Uniwersytet Warszawski - Centralny System UwierzytelnianiaNie jesteś zalogowany | zaloguj się
katalog przedmiotów - pomoc

Developmental Psychology II

Informacje ogólne

Kod przedmiotu: 2500-EN_O_26 Kod Erasmus / ISCED: 14.4 / (0313) Psychologia
Nazwa przedmiotu: Developmental Psychology II
Jednostka: Wydział Psychologii
Grupy:
Punkty ECTS i inne: 6.00
zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Skrócony opis: (tylko po angielsku)

The course comprises a lecture series and workshops. The aim of the course is to survey the characteristics of human psychological development at different stages of life by means of presenting key theoretical accounts and empirical evidence. The lecture during the spring semester (Developmental Psychology II) encompasses two separate thematic blocks.

Pełny opis: (tylko po angielsku)

The course comprises a lecture series and workshops. The aim of the course is to survey the characteristics of human psychological development at different stages of life by means of presenting key theoretical accounts and empirical evidence. The lecture during the spring semester (Developmental Psychology II) encompasses two separate thematic blocks. During the first part, the course continues to survey key aspects of psychological development from adolescence through to late adulthood. This part will be complemented by a lecture on the key issues in family psychology and a lecture on psychosexual development. The second thematic block is devoted to variability in developmental trajectories and to the introduction to atypical human development. This part of the course aims to present the concept of developmental trajectories, most notable models of early risk for developmental difficulties and the potential for modification of trajectories. Subsequent lectures will present the key features of atypical development of children and adults, who experience specific difficulties, e.g. neurodevelopmental disorders, genetic syndromes, intellectual disability, attention or language disorders.

The accompanying workshop will complement and expand the content of both parts of the lecture (from both the winter and the spring semesters), particularly in the areas of social, emotional and language development. The aim of the workshop is to acquaint students with the key features of children and adolescents’ functioning in several areas (social, emotional, cognitive, language). The second aim is to teach students how to observe and understand children’s behaviour at various ages and contexts. This will be achieved by practicing observational and interpretational skills using various theoretical frameworks. Students will develop their professional skills through the analysis of video recordings (parent-child interactions, interviews with children and adults), interviewing and learning how to use selected psychometric tools. Subsequent classes are taught by different teachers, thus none of the groups have one fixed teacher for the semester.

Lecture topics:

1. Adolescence I (K. Lubiewska). Main developmental changes in adolescence. Cognitive and moral development (theories of Piaget and Kohlberg). Relation between independence and interdependence

2. Adolescence II (K. Lubiewska). Self-concept in adolescence. Achievement motivation

3. Emerging adulthood I (K. Lubiewska). Cognitive and moral development. Socialization in emerging adulthood. Peers, friends, other social relations

4. Emerging adulthood II (K. Lubiewska). Intimate relationships (love and mechanisms underlying individual differences in attachment). Careers: Earning a living

5. Middle adulthood I (K. Lubiewska). Cognitive, moral development and creativity. Sandwich generation: Intergenerational solidarity and conflict. Family stress model

6. Middle adulthood II (K. Lubiewska). Stages of parental development. Intimate relationships: Masters, disasters and the role of sensitivity toward close other

7. Late adulthood (K. Lubiewska). Aging. Cognitive and moral development. Balance between independence and interdependence. Selection, optimization, and compensation theory

8. Culture-informed approach to development (K. Lubiewska). The same (partner/parent) behaviours foster different culture-dependent (relationship/developmental) outcomes. Cultures of talent vs diligence as the context of development. Individualism and cultural tightness (vs looseness) as the context of development.

9. Introduction to family psychology (K. Lubiewska)

10. Atypical trajectories. Models of developmental risk. Consequences of prematurity. (G. Kmita)

11. Neurodevelopmental disorders, genetic syndromes, intellectual disability. (Z. Borska-Mądrzycka)

12. Atypical sensory experience across lifespan. (Z. Borska-Mądrzycka)

13. Modification of atypical trajectories. Early intervention. (Z. Borska-Mądrzycka)

14. Language disorders. (Z Borska-Mądrzycka)

15. Trajectories of development of individuals with attention difficulties. (M.Gambin)

Workshop topics:

