2024
Developmental Psychology of Adult and Aged
Name: Developmental Psychology of Adult and Aged
Code: PSI13098L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1. Conceptualize development as a process of transformation that occurs throughout the life cycle.
2. Understand human development processes in order to be able to investigate, describe and explain them
3. To know the developmental transformations that occur throughout adulthood and old age, through reflection on the theories of development and contact with these two stages of the life cycle.
4. To relate the different developmental trajectories with the factors that influence their construction and the contexts in which they occur.
5. Conceptualize the relationship between development and well-being and the role of the psychologist in promoting this, particularly in the aging process.
2. Understand human development processes in order to be able to investigate, describe and explain them
3. To know the developmental transformations that occur throughout adulthood and old age, through reflection on the theories of development and contact with these two stages of the life cycle.
4. To relate the different developmental trajectories with the factors that influence their construction and the contexts in which they occur.
5. Conceptualize the relationship between development and well-being and the role of the psychologist in promoting this, particularly in the aging process.
Contents
1.Development throughout the life cycle. Development, contexts. and construction of life trajectories. Research question in the study of development
2.Adulthood and old age and their meaning in evolutionary terms. From emerging adulthood to older adulthood. Aging in the context of development. Perspectives and theoretical models of adult development
3.Aspects of adult development. Physical transformations and the experience of the body. Cognitive development. Socio-affective development and its contexts (romantic relationships and conjugality; parenting and intergenerational relationships in the family; friendship relationships and social networks; work, retirement and leisure)
4.Development and well-being. The concepts of well-being and their relationship with development. Psychological perspectives on successful aging. Risks in aging. The place of psychology in promoting well-being throughout aging
2.Adulthood and old age and their meaning in evolutionary terms. From emerging adulthood to older adulthood. Aging in the context of development. Perspectives and theoretical models of adult development
3.Aspects of adult development. Physical transformations and the experience of the body. Cognitive development. Socio-affective development and its contexts (romantic relationships and conjugality; parenting and intergenerational relationships in the family; friendship relationships and social networks; work, retirement and leisure)
4.Development and well-being. The concepts of well-being and their relationship with development. Psychological perspectives on successful aging. Risks in aging. The place of psychology in promoting well-being throughout aging
Teaching Methods
In theoretical classes, the theoretical frameworks are presented, using questioning and critical discussion. It seeks to guide the autonomous study of students from the exploration of a set of questions raised in class. We also aim to bring students into contact with research in this area.In the practical classes, more participatory methodologies are used, which promote the skills to investigate and think about different aspects of development.
In this way, we seek to promote active learning, centered on the student, which leads to the construction of significant knowledge, developing interest in researching development processes.
In this way, we seek to promote active learning, centered on the student, which leads to the construction of significant knowledge, developing interest in researching development processes.
Assessment
CONTINUOUS EVALUATION REGIME (75% attendance)
It includes two assessment components, and it is mandatory to have more than 9.5 in each of them component 1 (50%) - written test. Component 2 (50%) - group work on development and well-being throughout adulthood, its presentation and discussion (80%) and analysis of a research article on development processes (20%). The analysis of the article can be replaced by participation in research in the area of development. For students, with special regimes, who cannot attend classes and wish to integrate this assessment regime, the work is done individually without presentation in class. 2. FINAl EVALUATION REGIME Written assessment test, consisting of two parts, one of which is more practical in nature
(each part of the exam corresponds to 50% of the final result). This last part of the examination can be replaced by the classification obtained in the practical part of the continuous assessment
It includes two assessment components, and it is mandatory to have more than 9.5 in each of them component 1 (50%) - written test. Component 2 (50%) - group work on development and well-being throughout adulthood, its presentation and discussion (80%) and analysis of a research article on development processes (20%). The analysis of the article can be replaced by participation in research in the area of development. For students, with special regimes, who cannot attend classes and wish to integrate this assessment regime, the work is done individually without presentation in class. 2. FINAl EVALUATION REGIME Written assessment test, consisting of two parts, one of which is more practical in nature
(each part of the exam corresponds to 50% of the final result). This last part of the examination can be replaced by the classification obtained in the practical part of the continuous assessment
Teaching Staff
Certificações
