Psychology of Children and Adolescents

Objectives

To understand the scope of the Psychology of Children and Youth, in particular, development factors and tasks, in a conceptual life-span perspective
To reflect on the dimensions of development (physical and psychosexual, affective, social, cognitive and moral), to interpret behaviors (from childhood to adolescence) and to deduct psychoeducational implications 
To analyze the importance of others in the construction of identity, in attachment, separation and individuation processes, from childhood to adolescence
To reflect on activities with peers in relational behaviors that promote development
To analyze programs that promote development and the construction of participatory citizenship
To convene knowledge for developing programs promoting healthy development in different educational settings
To generate knowledge, based on the Psychology of Children and Adolescents, about reasearch methods and intervention approaches, respecting individual and contextual specificities

Program

1. Conceptual framework of Developmental Psychology: History, methods of intervention and research
2. Theories and factors of human development and developmental changes
3. Dimensions of development in the periods under study
3.1. Physical, psychomotor and psychosexual development
3.2. Emotional development: significant figures, attachments, identity processes and separations
3.3. Social development: levels, interactions and behaviors
3.4. Cognitive thinking: from sensorial-motor intelligence to formal thought
3.5. From moral development to the creation of a reflective posture in adolescents
3.6. Children and adolescents in different contexts, in their relations with family, peer group, school and community settings 

4. From the prevention of risky behaviors to the promotion of psychological development 5. Programs for promoting healthy development, involvement in school and active citizenship

Teaching Methodologies

This unit, which intends to contribute prospectively to students’ innovative, active, reflective and self-critical professional development, was structured in order to optimize a methodology that is both student-centered and grounded in interactive processes, emphasizing students’ involvement in their own learning. It thus promotes (individual and group) questioning and reflection, case studies (in different educational settings), the carrying out of projects, and research work. It highlights national and international research, bringing to the fore critical issues in the field of the c.u., and calling for an intervention approach aimed at the design of intervention programs and strategies.

We propose three evaluation elements:

i) The development of a healthy program encouraging the development of children/adolescents;
ii) An individual case study (with a child or adolescent);
iii) Continuous participation in classroom discussion forums, over the course of the semester.

Bibliography

Bee, H. (2009). Life span development. Boston: Pearson International Ed.
Berk, L. (2006). Child development. Boston: Pearson.
Freire, T., et al. (2012). Implementação e avaliação de um prog de intervenção em grupo para o desenvolvimento positivo de adolescentes. Psicologia Educação e Cultura, XVI(1), 231-255.
Lourenço, O. M. (2002). Psicologia de desenv. cognitivo. Coimbra: Almedina.
Lourenço, O. M. (1998). Psicologia de desenv. moral. Coimbra: Almedina.
Medeiros, T. (2015). Adolescência: desafios e riscos (2ª ed.). P.D.: Letras Lavadas.
Medeiros, M. T. (2000). Adolescência: Abord., investig. e contextos de desenvolvimento. P. D.: Dir. Reg. Educ.
Miller, P. H. (1993). Theories of developmental psychology. N. Y.: W. H. Freman.
NRC (2002). Community programs to promote youth development. Wash., DC: National Academy Press.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2009). Human Development. N.Y.: McGraw-Hill.
Pereira, R. (2011). Adolescentes en el siglo XXI. Madrid: Ediciones Morata