Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OB | 2 | 2 |
It is essential to have a good level of Catalan and/or Spanish, written and spoken, in order to be able to carry out the activities proposed, as well as a good command of the English language and the basic computer tools. A good level of written is also necessary.
Students should have assimilated the basic concepts covered in Developmental Psychology I.
It is highly recommended that students take the other subjects taught in the same semester as this one.
Contextualization
The main objective of the subject is to provide theoretical and practical knowledge about the cyclical processes (of stabilization and change) in the fields of socialization, emotional, affective-sexual development, identity and moral values.
The main questions raised in developmental psychology will be presented, together with some of the theories with which human development is currently interpreted throughout the life cycle.
Formative goals
When the student finishes the subject he/she will be able to do the following.
Block 0. Introducció to the course
Block 1. Development after infancy
1.1. Studying the change processes in development
1.2. Natural and social stages
Block 2. Cognitive dimensions
2.1. Intellectual optimisation and sustained development
2.2. Knowledge, experience and reasoning efficacy
Block 3. Emotional dimensions
Block 4. Personality dimensions
4.1. The construction of identity in adolescence
4.2. Gender and the construction of identity
Block 5. Social dimensions
5.1. Social identity: role, personal bonds, belonging to groups
5.2. Professional identity, vocational orientation and satisfaction
Block 6. Education after infancy
6.1. Aculturation, time perspective and social environments
6.2 Educational actions and individual differences
Bloc 7. Aging
Methodology
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 autorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Conferences | 19.5 | 0.78 | 1, 2, 4, 5, 8, 9, 11, 13, 14, 12, 15, 19, 18 |
Seminars - Cases | 15 | 0.6 | 1, 2, 3, 4, 6, 7, 8, 9, 10, 11, 14, 12, 20, 19, 18 |
Seminars - Interviews | 9 | 0.36 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 12, 15, 20, 19, 18 |
Type: Supervised | |||
Tutorization | 10 | 0.4 | 2, 5, 8, 11, 13, 14, 20 |
Type: Autonomous | |||
Field work | 5 | 0.2 | 1, 2, 5, 8, 9, 11, 14, 12, 20, 19 |
Individuals works | 18 | 0.72 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 12, 15 |
Reading | 20 | 0.8 | 1, 2, 3, 7, 8, 9, 10, 13, 14, 19 |
Searching for documentation | 8 | 0.32 | 2, 8, 14, 19 |
Studying | 22.5 | 0.9 | 1, 2, 3, 4, 7, 8, 9, 10, 14, 12 |
Teamwork | 23 | 0.92 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14, 12, 15, 20 |
LEARNING EVIDENCES
Evidence 1
Evidence 2
Group case-analysis (25%). Analysis of a case worked out in the seminars. Following a portfolio methodology, each group will analise a case of increasing complexity, connecting it to the contents displayed in the conference and the compulsory readings of the coure. The portfolio will include the activities concerning the case-analysis as well as the questions in the work-sessions. The document will be delivered on week 16. To be evaluated, attendance to an 80% of the seminars is compulsory since the case is going to be discussed in the classes.
Evidence 3
Materialisation and transcription of an interview (25%). An individual interview must be performed by each member of the groups, concerning a content introduced at the beginning of the course. The interviewed person must fulfil the traits defined at the beginning of the course. An analysis of the gathered information has to be done for each interview. Along the first evaluation week a partial report on the more salient issues raised in the interview should be delivered, alongside with an analysis based on the conceptual framework of the course. Afterwards, a group, oral presentation (supported with slides, if convenient) comparing the individual interviews of the group members will be done. The comparison will focus on the transformations concerning the proposed subject along the life-span and historical situations. The presentations will consist of a 15 minutes speech where all the group members must talk.
PASSING THE COURSE
To pass the course a mark of 5 (over a maximum of 10) or more must be achieved in the continued evaluation.
Students who have delivered less than two evidences will be not evaluable.
RECOVERY
Those students that have delivered at least three evidences (2/3 or more) and had achieved a mark lesser than 5 may do again those evidences that obtained a score lesser than 4. The mark obtained in such evidences will replace the original one and the maximum mark is limited to 8,5 over 10.
SECOND OR LATER ENROLLMENT IN THE COURSE
There is no prevision of a single exam for students enrolled in the course for the second or later time. They should deliver the normal evidences.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidence 1: 1a - Conceptual test blocks A, B and C (week 6)/ 1b - Conceptual test blocks D, E and F (week 12) | 50% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 16, 17, 9, 10, 11, 13, 14, 12, 15, 20, 19, 18 |
Evidence 2: Grupal case-analysis (week 16) | 25% | 0 | 0 | 1, 2, 3, 4, 7, 9, 14, 12, 20, 19 |
Evidence 3: Interview and analysis (last seminars) | 25% | 0 | 0 | 1, 2, 4, 5, 6, 9, 11, 13, 14, 12, 15, 20, 18 |
The readings will consist of articles that will be available in the Moodle of the subject and chapters that will be referenced in the same platform.
Below is a list of reference manuals related to the subject:
Bennet, M. (Ed.) (1993). El nen com a psicòleg. Barcelona: Ediuoc.
Bruner, J. S. (1991). Actos de significado. Más allá de la revolución cognitiva. Madrid: Alianza.
Cole, M. (1999). Psicología Cultural. Madrid: Morata.
Harris, P. (1992). Las emociones en el niño. Madrid: Psicología minor.
Palacios J.; Marchesi A. & Coll, C. (2001). Desarrollo Psicológico y Educación.I. Psicología Evolutiva. Madrid: Alianza.
Perinat, A. (2003). Psicología del desarrollo. Un enfoque sistémico. Barcelona EDIUOC.
Perinat, A. (Comp.) (2003): Adolescentes del siglo XXI. Aproximación psicológica y social. Barcelona: EDIUOC.
Roche, R.(Comp) (2010) “La prosocialidad: nuevos desafíos” Buenos Aires. Ciudad Nueva.
Rodrigo, M. J. & Palacios, J. (1998) (coords.). Familia y desarrollo humano. Madrid: Alianza.
Rogoff, B. (1993). Aprendices del pensamiento. Barcelona: Paidós.
Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.
Turiel, E.; Enesco, I. & Linaza, J. (1989). El mundo social en la mente humana. Madrid: Alianza Psicología.