Class Psychology of Development II

  • Presentation


    This curricular unit's mission is for students to acquire knowledge in the field of developmental psychology with regard to the stages of development of adults and the elderly. Theoretical models, research methodologies, and specificities of human development processes in these age groups will be presented. This is an essential UC in the first cycle of training in Psychology, as it allows students to complement their knowledge about human development throughout the life cycle. Additionally, this content articulates with other areas of psychology, namely the clinical, educational, and social domains, which can be deepened in later study cycles.

  • Code


  • Syllabus


    1: Developmental life cycle perspective: principles, fundamentals, and propositions 2: Main theoretical models of life cycle development and research strategies 2.1. The Life-Span Perspective 2.2. Methodological considerations for the study of adult and elderly development. 3: Development and main tasks in adult life: 3.1 Young age development (emerging adult and young adult) 3.2 Development in adulthood (adult and middle age) 3.3 Development in old age (elderly and very old adults). 4: Domains of Development 4.1 Longevity, Health, and Functionality 4.2 Cognitive functions and intelligence 4.3 Interpersonal relationships, family, and social integration 4.4 Career, Leisure, and Retirement 4.5. End-of-life themes: understanding death, dying, and bereavement 4.6. Active Aging.

  • Objectives


    ILO1: Recognize the relevance of the developmental perspective for the study of adulthood and be able to describe and discuss the foundations of development throughout the life cycle; ILO2: Knowing theories, conceptual models, and research designs for the study of psychological development in adulthood; 

    ILO3: Identify the processes and transitions of human development from adulthood to aging, knowing, and discussing the typical developmental tasks of each development phase and the most relevant life contexts in each phase; ILO4: Knowing and characterizing the core development domains of adults and the elderly, recognizing their evolution throughout the life cycle; 

    ILO5: Develop observation skills for the study of the development of adults and seniors, being able to establish relationships with theoretical assumptions.ILO6: Develop critical thinking skills in the dimensions of exposition, argumentation, and problem solving with regard to human development processes in adult life.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    This curricular unit includes theoretical and practical classes. Theoretical classes include expository moments and participatory discussions for this purpose. Practical classes involve the following methodologies: visualization and analysis of films and documentary excerpts; preparation and training of methodologies for observing the development of adults and seniors; teacher feedback; field observation; oral presentation of group work; discussion activities; and peer feedback. Additionally, students are invited to critically reflect on the skills they gained at the UC, including self-assessment of their learning, involvement in tasks, and performance.

  • References


    • Cavanaugh, J.C., & Blanchard-Fields, F. (2019). Adult development and aging (8th  edition). Cengage Learning
    • Newman, B.M. & Newman, P.R. (2015). Development through life: A psychological approach (12th edition). Stamford, Cengage Learning. 
    • Papalia, D., & Martorell, G. (2021). Experience Human Development (14th Edition). McGraw Hill


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