1. Introduction. Rules of course participation. Observation vs. interpretation of behaviour. (Z Borska-Mądrzycka)

2. Development of early infant-parent interactions during the first year of life. (Z Borska-Mądrzycka)

3. Social-cognitive and communicative development in toddlers and young children. (Z Borska-Mądrzycka)

4. Language development in childhood and its assessment. (Z Borska-Mądrzycka)

5. Cognitive development. Development of play. (Z Borska-Mądrzycka)

6. Intellectual and general cognitive development and its assessment. (Z Borska-Mądrzycka)

7. Developmental disorders I. (Z Borska-Mądrzycka)

8. Developmental disorders II. (Z Borska-Mądrzycka)

9. Areas of socialisation in relation of developmental outcomes. (K. Lubiewska)

10. Emotion regulation in the lifespan. (K. Lubiewska)

11. Emotional attachments I: friendship, romantic love and attachment. (K. Lubiewska)

12. Emotional attachments II: friendship, romantic love and attachment. (K. Lubiewska)

13. Basic psychological needs (competence, independence, co-dependence) and individuation in adolescence. (K. Lubiewska)

14. Selected social roles: parenthood and partnership in romantic relationships. (K. Lubiewska)

15. Summary. Test. Grading.

Literatura: (tylko po angielsku)

Reading list for lectures (please note that the final list will be made

available at the beginning of the course):

1. Adolescence I (K. Lubiewska)

Schaffer D.R. i Kipp K. (2007). Developmental psychology.

Childhood & adolescence. Belmont, CA: Thompson. (Chapter 12).

2. Adolescence II (K. Lubiewska)

Schaffer D.R. i Kipp K. (2007). Developmental psychology.

Childhood & adolescence. Belmont, CA: Thompson. (Chapter 12).

3. Emerging adulthood I (K. Lubiewska)

Arnett, J. J. (2016). Socialization in emerging adulthood. From the

family to the wider world, from socialization to self-socialization.

In L., A.Jensen (Ed.), The Oxford handbook of human development

and culture (pp. 85-108). New York, NY: Oxford University Press.

Beckes, L., & Coan, J. A. (2011). Social baseline theory: The role of

social proximity in emotion and economy of action. Social and

Personality Psycholog, Compass, 5, 976-988.

4. Emerging adulthood II (K. Lubiewska)

Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood.

New York, NY: Guilford. (Chapter 2)

Shaver, P. R., Mikulincer, M. (2006). A behavioural systems

approach to romantic relationships. Attachment, caregiving and

sex. In: R.,J. Sternberg, K. Weis, (eds.). New psychology of love

Nowa psychologia miłości (pp. 35-64). Yale University Press.

Schaie, K. W., & Willis, S. L. (2002). Adult development and aging

(8 th Edition). Upper Saddle River, NJ: Pearson. (Chapter 8)

5. Middle adulthood I (K. Lubiewska)

Conger, R. D., Conger, K. J., & Martin, M. J. (2010). Socioeconomic

Status, Family Processes, and Individual Development. Journal of

Marriage and the Family, 72(3), 685–704.

https://doi.org/10.1111/j.1741-3737.2010.00725.x

6. Middle adulthood II (K. Lubiewska)

Demick, J. (2002). Stages of Parental Development. W M., H.

Bornstein (Red.), Handbook of parenting, Volume 3. Being and

becoming a parent (s. 389-414). Mahwah, NJ: Erlbaum.

7. Late adulthood (K. Lubiewska)

Gutchess, A. H., & Boduroglu, A. (2016). Cognition in adulthood

across cultures. In L., A.Jensen (Ed.), The Oxford handbook of

human development and culture (pp. 621-636). New York, NY:

Oxford University Press.

Mason, M. G. (2011). Adulthood and aging. Boston, MA: Pearson.

(Chapter 1)

8. Culture-informed approach to development (K. Lubiewska)

Literature TBA

9. Introduction to family psychology (K. Lubiewska)

Literature TBA

10. Atypical trajectories. Models of developmental risk. Consequences of

prematurity. (G. Kmita)

Belsky, J., Pluess, M. (2009). Beyond diathesis-stress: Differential

Susceptibility to Environmental Influences. Psychological Bulletin,

135, 885–908.

11. Neurodevelopmental disorders, genetic syndromes, intellectual

disability. (Z. Borska-Mądrzycka)

Volkmar, F., Rogers, S., Paul, R., Pelphrey, K. (2014). Autism and

pervasive developmental disorders (vol. 2). New Jersey: John

Wiley & Sons.

12. Atypical sensory experience across lifespan. (Z. Borska-Mądrzycka)

Literature TBA

13. Modification of atypical trajectories. (Z. Borska-Mądrzycka)

Literature TBA

14. Language disorders. (Z. Borska-Mądrzycka)

Clair M.C., Pickles A., Durkin K., Conti-Ramsden G. (2011). A

longitudinal study of behavioral, emotional and social diffi culties

in individuals with history of specific language impairment.

