ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Evolutionary Educational Psychology
Areas: Evolutionary Educational Psychology
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
a) To know human development during adolescence and young, middle and late adulthood.
b) To know and appreciate individual differences, and social and cultural diversity, and their influence on development at these stages of human development.
c) To become acquainted with the potential uses of knowledge about these stages with a view to facilitating successful development.
d) To acquire a basic knowledge of available approaches and techniques for assessing developmental changes at these stages (especially during adolescence and aging).
e) To be able to acquire further knowledge by using the recommended literature and document sources.
PART 1: ADOLESCENCE.
UNIT I. NATURE AND MEANING OF ADOLESCENCE. 1. Theoretical approaches. 2. Developmental concept of adolescence.
UNIT II. PHYSICAL AND COGNITIVE DEVELOPMENT. 1. Physical development and its psycho–social implications. 2. Cognitive development, formal and scientific thought, and educational implications. 3. Moral development.
UNIT III. PERSONAL AND SOCIAL DEVELOPMENT DURING ADOLESCENCE. 1. Personal identity and the knowledge of oneself. 2. Family, peer and partner relationships. 3. Problems and conflicts during adolescence.
PART 2: ADULTHOOD DEVELOPMENT AND THE AGING PROCESS.
UNIT IV. ADULT DEVELOPMENT: THE AGING PROCESS. 1. Adult development. Ages and stages. 2. Aging in Developmental Psychology. 3. Biological aging and health.
UNIT V. COGNITIVE AGING. 1. Sensory and motor factors: adaptive consequences. 2. Attention and memory. 3. Multidimensional intelligence. 4. Creativity and wisdom. 5. Cognitive intervention on the old age.
UNIT VI. PERSONAL DEVELOPMENT. 1. Personality theories and development theories. 2. Major studies on personal development.
UNIT VII. PSYCHO–SOCIAL DEVELOPMENT. 1. Theoretical approaches. 2. Marriage and partnership. 3. Maternity and paternity. 4. Elders and family. 5. Occupational cycle and retirement. 6. Psycho–social intervention.
UNIT VIII. DEATH AND MOURNING. 1. Multidisciplinary approaches to death. 2. Death and mourning in the human life cycle. 4. Helping mourning and terminally ill people.
Arnett, J. J. (2008). Adolescencia y adultez emergente. Un enfoque cultural. México: Pearson Educación.
Bayés, R. (2006). Afrontando la vida, esperando la muerte. Madrid: Alianza.
Belsky, J. (2001). Psicología del envejecimiento. Madrid: Paraninfo.
Berger, K.S. (2009). Psicología del desarrollo: Adultez y vejez. Madrid: Ed. Medica Panamericana.
Birren, J.E. & Schaie, K.W. (2006.). Handbook of the psychology of aging, 5th ed. San Diego, CA: Academic Press.
Feldman, R. S. (2007). Desarrollo Psicológico a través de la vida. México: Prentice–Hall.
Fernandez Ballesteros, R. (Ed.) (2000). Gerontología social. Madrid: Pirámide.
Fernández-Ballesteros, R. (2009). Envejecimiento activo: contribuciones de la psicología. Madrid: Pirámide.
Kübler-Ross, E. (2001). Sobre la muerte y los moribundos. Barcelona: Grijalbo
Mariscal, S., Giménez-Dasi, M., Carriedo, N., & Corral, A. (Coords) (2009). El desarrollo psicológico a lo largo de la vida. Madrid: McGraw–Hill.
Palacios, J., Marchesi, A. & Coll, C. (Comps) (2007). Desarrollo cognitivo y educación: Vol. 1. Psicología evolutiva Madrid: Alianza
Pinazo, S. & Sánchez, M. (Dirs.) (2005). Gerontología, actualización, innovación y propuestas. Madrid: Pearson.
Santrock, J. (2004). Adolescencia. Madrid. McGraw–Hill.
Schaie, K. W. & Willis, S. L. (2003). Psicología de la edad adulta y la vejez. Madrid: Pearson
Shaffer, D. R. & Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia. México: Thomson.
