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 comprehension of English, as well as computer tools. Students should have assimilated the basic concepts covered in Developmental Psychology I.
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.
Lesson 0. Introducció to the course
Lesson 1. Studying the change processes in development
Tema 2. Natural and social stages
Tema 3. Intellectual optimisation and sustained development
Tema 4. Emotions and cognition
Tema 5. The construction of identity and social identity
Tema 6. Professional identity, vocational orientation and satisfaction
Tema 7. Time perspective and social environments
Tema 8. Learning along life-span: Educational actions and individual differences
Tema 9. Adolescence I
Tema 10. Adolescence II
Tema 11. Adulthood
Tema 12. 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.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminars - Cases | 15 | 0.6 | 9, 3, 2, 1, 4, 7, 8, 10, 11, 12, 14, 15, 13, 16, 30, 17, 18, 26, 27, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Seminars - Interviews | 9 | 0.36 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28 |
Theoretical sessions | 19.5 | 0.78 | 9, 3, 2, 1, 4, 7, 10, 11, 15, 13, 16, 30, 17, 18, 27, 19, 21, 23, 24, 22, 25, 29, 28, 5, 6 |
Type: Supervised | |||
Tutorization | 10 | 0.4 | 4, 11, 16, 21, 23, 24, 31 |
Type: Autonomous | |||
Field work | 5 | 0.2 | 2, 4, 11, 16, 19, 21, 24, 22, 31, 29 |
Individuals works | 18 | 0.72 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 20, 21, 23, 24, 22, 25 |
Reading | 18.5 | 0.74 | 2, 4, 8, 14, 16, 19, 20, 23, 24, 29 |
Searching for documentation | 8 | 0.32 | 4, 16, 24, 29 |
Studying | 22.5 | 0.9 | 2, 4, 8, 10, 14, 16, 19, 20, 24, 22 |
Teamwork | 23 | 0.92 | 2, 4, 8, 10, 11, 12, 14, 16, 19, 21, 23, 24, 22, 25, 31 |
LEARNING EVIDENCES
Evidence 1
Telematic concept map (20%). Test carried out electronically, on the content of sessions 1 to 4. Week 8.
Evidence 2
Telematic concept map (20%). Test carried out electronically, on the content of sessions 5 to 8. Week 13.
Evidence 3
Individual and presential, multiple-choice exam on the contents of sessions 9 to 12 (20%). Second assessment period.
Evidence 4
Group case analysis (40%). Analysis of a case worked on in the seminar sessions. Following the portfolio methodology, each group will analyze a case, increasingly complex, including the contents presented in the theoretical lessons and the compulsory readings of the subject. The portfolio will collect the activities carried out on the analysis of the case and questions throughout all the sessions. The final delivery of this case will consist of a report that will be delivered in week 16. In order to be eligible for the evaluation of this evidence, you must have attended 80% of the seminar sessions, where the case will be worked on in class and where the portfolio will be completed.
Conducting, emptying and analyzing an interview. Conduct an individual interview on the topic that will be presented at the beginning of the course. Each member of a work team will be in charge of interviewing a person who meets the characteristics specified at the beginning of the course and performing an analysis of the information obtained on the topic. The transcript of the most relevant aspects of the interview together with its connection with the conceptual framework of the subject must be presented during the first week of assessment (week8). There will then beagroup, oral presentation of the comparative analysis of the interviews. Each work team will carry out a comparative and conceptual analysis of the evolution of the proposed topic throughout the different stages of the life cycle and the different historical moments associated with them. There will be a 15-minute public presentation, supported by transparencies, if deemed appropriate, in which each member of the group must take part.
OVERCOMING THE COURSE
To pass the subject you must have obtained a total of at least 5 points (out of a maximum of 10) in the continuous assessment. The persons who have submitted evidences weighing less than 40% will be considered NON-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 up to a maximum of 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: Conceptual map online (week 8; lessons 1 to 4) | 20% | 0 | 0 | 9, 3, 1, 4, 7, 8, 12, 15, 13, 30, 17, 18, 26, 27, 19, 20, 21, 24, 22, 31, 29, 5, 6 |
Evidence 2: Conceptual map online (week 13; lessons 5 to 8) | 20% | 0 | 0 | 9, 3, 2, 1, 4, 7, 8, 10, 11, 12, 14, 15, 13, 16, 30, 17, 18, 26, 27, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Evidence 3: Multiple choice exam (presential) (second assessment period) | 20% | 1.5 | 0.06 | 9, 3, 2, 1, 4, 7, 10, 11, 12, 15, 13, 30, 17, 18, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
Evidence 4: Practical lessons.Case-analysis (weeks 16) | 40% | 0 | 0 | 9, 3, 2, 1, 4, 7, 8, 10, 11, 12, 14, 15, 13, 16, 30, 17, 18, 26, 27, 19, 20, 21, 23, 24, 22, 25, 31, 29, 28, 5, 6 |
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.
The necessary software to perform evidences 1 and 2 will be available through the Campus Virtual website.