| Code: | SS2210212 | Acronym: | PD2 | |
| Predominant Scientific Areas: | Psychology | |||
| Acronym | No. of Students | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|---|
| LSS1 | 45 | Viso nº 16918/2022 de 30 de Agosto | 1º | 5 ECTS | 30 | 30 |
| Teóricas: | 22,00 |
Teaching - Hours
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The subject of Developmental Psychology 2 should be approached in conjunction and complementarity with Developmental Psychology 1, taught in the 1st semester. By the end of the course, students should: - Understand the relevance of the developmental perspective for the study of adulthood; - Be familiar with theories, conceptual models, and empirical research on psychological development in adulthood and old age; - Understand the processes and transitions of human development from adulthood to aging.
1. The study of developmental psychology in adulthood and old age: general considerations.
2. Emerging adulthood and young adulthood
2.1. Physical, cognitive, and psychosocial development.
3. Adulthood and middle age.
3.1. Physical, cognitive, and psychosocial development.
4. Older adults and the very elderly.
4.1. Physical, cognitive, and psychosocial development.
The present Curricular Unit, situated within the scope of advanced training for Social Workers, aims to provide an in-depth exploration of human development issues, emphasizing the contributions of Developmental Psychology to social intervention. Drawing upon psychological theories of development, in light of current literature and research in these domains, the contents are organized in an integrated manner, aiming to enable the analysis of perspectives relevant to practical intervention.
Starting from general aspects of development to specificities of development across the lifespan, especially concerning physical, cognitive, and psychosocial changes, the goal is to understand the processes of human development and grasp their nature, facilitating the promotion of students' holistic development and making them more proficient in understanding and applying knowledge. Overall, the aim is to promote the acquisition of scientific knowledge and the development of professional skills that integrate knowledge of developmental psychology with that of social work.
| Berryman, J. C., Hargreaves, D., Herbert, M., & Taylor, A. ;A psicologia do desenvolvimento humano, Instituto Piaget, 2002 |
| Birren, J.E., & Schaie, K.W. ;Handbook of the Psychology of Aging , Elsevier, 2006 |
| Fonseca, A. M. ;Desenvolvimento Humano e Envelhecimento, Climepsi, 2005 |
| Fonseca, A. M. ;O envelhecimento: uma abordagem psicológica, Universidade Católica, 2006 |
| Marchand, H. ;Psicologia do Adulto e do Idoso, Quarteto, 2005 |
| Papalia, D.E., Olds, S.W. & Fieldman, R.D. ;Desenvolvimento Humano (8ª Ed.), McGraw-Hill, 2006 |
| Schaffer, H.R. ;Key concepts in developmental psychology, Sage, 2010 |
| Lally, M. & Valentine-French, S. (2019); Lifespan Development: A Psychological Perspective (2º ed)., 2019 |
Expository classes will be held, where audiovisual resources will be utilized. Active participation of students will be encouraged, and the classes will serve as an organizational basis for their respective study/complementary readings. These approaches may be complemented, from an applied perspective, with case analysis and problem-solving. Skill development will be enhanced through role-playing strategies.
Avaliação apenas com exame final
Not applicable.
The evaluation will consist of a written individual exam (100% of the final grade).
Not applicable.
In accordance with the norms of the Knowledge Evaluation Regulation.
In accordance with the norms of the Knowledge Evaluation Regulation.
Through the proposed teaching and learning methodologies, the integrated development of the knowledge referred to in the program contents and the achievement of established objectives and competencies are intended. The use of various types of methodologies aims to enhance the approach to developmental psychology and psychopathology from a perspective of complexity, seeking to highlight different levels of analysis and promoting the integration of knowledge. The chosen methods and strategies aim to develop in students knowledge, understanding, and skills at the level of practical application. Thus, it is intended that students will be able, at the end of the curricular unit, to independently utilize the concepts and tools provided.
