1rst Phase- MIP accomplished.
The classes interchange oral exposition and participated discussion of the syllabus themes, supported by visual projection material. It will be privileged the presentation and discussion of recent data research, followed by discussion on intervention implications.
Analyzing the parenthood project and the parenthood motivation, considering the intergenerational family processes’ context during the transition to adulthood;
Using the knowledge on identity developmental processes trough the life cycle, in order to analyze the parenthood identity function, the parenthood development, and the parenting attitudes;
Mastering main concepts related with life projects balance versus conflict, in order to explain different parenthood trajectories;
Understanding the interplay between parenting attitudes and children development, explaining their impact on intergenerational caring attitudes;
Knowing the advantages of school-family partnership, and how to organize and to evaluate partnership programs;
Identifying the different kinds of family support needs, and to be able of conceptualize school interventions ecologically relevant and responsive;
Knowing the state of the art and the main research questions about the discussed themes.
1. Parental identity development
- Intergenerational approach of adulthood transition and family relationships
- Family identity and the identity project of parenthood
- Parenthood transition and parental development
2. Parental practices and children development
- Parental educational and disciplinary styles
- Protection and risk factors in children’s development
3. Intergenerational relationships between adult children and previous generation
- Family support for new generation caring and work-family conciliation
- Caring previous generation
4. School-family relationship
- Ecological approach of family involvement in children education
- Predictors and outcomes of family involvement in school
- School role in family involvement and family involvement types
- School-family partnership’s variables, and planning and evaluating coeducation programs
- Family support types
Research work: 25.0%
Borkowski, J. G., Ramey, S. L., & Bristol-Power, M. (Eds) (2oo2). Parenting and the child’s world – Influences on academic, intellectual, and social-emotional development. Mahwah, NJ: Erlbaum.
Bornstein, M. H. (Ed.) (2002). Handbook of Parenting (Vol.3, Being and becoming a parent). Mahwah, NJ: Erlbaum.
Conger, R. D., Lorenz, F. O., Wickrama, K. A. S. (Eds.) (2004). Continuity and change in family relations: Theory, methods, and empirical findings. Mahwah, NJ: Erlbaum.
Cruz, O. (2005). Parentalidade. Coimbra: Quarteto.
Damon, W. & Lerner, R. M. (Eds.) (2008). Child and adolescent development: An advanced course. Hoboken, NJ: John Wiley & Sons.
Korabik, K., Lero, D. S., & Whitehead, D. L. (Eds.) (2008). Handbook of work-family integration. London: Elsevier.
Price, S. J., Price, C. A., & McKenry, P. C. (2010). Families & change – Coping with stressful events and transitions. California: Sage.