Journal of Communication Disorders, 44, s. 186–199.

15. Trajectories of individuals with attention difficulties. (M.Gambin)

Castellanos, F. X., Sonuga-Barke, E. J., Milham, M. P., & Tannock,

R. (2006). Characterizing cognition in ADHD: beyond executive

dysfunction. Trends in cognitive sciences, 10(3), 117-123.

Wehmeier, P. M., Schacht, A., & Barkley, R. A. (2010). Social and

emotional impairment in children and adolescents with ADHD and

the impact on quality of life. Journal of Adolescent Health, 46(3),

209-217.

Selected readings for workshops (please note that the final list will be

given at the beginning of the course):

 Smith P.J., Cowie H. & Blades M. (2015). Understanding Children’s

Development. Chapter 7: Play. Sixth Ed. Wiley & Sons. (pp. 233-

264, will be available via COME)

 Grusec, J. E., & Davidov, M. (2010). Integrating different

perspectives on socialization theory and research: a domain-

specific approach. Child Development, 81(3), 687–709.

https://doi.org/10.1111/j.1467-8624.2010.01426.x

 Diamond, L. M., & Aspinwall, L. G. (2003). Emotion Regulation

Across the Life Span : An Integrative Perspective Emphasizing and

Dyadic Processes 1. Motivation and Emotion, 27(2), 125–157.

https://doi.org/10.1023/A:1024521920068

 Allen, J. G., Stein, H., Fonagy, P., Fultz, J., & Target, M. (2005).

Rethinking adult attachment: A study of expert consensus.

Bulletin of the Menninger Clinic, 69, 59-80. doi:

10.1521/bumc.69.1.59.62266

 Ainsworth, M. D. S., Blehar, M., Waters, E., & Wall, S.

(1978/2015). Patterns of attachment: A psychological study of the

Strange Situation. New York, NJ: Routledge. (description of the

sensitivity scales)

Efekty uczenia się: (tylko po angielsku)

A. Knowledge:

Is able to describe human development during different stages of the life cycle and in different areas of functioning

Knows the key scientific concepts in developmental psychology and understands the connections between this area of psychology and other areas of psychological research

Knows key research methods and the most important empirical findings in developmental psychology together with their historical context

Has an in-depth knowledge on the biological basis of human development and cognitive functioning at different stages of life

Has an extended knowledge of human social and emotional development as well as of the determinants and consequences of individual differences in developmental trajectories

B. Skills:

Describes key interactive behaviours of the child (at different ages) and the parent in terms of selected theoretical frameworks

Describes key characteristics of child language development at different ages and means of its assessment

Identifies selected types of child play and is able to interpret them with respect to selected theories of development

Describes key characteristics of cognitive development with respect to selected theoretical frameworks and means of its assessment

Understands, which and what kinds of parental behaviour have specific effects on child’s developmental outcomes

Is able to conduct an interview to investigate individual differences in attachment relationships to the parent/caregiver or partner in a romantic relationship

Is able to conduct an observational analysis of sensitivity in parent-child interactions and in romantic relationships

C. Social competences

Is aware of the diversity of goals and values pursued by different people and respects that diversity, especially when considering people of different age and different developmental needs

Metody i kryteria oceniania: (tylko po angielsku)

1) Written exam with multiple choice and open-ended questions(75% of final grade)

2) In class assignments and a written assignment (25% of final grade)

a) carrying out interviews or observations of children, adolescents or adults and interpreting these in terms of selected theoretical frameworks. The interpretation will be presented during the workshops (15 points) NB: you will not be presenting one specific assignment but it is expected that you will present smaller pieces of work throughout the course for which you will be awarded points

b) a short written assignment on a chosen topic, to be submitted in writing by the end of the course (10 points).

NOTE: the exam can be retaken in the retake session, but the in- class assignments and the written assignment cannot be retaken, improved, etc.

The passing level for the course is 60%

Zajęcia w cyklu "Semestr letni 2019/20" (zakończony)

Okres: 2020-02-17 - 2020-08-02
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Ćwiczenia, 30 godzin więcej informacji
Wykład, 30 godzin więcej informacji
Koordynatorzy: Katarzyna Lubiewska
Prowadzący grup: Zofia Borska-Mądrzycka, Małgorzata Gambin, Grażyna Kmita, Katarzyna Lubiewska
Lista studentów: (nie masz dostępu)
Zaliczenie: Przedmiot - Egzamin
Ćwiczenia - Brak protokołu
Wykład - Egzamin
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski.