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2020/2021

Developmental Psychology 2: from Adolescence to Old Age

Code: 101727 ECTS Credits: 6
Degree Type Year Semester
2500893 Speech therapy FB 2 1
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Carrasumada Serrano Pau
Email:
Carrasumada.Serrano@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Maria Esther Arozarena Cañamares
G. Pilar Escotorin Soza

Prerequisites

This subject goes into the knowledge of the development of the person in three major stages of the life cycle that go from adolescence to old age, therefore, I think it would be desirable that the student had previously studied the subject Evolutionary Psychology, which deals with development in the first stage of life, childhood.

Objectives and Contextualisation

The subject starts from the conception that the person develops throughout his life, therefore, is immersed in a process of continuous change, changes that affect different areas of the person, physical, cognitive, emotional and psychosocial

Therefore, the subject follows an approach of the person's development throughout his life cycle.

Training objectives of the subject:

- Deepening in human development from adolescence to old age.

- To promote the knowledge of the changes and continuities that take place in the physical field from adolescence to aging.

- To foster awareness of the changes and continuities that occur in the cognitive sphere from adolescence to the end of the life process.

- To foster awareness of the changes and continuities that occur in the emotional and psychosocial field from adolescence to old age.

- To promote in the students the rational knowledge and the critical sense towards the present reality, so that it can understand the society and know transmit it in a way comprehensible to the others.

- Be able to analyze material related to the subject.

Competences

  • Adapt one’s communication to various audiences in accordance with age, pathology, etc.
  • Evaluate the scientific production that supports speech therapists’ professional development.
  • Integrate the foundations of biology (anatomy and physiology), psychology (evolutionary processes and development), language and teaching as these relate to speech-therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions.
  • Understand, integrate and relate new knowledge deriving from autonomous learning.

Learning Outcomes

  1. Identify key inputs from scientific processes related to psychological processes that support the professional development of speech therapists.
  2. Identify key psychological processes together with their biological substrate and link them with evolutionary aspects and speech therapy.
  3. Infer the implications of evolutionary-development processes on language, speech, hearing, voice and non-verbal oral functions.
  4. Understand, integrate and relate new knowledge deriving from autonomous learning.
  5. Use strategies appropriate to presenting oral arguments on issues covered in class.
  6. Using communication strategies appropriate to the age of the interlocutors.

Content


Didactic module 1. Development during adolescence

1. The notion of adolescence and approach to the study of adolescence

2. Physical development in adolescence

3. Cognitive development in adolescence

4. Affective and psychosocial development in adolescence  

Didactic module 2. Development during adulthood

1. The notion of adulthood and approach to the study of adulthood

2. Physical development in adulthood

3. Cognitive development in adulthood

4. Affective and psychosocial development in adulthood  

Didactic module 3. Development during the old age

1. The notion of aging and approach to the study of old age

2. Physical development in old age

3. Cognitive development in old age

4. Affective and psychosocial development in old age

Methodology


The teaching methodology will be the following: a) Master classes b) Self-employed work c) Analysis of materials d) Development of projects e) Tutorials f) Search of telematic documentation g) Preparation of reports.

“N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty”.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Master class Module 1, 2 and 3 21 0.84 2, 1
Seminars 24 0.96 2, 1
Type: Supervised      
Analysis of texts and audiovisual material 15 0.6 4, 1, 5, 6
Type: Autonomous      
Written tests, writing reports, reading texts, writing work rural area 90 3.6 4, 5, 6

Assessment

The evaluation is continued, analysis, synthesis, writing reports and exams will be carried out. There are activities of individual elaboration and of other groups.

All activities will be considered regardless of whether or not they have been approved. The learning evidences will be of two types:

1. Works: these can be made individually or in small groups and not all will have the same weight within the final grade.

2. Tests: There will be two examinations, one corresponding to the introductory elements of the subject and the didactic module I, and the other exam that corresponds to the didactic modules II and III.

Consequently, the final grade of the subject will be composed as follows: the work represents 40% of the final mark and the examinations are 60% of the final grade.

Definition of passing the subject: A student has passed the course when they have taken all the tests of evidence of learning and have obtained an average grade of 5 points or more (out of 10). The minimum grade to be able to average between the two tests type EV1 and EV2 will be 4 points (out of 10) in both.

Definition of Non-evaluable in the subject: A student who has not given evidence of learning with a weight equal to or greater than 40% will be considered as "Not evaluable."

Recovery tests: Those students that have not achieved the established criteria to pass the subject and who have previously been evaluated in a set of activities will be able to perform any of the recovery tests whose weight equals to a minimumof Two thirds of the total grade of the subject. A minimum mark of 3.5 points out of 10 will be required.


In the case of second enrollments, the assessmentwill consist of the same modality as the first enrollment.

https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
EV1. Test part I (first evaluation week) and EV2. Test part II (second evaluation week) 60 0 0 2, 3
EV3. Works (individually or in small group in the evaluations weeks) 40 0 0 4, 2, 1, 3, 5, 6

Bibliography

Basic bibliography:

Carretero, M., Palacios, J. i Marchesi,A. (1985) Psicología Evolutiva.3. Adolescencia, Madurez y senectud. Alianza psicología.

Delval,J. (1994) El desarrollo humano. Madrid: Siglo XXI Editores.

Fernández-Ballesteros, R. (Dir.) (2009) Psicología de la vejez. Una psicogerontología aplicada. Madrid: Psicología Pirámide.

 

Complementary bibliography:

Fernández-Ballesteros, R. (Dir.) (2009) Envejecimiento activo. Contribuciones de la Psicología. Madrid: Psicología Piràmide.

 Santrock, J.W.(2004) Adolescencia. Psicologia del desarrollo.  Mc Grau-Hill.

 Perinat, A. (2003) Los adolescentes en el siglo XXI. Barcelona: Editorial UOC.

Shaffer, D. (2000) Psicología del desarrollo. Infancia y adolescencia. Madrid: Thomson editores.

 Silvestre, N., Solé, M.R., Pérez, M. i Jodar, M. (1996) Psicología Evolutiva: Adolescencia, edad adulta y vejez. Ediciones CEAC.Barcelona.

 Stassen, K. I Thompson, R. (1998) Psicología del desarrollo: adultez y vejez (4a edición). Madrid: Panamericana.

 Triadó, C. i Villar, F. (coords.) (2006) Psicología de la Vejez. Madrid: Alianza.

 Vega Vega, J.L. i Bueno Martinez, B. (1995) Desarrollo adulto y envejecimiento. Síntesis.Madrid.

 Villar Posada, F. i Triadó, C. (2006) El estudio del ciclo vital a partir de historias de vida: una propuesta práctica.  Barcelona: Publicacions i edicions de la Universitat de Barcelona.

 http://www.injuve.migualdad.es/injuve/contenidos.item.action?id=1531688780&menuId=1627100828