Developmental Psychology II
Code: 102549 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| Psychology | OB | 2 |
Contact
- Name:
- Antoni Castelló Tarrida
- Email:
- toni.castello@uab.cat
Teachers
- Maria Josep Corominas Perez
- Laura Betiana Garcia Ravida
- Marta Borrueco Carmona
- Cristina Zhang Yu
- Carolina María Guzmán Valenzuela
- Alicia Peralta Serrano
- Anna Muro Rodriguez
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
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.
Objectives and Contextualisation
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.
- Understand the social, historical and cultural factors that act upon the development of the person and describe the development processes.
- Recognize different socialization practices and connect them to the contexts where they take place: family, school, friends, media and new technologies.
- Identify the cultural conditions of development and the roots and cultural goals of educational practices.
- Know the functional diversity in development.
- Identify the processes of construction of gender and identity throughout childhood and adolescence.
- Identify processes in the construction of life-span.
- Identify elements of the different dimensions of the couple and partner relationships: affection, communication, management of the system and rules.
- Know the biopsychosocial processes of aging.
- Use the interview as a procedure for finding valid information for the analysis of human development. Build life stories and analyse the corresponding developmental processes.
- Select and use the appropriate oral and written communication resources and group work.
Competences
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Apply knowledge, skills and acquired values critically, reflexively and creatively.
- Apply techniques to collect and produce information about the functioning of individuals, groups and organisations in context.
- Communicate efficiently, using the appropriate media (oral, written or audio-visual) taking into account diversity and all elements that may ease communication or make it more difficult.
- Distinguish and relate the principles of psychosocial functioning of groups and organizations.
- Identify and describe the processes and stages in psychological development through the life cycle.
- Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
- Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
- Make systematic reviews of the different documentary sources in psychology to collect, order and classify research data and materials.
- Recognise the diversity of human behaviour and the nature of differences in it in terms of normality abnormality and pathology.
- Recognise the principles and variables involved in educational processes throughout the life cycle.
- Recognise the social dimension of human beings, considering historical and sociocultural factors involved in shaping human psychology.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills 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 sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
- Use adequate tools for communication.
- Use different ICTs for different purposes.
- Work in a team.
Learning Outcomes
- Analyse a situation and identify its points for improvement.
- Analyse the relationship between the family system and other related systems.
- Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
- Apply knowledge, skills and acquired values critically, reflexively and creatively.
- Assess how stereotypes and gender roles impact professional practice.
- Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
- Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
- Contrast different documentary sources.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Describe the processes and stages in the development of a family.
- Design and conduct interviews with people of different ages.
- Develop concept notes.
- Identify situations in which a change or improvement is needed.
- Identify the functions and educational guidelines of a family.
- Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
- Maintain a favourable attitude towards the permanent updating through critical evaluation of scientific documentation, taking into account its origin, situating it in an epistemological framework and identifying and contrasting its contributions in relation to the available disciplinary knowledge.
- Propose new experience-based methods or alternative solutions.
- Propose new ways of measuring the viability, success or failure of the implementation of innovative proposals or ideas.
- Recognise different socialization practices.
- Recognise the fundamental theoretical concepts in the texts.
- Reflect on communicative difficulties that can arise in communication processes with different age groups.
- Relate socialization practices to the context in which they occur.
- Relate the contents of the interviews with the theoretical contents.
- Relate the different social, historical and cultural factors that enable development.
- Select and use appropriate communication resources.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills 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.
- Use adequate tools for communication.
- Use different ICTs for different purposes.
- Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
- Work in a team.
