Special Issues of Developmental Psychology

Recommended Prerequisites

Key-concepts on developmental psychology.

Teaching Methods

The methodology combines lectures presented by the Professor, and a presentation by students (aiming to show the relevance of one contemporary research on a chosen topic (different groups will do different themes presentations).

Learning Outcomes

Grounded on the fundamental concepts of developmental psychology (cf. basic curricular units) this unit aims to encourage students to adopt an integrated and dynamic complex approach of human development. It is intended that they are able to recognize the need to conciliate (in developmental investigation) variables of the individual, the environment, as well as of the social, historical and familiar context.

Learning outcomes

To know how to analyze, integrate and update contemporary issues in the domain of developmental psychology; particularly, to be able to recognize the need to conciliate data from different approaches and concepts from various domains of human development. Learn how to use different theoretical analysis frameworks.

Work Placement(s)

No

Syllabus

Question 1. Fundamental concepts in developmental psychology: Continuities, transitions and turning points (cf. M. Rutter).

Question 2. True and false debates in developmental psychology: nature/nurture; a) Shonkoff model; b) Temperament; c) early intervention programs; d) cognitive/emotional development ("theory of the mind").

Question 3. Attachment & development: a) "internal working models” versus environmental confrontations; b) moderator factors of the quality of relationships (e.g. "social adversity"); Attachment in middle-childhood.

Question 4. Operational development & "other" cognitive acquisitions during the school years.

Question 5. Cognitive and psychosocial development through adolescence – a) formal reasoning as protective variable.

Question 6. Identity: mid-adolescence: sociocultural approaches (Berzonsky) & familiar variables – reciprocal socialization.

Assessment Methods

Final
Exam: 100.0%

Periodic
Practical evaluation - includes a class presentation of a theme (selected by the students) and the corresponding written report: 50.0%
Theoretical evaluation - includes a written exam + a written work in class (based on an integration of theoretical approach of two authors, expressed in two texts: 50.0%

Bibliography

Cassidy; J & P. Shaver, P. (Eds.) (2008). Handbook of attachment. Theory, research, and clinical applications. N.Y.: Guilford Press.

Goldstein, S., & Brooks, R. S. (Eds.), (2006). Handbook of resilience in children. N. Y.: Springer. 

Goswami, U.  (Ed.), (2011). The Wiley-Blackwell handbook of childhood cognitive development, Wiley_Blackwell.

Killen, M., & Coplan, R. J. (Eds.), (2011). Social development in childhood & adolescence. Malden: Wiley-Blackwell.

Kroger, J. (2007). Identity development. Adolescence through adulthood. 2th ed.,Thousand Oaks: SAGE.

Machado, T. S. (2007). Padrões de vinculação aos pais em adolescentes e jovens adultos e adaptação à Universidade: Revista Portuguesa de Pedagogia, 42 (3), 5-28.

McCartney, K. & Phillips, D. (Eds.), (2008). Blackwell handbook of early childhood development, M.A: Blackwell Publi.