Developmental Psychology of Adulthood and Elderly

Objectives

1. To understand adult and elderly development models and theories
2. To facilitate knowledge production in the course's field in order to grasp the life-span approach, particularly with regards to changes and general developmental tasks during the adulthood (emerging adulthood, young, adulthood, middle age) and late adulthood stages in life
3. To reflect about emerging adulthood as a developmental stage
4. To gain deeper insight into adults' psychosexual and socioaffective dimensions, in order to understand the former's intimate and interpersonal relationships in their different developmental stages
5. To mobilize integrated knowledge so as to understand significant transitions (e.g. enrollment in higher education, entry into the labor market, marriage, retirement)
6. To construct reflexive thinking in what concerns late adulthood development in all its dimensions and differences
7. To bridge theoretical, methodological and practical knowledge to issues adults and elderly face nowadays

Program

1. Theories, concepts and approaches to adult and elderly development

2. Emerging adulthood development period

2.1 Concept of emerging adulthood and developmental changes

2.2 Sexual orientation, identity and intimacy

2.3 Post-formal cognitive development models

2.4 Models of psychosocial impact and positive contexts

3. Adulthood development period

3.1 Psychosexual development, love and sexual orientation

3.2 Adult developmental tasks (psychosocial, cognitive and moral dimensions)

3.3 Work, leisure and retirement

4. Old age development period

4.1 Theories and explanatory factors of aging

4.2 Types of aging(s)

4.3 Deconstruction of age-related stereotypes

4.4 Contexts of aging and relationships (family and host institutions)

4.5 Psychological variables and positive old age

4.6 Changes in cognitive functions

4.7 Mild cognitive impairment and frequent dementias

4.8 The psychologist in promoting positive aging: ethical aspects

Teaching Methodologies

The methodology in question focuses on problem-solving techniques and critical discussions, through a learning environment that questions students during their knowledge building process. Students are thus involved in thematic reflection in varied ways, such as the analysis and discussion of texts, the resolution of real dilemmas, reflections on life stories, and the discussion of contemporary research. Students shall be also involved in exploratory studies, utilizing normative methods of research in the area. Results will be presented in class, allowing therefore debate, analytical and reflection skills that may contribute to (re)build meaningful knowledge. Assessment includes a written test as well as the results obtained from the performance in the tasks referred above.

Bibliography

Arnett, J. J. (2004). Emerging adulthood. The winding road from the late teens through the twenties. University Press.
Barros de Oliveira, J. H. (2010). Psicologia do envelhecimento e do idoso (4ª ed.). Livpsic.
Bee, H. (2009). Lifespan development. Pearson International Edition.
Commons, M. L., Armon, C., Kohlberg, L., Richards, F. A., Grotzer, T. A., & Sinnott, J. D. (Eds.) (1989). Adult development (Vol. 2). Praeger
Levenson, M. R., & Crumpler, C. A. (1996). Three models of adult development. Human Development, 39, 135-149.
Marchand, H. (2001). Temas de desenvolvimento psicológico do adulto e do idoso. Quarteto Editora.
Medeiros, M. T. (Coord.) (2016). (Re)pensar as pessoas idosas no século XXI. Letras Lavadas.
Medeiros, T., Ribeiro, C., Miúdo, B., & Fialho, A. (Coords.) (2014). Envelhecer e Conviver (2ª ed.). Letras Lavadas.
Nelson, T. D. (2004). Ageism. Stereotyping and prejudice agaisnt older persons. The MIT Press.
Neri, A. L. (Org.) (2009). Qualidade de vida e idade madura. Papirus Editora.
Simões, A. (2006). A nova velhice. Um novo público a educar. Coleção Idade do saber, 5. Âmbar.
Velez, M. J. Dacey, F. & Travers, J.F. (2008). Human Development across the Lifespan (7th ed.). McGraw-Hill.