1. Understand the Development of Attachment and its influence on identity and self-knowledge; 2. To understand the characteristics of adolescent Psycho-Social Development and the processes involved in the construction of Identity and its Statutes; 3. Understand the interrelationships between Family Dynamics and the emergence of antisocial behaviour in adolescence; 4. Understand the phenomenon of social marginalisation/anti-social behaviour in adolescence from a sociological perspective; 5. Know the theoretical and methodological contributions of psychology and sociology that support the processes of (re)socialisation of adolescents at risk;
Programme
1. Attachment and the representation of Attachment in Adolescence 1.1 John Bowlby and Attachment Theory 1.2 Mary Ainsworth's contribution to research into attachment in childhood 1.3 Mary Main's work and research into attachment in adolescence and adulthood
2. Psycho-Social Development, Identity and Status 2.1 Erickson and Psycho-Social Development: adolescence, conflict and identity crisis 2.2 James Marcia, the Stages of Identity Formation and their Statutes
3. Lifestyles and the Family System: risk behaviours and social exclusion 3.1 Systemic perspective: definition of the family, subsystems and parental roles 3.2 Communication models, educational styles and parenting practices 3.3 Lifestyles and socio-emotional problems: risk behaviours vs. adaptive behaviours
4. Anti-social behaviour and deviance: sociological perspectives 4.1 Durkheim and the "anomie" theory 4.2 Merton and the typology of anomic behaviour 4.3 Cohen and Cloward & Ohlin and the social production of deviant subcultures 4.4 Symbolic interactionism, Erving Goffman and the labelling approach: Howard Becker
5. Socialisation, Resocialisation and Identity Reconstruction 5.1 Additive Behaviours and Cognitive Behavioural Modification in adolescents and adults 5.2 The Plausibility Structure and the Significant Others in the reconstruction of identity-application to the learning process
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The topics set out in CP1, CP2, CP3 and CP4 aim to enable students to achieve OA1, OA2, OA3 and OA4 respectively.
In addition, the two topics mentioned in CP5 are intended to stimulate student learning on subjects that will enable them to achieve OA5.
Main literature
Alarcão, M. & Gaspar, M. F. (2007). ;Imprevisibilidade Familiar e suas Implicações no Desenvolvimento Individual e Familiar. Paidéia, 17(36), 89-102.
Becker, H.S.(1980).;Outsiders (Uma teoria da acção colectiva), Études de sociologie de la deviance. Rio de Janeiro.
Caridade, S. M. M., Martins, A. C., & Nunes, L. (2019). ;Estilo de vida dos adolescentes e jovens adultos e comportamentos desviantes e delinquentes: Das vivências familiares, escolares e individuais.
Erikson, E. (2018). ;Erik Erikson e a construção da identidade, Educação, Janeiro-Fevereiro, edição nº 246, S. Paulo, Brasil.
Gonçalves, M. M., & Gonçalves, O. F. (2001). ;Psicoterapia, discurso e narrativa: A construção conversacional da mudança. Quarteto.
Gonçalves, O. (1990). ;Terapia comportamental: Modelos teóricos e manuais terapêuticos. Porto: Edições jornal de psicologia.
Herpin, N. (1982). ;A Sociologia Americana, capítulo VI, Porto, pps. 107 a 152
Jongenelen, I. et. al. (2015). ;Vinculação na adolescência, Relações de vinculação ao longo do desenvolvimento, capítulo III, pp.99-121, Psiquilíbrios, Braga.
Luchmann, T. & Berger, P., (2010). ;A construção social da realidade, Lisboa.
Marcia, J. E. (1966). ;Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3, 551-558.
Pinto, M. L. M. C. (2006).;Relações de Vinculação e vulnerabilidade ao consumo de drogas, Trabalho académico produzido no âmbito do Doutoramento em Ciências do Serviço Social(2010), ICBAS, UP, Porto
Zazzo, R. (1974). ;A Vinculação ¿ Uma nova Teoria sobre a origem da afectividade in A Vinculação- ¿Attachement¿, Anzieu, D., Bowlby, J. at all, Scocicultur, Lisboa
Supplementary Bibliography
Alarcão, M. (2000). ;(Des)Equilíbrios familiares: Uma visão sistémica. Coimbra.
Benavente, R. (2002).;Delinquência juvenil: Da disfunção social à psicopatologia, Análise Psicológica, 4 (XX): 637-645
Costa, M. E. (1986). ;;Estatutos de identidade em estudantes universitários. Provas de Aptidão Pedagógica e Capacidade Científica. Faculdade de Psicologia e Ciências da Educação da Universidade do Porto.
Erikson, E., (1999). ;Psicologia do Adolescente ¿ Uma Abordagem Desenvolvimentista, capítulo V, Fundação Calouste Gulbenkian, Lisboa.
Guimarães, J. V. (2012). ;Autoconceito, Autoestima e Comportamentos Desviantes em Adolescentes. Tese de Mestrado: ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida.
Soares, I. et. al. (coordenação), (2015). ;Relações de Vinculação ao longo do Desenvolvimento, Psiquilíbrios, Braga.
Vaz Serra, A., et al., (1986). ;;Autoconceito e ansiedade social, Psiquiatria Clínica, 7 (2), pp. 103 a 108.
Learning Methods
This course is organised in classes with a theoretical-practical component. The teaching methodologies used will have a more expository nature (ME1). However, it is possible to use methodologies that appeal to the active participation of students through their involvement in researching scientific articles and presenting them in class (ME2). Assessment will consist of an essay on one of the topics covered in the syllabus [content 4 or 5] (50% of the final mark) and the oral presentation of an article [content 1, 2 or 3] researched by the students (50% of the final mark).
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
30
Total:
30
Demonstration of the coherence between the teaching methodologies and the learning outcomes
ME1 is more expository and focuses on theoretical knowledge about the significant themes of Attachment Development, Psycho-Social Development and Identity, Family Dynamics and Marginal Lifestyles, Social Marginality/Juvenile Delinquency and (Re)Socialisation. This methodology will enable students to achieve LO1, LO2, LO3, LO4 and LO5. By encouraging students to research scientific articles, ME2 aims to help them enrich and diversify their theoretical knowledge, access "good practices" in research and professional activity, and promote the development of communication, argumentation, self-efficacy and reflexivity skills.
