteros, R. (2008). Active aging: The contribution of psychology. Cambridge, MA: Hogrefe & Huber Publishers.
Hook, D., Watts, J., & Cockcroft, K. (2002). Developmental psychology. London: Lansdowne.
Simões, A. (1999). A personalidade do adulto: Estabilidade e/ou mudança? Psychologica, 22, 9-26.
Simões, A. (2006). Factos e factores do desenvolvimento intelectual do adulto. Psychologica, 42, 25-43.
Week 1: Presentation of teachers and students; Presentation of the Curricular Unit: objectives, syllabus and evaluation modality; Concept of human development
Week 2: Paradigms and theories of human development
Week 3: Paradigms and theories of human development
Week 4: Cognition in adulthood and old age: Formal and postformal thought
Week 5: Cognition in adulthood and old age: Intelligence, memory and wisdom
Week 6: Cognition in adulthood and old age: Wisdom
Week 7: Clarification of doubts; Mini-test
Week 8: Attachment in adulthood and old age
Week 9: Work, retirement and organization of leisure time
Week 10: Life events, stress and coping in adulthood and old age
Week 11: Psychological adjustment in old age
Week 12: Active and successful aging
Week 13: Psychological assessment in the elderly: analysis and training in the use of assessment tools
Week 14: Presentation and oral defense of group assignments
Week 15: Presentation and oral defense of group assignments(conclusion); Curricular Unit Assessment: Critical Review and evaluation of classes and elapsed semester
Demonstration of the syllabus coherence with the curricular unit's objectives
The presentation of the contents related to the paradigms of human development and the foundations of the life cycle psychology is essential for the acquisition of solid theoretical basis, allowing the discussion of human development in life-span a perspective, and the reflection on the role of different factors for the harmonious and integrated human development. The characterization of the functional, cognitive, social and relational domains in adulthood and old age will enable the achievement of the objective referring to knowledge and characterization of the psychological dimensions of human development and aging. The treatment of the contents related to the psychological adjustment in adulthood and old age will be key to understanding the psychological perspective of active and successful aging process. The contents related to the assessment of development and psychological intervention in adulthood and old age will enable to know assessment methodologies.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
The use of the lecture method to present the theoretical content is a fundamental process for the acquisition of knowledge for the study of human development paradigms, the fundamentals of developmental perspective of life-cycle psychology, the psychological dimensions of development and human aging, as well as to building an understanding of active and successful aging as a result of an adaptive process throughout the life course. The use of active methods, through brainstorming, analysis and discussion of texts/papers, peer/group activities within the classes as well as the analysis of psychological assessment instruments in adulthood and old age, will promote students’ skills of interpretation and application of the acquired knowledge to more practical situations. The combination of different methodologies will thus enable the pursuit of the objectives proposed for the Course.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Commitment to effectiveness||Yes||Yes|
|Commitment to quality||Yes||Yes|
|Ethical and responsible behaviour||Yes|
|Event organization, planning and management||Yes||Yes|
|Foreign language proficiency||Yes|
|Information and learning management||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others|
|Written and verbal communications skills||Yes||Yes|