Stuart-Hamilton, I. (2002). Psicología del envejecimiento. Madrid: Morata.
Triadó, C. & Villar, F. (2006) Psicología de la vejez. Madrid: Alianza editorial
BASIC AND GENERAL SKILLS:
• CB1 - That the students have demonstrated knowledge and understanding in a field of study that part of the basis of general secondary education, and is typically at a level which, although it is supported by advanced textbooks, includes also some aspects that imply knowledge of the forefront of their field of study
• CB2 - That students can apply their knowledge to their work or vocation in a professional manner and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study
• CB3 - That students have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical
• CB4 - That students can communicate information, ideas, problems and solutions to an audience both specialist and non-specialist
• CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy
• CG1 - that are able to tackle their professional and educational activity since respect for the Code of Ethics of psychologist, which includes, among other more specific, the principles of respect and promotion of fundamental rights of individuals, equality between people The principles of universal accessibility and design for all and democratic values and a culture of peace.
CROSS COMPETENCES:
• CT1 - Ability to synthesize
• CT2 - Ability to problem solving and decision making
• CT3 - Ability to teamwork and collaboration with other professionals
• CT4 - Capacity of criticism
• CT5 - Communication skills
• CT6 - Ability to develop and maintain updated competencies , skills and expertise of the profession.
SPECIFIC SKILLS OF THE PROGRAM DEGREE IN PSYCHOLOGY:
CE1. To know the contributions and limitations of the diverse theoretical models for Psychology.
CE2. To know the basic laws of psychological processes.
CE3. To know the main processes and stages of psychological development throughout the life span regarding normal and abnormal development.
CE9. To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
CE10. To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
CE11. To be able to select and apply adequate and specific psychological intervention procedures and instruments.
CE14. To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
CE15. To conform with the deontological duties of Psychology.
In order to facilitate their acquaintance with applicable research and obtain a deeper knowledge of the theoretical and practical implications of some concepts in the interactive classes, students should supplement attendance of each lecture with self-study of the recommended literature.
The interactive classes will also be used to plan exercises facilitating application of the acquired knowledge and help students become acquainted with the basic research techniques and instruments used by professional psychologists. To this end, students will be provided with a teaching guide containing a detailed description of each exercise.
EVALUATION
The assessment will be weighted on the level of achievement and rest on a partial exam (evaluation activity) a final exam and the corresponding work group corresponding to interactive sessions. The tests consist of multiple choice questions, with four answers being only one correct, on the content of the topics discussed in the lectures and on the required readings. The final score is the weighted average of exams scores (with a weight of 60%) and of the group work from the interactive sessions (with a weight of 40%). To pass one will have been overcome each of the evaluation parts.
a) Partial exam (evaluation activity) of 30 questions on Units 1, 2, and 3 (Day March 28, 2016). Each correct answer is worth 1 point. To pass one must have a total score of 15 points after subtracting the errors (3 errors deducted 1 point). The exam will be qualifying.
b) Final exam of 60 questions on all Course Units, (date of the official calendar of examinations) except for students who have passed the partial examination, which will make only Units 4, 5, 6 and 7 with 30 questions. Students having passed the partial examination seeking to raise the note will complete the final exam. Each correct answer is worth 1 point. To pass we must have an overall score of 30 (full exam) or 15 (Units 4, 5, 6, and 7) points after subtracting the errors (3 errors deducted 1 point).
c) Work Group
Six papers from group work corresponding interactive sessions to be submitted one week after the interactive session itself. In the work participation in the sessions and presentations will be assessed.
Evaluation criteria for group work:
1. Assistance (mandatory) and group participation in the interactive classes (25%)
2. Relevance of the information presented and quality of it (25%).
3. Evidence of teamwork and not a sum of individual responses (25%).
4. Quality and clarity of the presentations (25%).
IN-CLASS ACTIVITIES (51 hours):
- Lectures, presentation of topics, supplementary AV material and practical instructions. Self-assessed activities: 35 hours.