Content
Lesson 0. Introducció to the course
Lesson 1. Studying the change processes in development
Lesson 2. Natural and social stages
Lesson 3. Intellectual optimisation and sustained development
Lesson 4. Emotions and cognition
Lesson 5. Adfult Cognitive functioning
Lesson 6. Learning along life span
Lesson 7. Personality development I
Lesson 8. Personality development II
Lesson 9. Adolescence I
Lesson 10. Adolescence II
Lesson 11. Adulthood I
Lesson 12. Adulthood II
Activities and Methodology
| 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 | 17 | 0.68 | 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 |
Methodology
- Expository sessions (19.5h)
- Seminars: retrospective and prospective anlyses (24h)
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 |
|---|---|---|---|---|
| Evidence 1: In person multiple-choice exam (week 7) | 30% | 1.5 | 0.06 | 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: Multiple choice exam (presential) (week 19) | 30% | 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 3: Practical lessons.Case-analysis (week 17) | 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 |
Activities 1 and 2 make up the theory grade (60%) and activity 3 the practical grade (40%). To pass the subject, the sum of the three activities, weighted by the percentage indicated, must result in a minimum grade of 5. It is therefore not necessary to pass the theory and practicals separately.
Activities 1 and 2 are individual and presential. And activity 3 will be presented individually and electronically. Activity 3 (portfolio) will include the contents worked on in the seminar sessions, referring to the analysis of the individual life trajectory. The portfolio presentation week will be the 17th and feedback on it can be obtained at the practical lesson along the 20th week.
Students will receive feedback from assessments 1 and 2 in text format, justifying the correct answers. This document will be uploaded to the Virtual Campus in the weeks immediately following the exam (weeks 8 and 20).
The person who has carried out activities whose weight in the assessment of the subject is less than 40% will be considered as NOT EVALUABLE. If activities have been carried out that would allow reaching 66% or more of the maximum grade and the minimum grade of 5 has not been achieved, it will be possible to access a remedial exam of the theory part and/or to present the practical work as a recovery. The remedial exam of the theory will consist of carrying out evidence 1 and/or 2, if it has not been presented, or the one that has obtained a lower score. If the portfolio of practices has not been presented, or this is the lowest grade, a new version of it will be presented.
The translation of the in-person assessment tests will be delivered if the requirements established in article 263 are met and the request is made electronically (e-form) in week 4. For more information, check to the Faculty website.
In the case of repeating students, the possibility of a SYNTHESIS TEST is NOT considered - the ordinary assessment procedure must be followed.
SINGLE EVALUATION
The single assessment should be requested electronically (e-form) in the specific period announced on the Faculty website.
Students who opt for the single evaluation option waivethe continuous evaluation and will be evaluated on all the contents of the subject in a single evaluation act, which will be held on the same day and place as the test of week 19 of the subject (evidence 2).
This assessment will consist of taking the face-to-face exams (evidence 1 and 2) that will follow the same format and will include the same content as evidence 1 and 2 of the continuous assessment. In addition tothe two tests, the person will submit the practice work corresponding to evidence 3.
The duration of the single assessment will be three hours for the exams, without notes or material to consult.
The conditions for passing the subject and accessing retakes for students who take the single assessment will be the same as those for students who follow the continuous assessment.
For any of the evidence, AI resources can be used at home, but not in the testing situation.
https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
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.
Software
No need.
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (SEM) Seminars | 111 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 112 | Spanish | second semester | morning-mixed |
| (SEM) Seminars | 113 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 114 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 211 | Spanish | second semester | morning-mixed |
| (SEM) Seminars | 212 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 213 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 214 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 311 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 312 | Spanish | second semester | morning-mixed |
| (SEM) Seminars | 313 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 314 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 411 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 412 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 413 | Spanish | second semester | morning-mixed |
| (SEM) Seminars | 414 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 511 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 512 | Catalan | second semester | morning-mixed |
| (SEM) Seminars | 513 | Catalan | second semester | morning-mixed |
| (TE) Theory | 1 | Catalan | second semester | morning-mixed |
| (TE) Theory | 3 | Catalan | second semester | morning-mixed |
| (TE) Theory | 5 | Catalan | second semester | morning-mixed |