1. To know the concept of adolescence, and its historical and philosophical roots.
2. To knowledge in order to understand the developmental changes in adolescence in its different phases.
3. To acquire knowledge about puberty, physical and psychosexual changes in Human development.
4. To understand the structures and characteristics of formal thinking and deduce its implications.
5. To reflect on psychosocial development in adolescence.
6. To integrate the relevance of living contexts and interpersonal relationships in the following processes: attachment, separation-individuation and identity construction.
7. To acquire knowledge about moral development in adolescence.
8. Convene theoretical, methodological and practical knowledge on the issues that are posed to adolescent developmental psychology and the most frequent risk behaviors.
1. Adolescence conceptualization and its approaches.
1.1. Concepts of adolescence: approaches, phases, development tasks and boundaries
1.2. Research methods
2. Physical and psychosexual development in adolescence
2.1. Reproductive systems physiology
2.2. Puberty
2.3. Phases of psychosexual development
2.4. Body, image and appearance
3. Cognitive development in adolescence
3.1. Characteristics of formal thinking
3.2. Models and strategies for promoting cognitive development
4. Identity and Intimacy
4.1. Concepts of identity, crisis and moratorium
4.2. Psychosocial development
4.3. Relationships of separation-individuation and attachment-individuation in relation to the developmental contexts
5. Moral development in adolescence
5.1. Theoretical approaches to moral development: stages, levels, criticisms and limitations
5.2. Evaluation and promotion of moral development
6. Most frequent risk behaviors
6.1. The role of the psychologist in preventing and promoting the development of adolescence
The methodology focuses on problem-solving and critical discussion, through a learning environment that questions the student during their knowledge building process. Students are involved in thematic reflection in many ways, such as analysis and discussion of texts, resolution of real dilemmas, reflections on life stories and discussion of contemporary research. They are also involved in
exploratory studies, using the usual methods of research in the area. Results are presented in class, allowing debate and development of competences that lead to analysis and reflection in order to be able to (re)build meaningful knowledge from a reflexive attitude. Assessment includes a written test as well as the results obtained from the performance in the tasks referred above.
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Lourenço, O. M. (1998). Psicologia de desenvolvimento moral. Teoria, dados e implicações (2ª ed.). Almedina.
Lourenço, O. M. (2002). Psicologia de desenvolvimento cognitivo. Teoria, dados e implicações (2ª ed.). Almedina.
Medeiros, T. (Coord.) (2015). Adolescência: Desafios e riscos (2ª ed.). Letras Lavadas.
Medeiros, T., Patrício, L., & Dinis, R. (Coord.) (2013). Aditologia: Prevenção e Intervenções. Letras Lavadas.
Medeiros, M. T. (Coord.) (2000). Adolescência: Abordagens, investigações e contextos de desenvolvimento. Direcção Regional da Educação.
Sprinthall, N. A., & Collins, W. A. (1994). Psicologia do adolescente. Uma abordagem desenvolvimentista. FCG.
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