- Interactive classes: 15 hours.
- Tutorials: 1 hour
INDIVIDUAL STUDENT WORK (99 hours):
- Self-study: 50 hours.
- Exercises: 10 hours.
- Preparation of reports and essays: 20 hours.
- Tutorial work: 9 hours.
- Reading: 10 hours.
Students should become involved with the dynamics and functioning of the subject (lectures, reading, report preparation) from the beginning. Also, they should study comprehensively rather than memoristically in order to better acquire the concepts taught.
This subject can only be studied after Developmental Psychology I.
Plan de Contingencia
Teniendo en cuenta las características de los tres escenarios previstos en las “Directrices para o desenvolvemento dunha docencia presencial segura. Curso 2020-2021”, se aplicarán según el caso, las siguintes medidas:
Escenario 1: normalidad adaptada
- Las tutorías serán fundamentalmente de carácter presencial, si bien se podrán programar tutorías por vía telemática (a través de Teams).
- El examen final tendrá carácter presencial.
- Los estudiantes que participen en algún programa de mobilidad o tengan concedida la exención de docencia podrán realizar las tareas programadas en modo no presencial y tutorizado.
Escenario 2: distanciamiento
- La docencia expositiva podrá realizarase total o parcialmente de modo virtual, según se determine en la Facultad.
- En la docencia interactiva, se combinará la presencialidad en el aula (al menos el 50% de las horas programadas) con la asistencia virtual (a través de Teams), manteniéndose los horarios oficiales.
- Las tutorías tendrán preferentemente carácter telemático (a través de Teams).
- El examen final tendrán carácter telemático y se realizarán a través del aula virtual.
- El peso del exame final y los trabajos de curso en la calificación global será el mismo.
Escenario 3: cierre de las instalaciones
- Se proporcionarán los materiales audiovisuales necesarios para la adecuada asimilación de los contenidos de la materia.
- Se programaran sesiones expositivas (a través de Teams), según el horario de clases previsto, en las que se proporcionarán organizadores previos sobre los contenidos y orientaciones para el manejo de los materiales audiovisuales proporcionados.
- Se adaptaran las sesiones interactivas a un formato virtual.
- Las tutorías tedrán carácter telemático.
- El examen final tendrá carácter telemático.
- El peso del examen final en la calificación global será del 40%, reservándose el 60% para los trabajos de curso.
Para los casos de realización fraudulenta de ejercicios o pruebas será de aplicación lo recogido en la Normativa de evaluación del rendimiento académico de los estudiantes y de revisión de calificaciones.
Carolina Tinajero Vacas
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813859
- carolina.tinajero [at] usc.es
- Category
- Professor: University Lecturer
Arturo Jose Pereiro Rozas
Coordinador/a- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813651
- arturoxose.pereiro [at] usc.es
- Category
- Professor: University Lecturer
Eva Villar García
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813949
- evavillar.garcia [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 12:10-13:20 | GRUPO B (M-Z) | Galician, Spanish | Classroom 5 |
| 13:30-14:40 | GRUPO A (A-L) | Galician, Spanish | Classroom 6 |
| Tuesday | |||
| 12:10-13:20 | GRUPO A (A-L) | Spanish, Galician | Classroom 6 |
| 13:30-14:40 | GRUPO B (M-Z) | Galician, Spanish | Classroom 5 |
| Thursday | |||
| 09:00-10:30 | I5 I6 | Spanish, Galician | Teaching Laboratory of Developmental Psychology and Psycho-educational Intervention |
| 05.25.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 1 |
| 05.25.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 1 |
| 05.25.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 2 |
| 05.25.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 2 |
| 05.25.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 3 |
| 05.25.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 3 |
| 05.25.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 7 |
| 05.25.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 7 |
| 07.06.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 1 |
| 07.06.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 1 |
| 07.06.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 2 |
| 07.06.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 2 |
| 07.06.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 3 |
| 07.06.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 3 |