Development and Intervention in Childhood and Adolescence

Recommended Prerequisites

Developmental Psychology

Teaching Methods

Teaching

Expositive/argumentative Method.

Role-plays.
Group work.

Field work.
Discussion of cases.

Learning Outcomes

Inspired by the paradigm of Applied Developmental Psychology, this unit seeks primarily to provide students with a developmental perspective on intervention with children and adolescents.

The specific objectives include:

 - To strengthen an ecological perspective on the process of human development

- To develop the ability to analyze some problems and peculiarities of certain developmental contexts and to develop specific action plans, developmentally informed;

 - To learn strategies and intervention / prevention evidence-based programs in the process and in some developmental contexts of children and adolescents.

Work Placement(s)

No

Syllabus

1. Analysis of the pair Development–Intervention. Contributes of the ecological perspective of develop

2. Development and Intervention in the context of psychological consultation

2.1. Special features about interviewing with children, adolescents, and parents

2.2. Play based interventions

3. Development and Intervention in the family context

3.1. Care giving behaviors and the promotion of self-regulation on the baby

3.2. Toilet training and enuresis (etiology, diagnosis and intervention)

3.3. Sexual development and sexual education of children and adolescents

4. Development and Intervention in the social context

4.1. Peer interactions and groups: A developmental perspective

4.2. Pro-social behavior, peer acceptance and friendship

4.3. Peer rejection and aggression

5. Mention to Programs of development of personal and social competences, focusing on strategies of: Interpersonal conflict resolution/Bullying prevention; Prevention of sexual risk behaviors; Control of addictive behaviors

Head Lecturer(s)

Maria da Luz Bernardes Rodrigues Vale Dias

Assessment Methods

Final assessment
Exam: 100.0%

Continuous assessment
Exam: 50.0%
Set of tasks /assignments evaluated on an continuous basis - type B examination : 50.0%

Bibliography

Arnett, J., Kurtines, W.  & Montgomery, M. J. (Eds). (2008). Promoting Positive Youth Development: A Developmental Intervention , J. of Adolescent Research,  3, 233-359.

Cicchetti, D. & Hinshaw, S. (2002). Prevention and Intervention Science: contributions to developmental theory. Development and Psychopatology, 14(4), 667-671

Monks, C., Smith, P., Naylor, P., Barter, C., Ireland, J, Coyne, I. (2009). Bullying in different contexts: Commonalities, differences and the role of theory. Aggression and Violent Behavior, 14, 146–156.

Morgado, A. & Vale-Dias, M.  (in press, 2012). Promoting socially adjusted trajectories in late childhood and adolescence. INFAD, Int J of Dev and Ed Psychology.

Soares, I. (2001). Vinculação e cuidados maternos: segurança, protecção e desenvolvimento da regulação emocional no contexto da relação mãe-bebé. In. M. C. Canavarro (Coord.). Psicologia da Gravidez e da Maternidade (pp.75-104). Coimbra: Quarteto Editora