Developmental Psychology 2: from Adolescence to Old Age
Code: 101727 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500893 Speech therapy | FB | 2 |
Contact
- Name:
- Carrasumada Serrano Pau
- Email:
- carrasumada.serrano@uab.cat
Teaching groups languages
You can view this information at the end of this document.
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
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- 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.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
- Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
Learning Outcomes
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
- Identify key inputs from scientific processes related to psychological processes that support the professional development of speech therapists.
- Identify key psychological processes together with their biological substrate and link them with evolutionary aspects and speech therapy.
- Identify the social, economic and/or environmental implications of academic and professional activities within one's own area of knowledge.
- Infer the implications of evolutionary-development processes on language, speech, hearing, voice and non-verbal oral functions.
- Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
- Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Understand, integrate and relate new knowledge deriving from autonomous learning.
- Use strategies appropriate to presenting oral arguments on issues covered in class.
- Using communication strategies appropriate to the age of the interlocutors.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
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
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master class Module 1, 2 and 3 | 21 | 0.84 | 4, 3 |
| Seminars | 24 | 0.96 | 4, 3 |
| Type: Supervised | |||
| Analysis of texts and audiovisual material | 15 | 0.6 | 10, 3, 11, 12 |
| Type: Autonomous | |||
| Written tests, writing reports, reading texts, writing work rural area | 88.5 | 3.54 | 10, 11, 12 |
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.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| EV1. Test part I (first evaluation week) | 30 | 0.75 | 0.03 | 1, 4, 6, 13 |
| EV2. Test part II (second evaluation week) | 30 | 0.75 | 0.03 | 1, 4, 6, 13 |
| EV3. Works seminar | 40 | 0 | 0 | 10, 2, 4, 3, 5, 6, 7, 8, 9, 11, 12 |
The evaluation is continuous, there will be activities of analysis, synthesis, preparation of written reports and exams. There are individual and other group activities.
Evidence of learning will be of two types:
1.Works: these may be prepared individually or in small groups, some in oral format and others in written format and not all will have the same weight in the final grade. Face-to-face and campus delivery.
2. Exams: There will be two written exams, one that corresponds to the introductory elements of the subject and to the didactic module I, and the other exam that corresponds to the didactic modules II and III. Individual and face-to-face.
Consequently, the final grade of the course will be formed as follows: EV1 30%, EV2 30% and EV3 40%.
It must be borne in mind that the single assessment does NOT imply that the student does not attend class or that they do not have to follow the schedule of the subject and will take EV1 and EV2 and hand in EV3 on the same day as the rest of their classmates take EV2.
The duration of the evaluation can be 3 hours.
Definition of passing the subject: The subject will always be approved when the weighted average grade is equal to or higher than 5,0 points and the grade for EV1; EV2 and EV3 is equal to or higher than 5,0.
Definition of Non-assessable in the subject: A student who has not submitted evidence of learning with a weight equal to or greater than 40% will be listed as "Non-assessable".
Right to reassessment: To be eligible for reassessment, the following two requirements must be met: a) Not passing the subject and b) Submitted learning evidence with a weight equal to or greater than 2/3 of the total grade. Reassessment grade to be stated in the academic record will be 5,0 (out of 10).
The single assessment is requested electronically (E-Form) in the specific period (more information on the Faculty's website).
"Students with 2ª or later enrollment are not expected to be assessed by a single non-recoverable synthesis test."
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
The delivery of the translation of the face-to-face assessment tests will be carried out if the requirements established in article 263 are met and your request is made in week 4 electronically (E-form) (more information on the Faculty's website ).
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.
Gutierrez, F.; García Madruga, J.A. i Carriedo, N. (2006) Psicologia evolutiva II. Desarrollo cognitivo y lingüístico. Madrid:Universidad Nacional de Educación a Distancia
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
Software
Not applicable
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 111 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 112 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 113 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |