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
This subject is intended to allow students to acquire a theoretical knowledge of its contents, develop the ability to learn and apply acquired knowledge, and to adopt certain value dispositions. Specifically, we aim to enable students to:
a) Gain knowledge of human development during adolescence and young, middle, and late adulthood.
b) Recognize and appreciate individual differences, and social and cultural diversity, and their influence on development at these stages of human development.
c) Become acquainted with the potential uses of knowledge about these stages with a view to facilitating successful development.
d) Acquire a basic knowledge of available approaches and techniques for assessing developmental changes at these stages (especially during adolescence, youth, adulthood and aging).
e) Be able to acquire further knowledge by using the recommended literature and document sources.
Unit 1. Nature and meaning of adolescence.
- Theoretical approaches and current perspective.
- Puberty and its psychosocial repercussions.
- Cognitive development.
- Self-knowledge and personal identity.
- Moral development.
- Relational development.
Unit 2. Emerging Adulthood
- Socio-cultural delimitation
- Physical development.
- Post-formal thinking.
- Personality development.
- Social relationships.
Unit 3. Adult development.
- Socio-cultural delimitation.
- Physical development.
- Personality continuity and change.
- Family ties and challenges.
Unit 4. The developmental process.
- Factors and dimensions of the aging process.
- Health and aging.
- Specific methodological problems in research with older adults.
- Theories and explanatory models of involvement.
Unit 5. Cognitive aging.
- Sensory and motor changes and adaptive repercussions.
- Changes in mechanical and pragmatic processes of cognition.
- Multidimensional intelligence.
- Compensation processes.
- Cognitive intervention in velocity.
Unit 6. Aging and personal and psychosocial development.
- Personality development.
- Affective-emotional development.
- Psychosocial factors relevant to development.
- Psychosocial intervention: active and healthy aging.
Unit 7. Death and pain.
- Multidisciplinary perspectives on death.
- Concept of death in children, adolescents, and adults.
- Death with dignity.
- The process of death.
Bibliografía básica
Arnett, J. J. (2008). Adolescencia y adultez emergente. Un enfoque cultural. Pearson Educación.
Berger, K.S. (2009). Psicología del desarrollo: Adultez y vejez. Médica Panamericana.
Triadó, C., Celdrán, M. & Villar, F. (2019). Psicología de la vejez (2ª ed. Revisada e actualizada). Alianza editorial.
Bibliografía complementaria
Bayés, R. (2006). Afrontando la vida, esperando la muerte. Alianza.
Blasco Marhuenda, M.A. & Pérez Díaz, J. (2011). Envejecimiento. Consejo Superior de Investigaciones Científicas; Los Libros de la Catarata.
Birren, J.E. & Schaie, K.W. (2006.). Handbook of the psychology of aging (5ª ed.). Academic Press.
Craig, G.C. & Baucum, D. (2009). Desarrollo psicológico (9ª ed.). Pearson.
Feldman, R.S. (2007). Desarrollo Psicológico a través de la vida. Prentice Hall.
Fernández-Ballesteros, R. (2009). Envejecimiento activo: contribuciones de la psicología. Pirámide.
Fernandez Ballesteros, R. (Ed.) (2009). PsicoGerontología: Perspectivas europeas para un mundo que envejece. Pirámide.
López Sánchez, F. (2012). Sexualidad y afectos en la vejez. Pirámide.
Mariscal, S., Giménez-Dasi, M., Carriedo, N. & Corral, A. (Coords.) (2009). El desarrollo psicológico a lo largo de la vida. McGraw Hill.
Palacios, J., Marchesi, A. & Coll, C. (Comps.) (2014). Desarrollo psicológico y educación: Vol. 1 Psicología evolutiva (2ª ed.). Alianza.
Papalia, D.E. & Martorell, G. (2023). Psicología de la adolescencia y de la juventud. McGraw-Hill.
Papalia, D.E., Sterns, H.L., Feldman, R.D. & Camp, C.J. (2009). Desarrollo del adulto y vejez. McGraw Hill.
Pereiro Rozas, A. X., Juncos Rabadán, O. & Pérez Fernández, A. (2012). Proceso de envejecimiento (I). Adultez. En A. Dosil (Coord.), Manual de Desarrollo cognitivo, afectivo, lingüístico y social (pp. 279-342). Centro de Estudios Financieros.
Pinazo, S. & Sánchez, M. (Dirs.) (2005). Gerontología, actualización, innovación y propuestas. Pearson.
Rice, F.P. (2000). Adolescencia: desarrollo, relaciones y cultura. Madrid: Prentice Hall.
Santrock, J. (2004). Adolescencia (9ª ed). McGraw-Hill.
Schaie, K. W. & Willis, S. L. (2003). Psicología de la edad adulta y la vejez. Pearson
Shaffer, D. R. & Kipp, K. (2007). Psicología del desarrollo. Infancia y adolescencia. Thomson.
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 they are able to tackle their professional and educational activity from 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, as well as 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.
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 final score is the weighted average of exam score (with a weight of 60%) and of the course assignments from the interactive sessions (with a weight of 40%). To pass one will have been overcome each of the evaluation parts.
The exam will consist of 60 multiple-choice questions (30 of Part I and 30 of Part II), with four alternative answers and only one correct answer, on the contents of the topics covered in the lectures and/or in the required readings.
Students who participate in a mobility program or have been granted an exemption from class attendance, may perform the tasks scheduled in a non-attendance and tutored mode. Except for this adaptation, the evaluation system will be the same as for the rest of the students.
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 final score is the weighted average of exam score (with a weight of 60%) and of the course assignments from the interactive sessions (with a weight of 40%). To pass the subject it is mandatory overcome each of the evaluation parts.
The exam will consist of 60 multiple-choice questions (30 of Part I and 30 of Part II), with four alternative answers and only one correct answer, on the contents of the topics covered in the lectures and/or in the required readings.
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: 39 hours.
- Course assigments: 60 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.
Face-to-face counseling sessions will be reported through the e-classroom application.
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
Lucia Perez Blanco
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- Phone
- 881813949
- luciaperez.blanco [at] usc.es
- Category
- Ministry Pre-doctoral Contract
Fatima Fernandez Feijoo
- Department
- Evolutionary Educational Psychology
- Area
- Evolutionary Educational Psychology
- fatimafernandez.feijoo [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Thursday | |||
|---|---|---|---|
| 12:00-13:15 | Grupo /CLE_02 | Galician, Spanish | Classroom 6 |
| 13:15-14:30 | Grupo /CLE_01 | Galician, Spanish | Classroom 5 |
| Friday | |||
| 12:00-13:15 | Grupo /CLE_01 | Galician, Spanish | Classroom 5 |
| 13:15-14:30 | Grupo /CLE_02 | Spanish, Galician | Classroom 6 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 3 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 3 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 5 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 5 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 6 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 6 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 7 |
| 06.03.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 7 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 3 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 3 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 6 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 6 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_02 | Classroom 7 |
| 06.27.2025 12:30-15:00 | Grupo /CLE_01 | Classroom 7 |