OVERVIEW

The course will focus on typical development from pre-adolescence to adulthood

AIMS AND CONTENT

LEARNING OUTCOMES

The course will focus on the developmental trajectory from pre-adolescence to early adulthood, focusing on internal changes as well as on the role of family, school, and society

AIMS AND LEARNING OUTCOMES

Attendance and active participation in the planned training activities (lectures, discussion of research articles and prevention projects) and individual study will allow the student to:

- learn how the brain develops during adolescence;

- learn how the cerebral changes that occur during adolescence influence executive functions, at-risk behaviors, the ability to recognize emotions and the relationship with peers;

- to learn how the thought, the relationship with the temporal dimension and the moral sense develop during adolescence;

- reflect on the adolescent's developmental path towards the adult identity;

- deepen the specificity of the parent-child relationship in adolescence;

- deepen the specificities of the teacher-adolescent relationship;

- deepen the specifics of the relationship with peers in adolescence;

- deepen the development of sexuality and romantic relationships in adolescence;

- deepen the issue of bullying and cyberbullying in adolescence;

- reflect on the use and abuse of technology in adolescence, with particular reference to the use of the Internet

- acquire the ability to understand the typical development in adolescence and the risk factors in order to know how to develop intervention projects with parents and teachers;

- plan prevention intervention projects aimed at adolescents;

- plan prevention projects aimed at teachers and parents of adolescents

TEACHING METHODS

The teaching consists of lectures, group discussions of research papers and prevention projects

SYLLABUS/CONTENT

The course program includes the presentation and discussion of the following topics:

• Brain development in adolescence with particular regard to the development of executive functions

• The development of thought in adolescence

• The identity issue in adolescence

• Development of the perception of time in adolescence

• Development of the moral sense in adolescence

• Parent-child relationship in adolescence

• The teenager at school

• Relations with peers

• Bullying in adolescence

• The development of sexuality and romantic relationships in adolescence

• Use and abuse of technology in adolescence, with particular reference to the use of the Internet

• Risk factors in adolescence

• Prevention projects aimed at adolescents, parents and teachers

RECOMMENDED READING/BIBLIOGRAPHY

Bibliography for attending students

• Albiero, P. (2012). Il benessere psicosociale in adolescenza. Prospettive multidisciplinari. Carocci, Roma (except chapter 6 and chapter 8)
• Cicognani, E., Baldazzi, M., Cerchierini, L. (2005). Lavorare con i genitori di adolescenti. Metodi e strategie di intervento. Carocci, Roma (da studiare solo la seconda parte, da pag. 125 a pag. 213)
• Jeammet, P. (2002). Cento domande sull’adolescenza. Pendagron, Bologna
• Rosso, A.M., Scopesi, A. (2012). Emozioni e rappresentazioni di sé e dei genitori dalla latenza alla preadolescenza. In: G. Montinari, E. Pelanda La relazione adolescenti-adulti. Roma: Il Pensiero Scientifico, pp. 91-108 AVAILABLE ON AULAWEB
• Lecture notes and slides by the teacher (available on aulaweb at the beginning of the lessons)

Bibliography for students who do not attend the lessons

• Albiero, P. (2012). Il benessere psicosociale in adolescenza. Prospettive multidisciplinari. Carocci, Roma (except chapter 6 and chapter 8)
• Cicognani, E., Baldazzi, M., Cerchierini, L. (2005). Lavorare con i genitori di adolescenti. Metodi e strategie di intervento. Carocci, Roma (da studiare solo la seconda parte, da pag- 125 a pag. 213)
• Jeammet, P. (2002). Cento domande sull’adolescenza. Pendagron, Bologna
• Rosso, A.M., Scopesi, A. (2012). Emozioni e rappresentazioni di sé e dei genitori dalla latenza alla preadolescenza. In: G. Montinari, E. Pelanda La relazione adolescenti-adulti. Roma: Il Pensiero Scientifico, pp. 91-108. AVAILABLE ON AULAWEB
• Ruggiero, I. (2008). Bisogni fusionali e pulsioni sessuali: una difficile integrazione nella vita sessuale delle adolescenti. Rivista di Psicoanalisi, 54:277-292 AVAILABLE ON AULAWEB
• Ruggiero, I. (2011). Corpo strano, corpo estraneo, corpo nemico: itinerari adolescenziali tra corpo, psiche e relazione. Rivista di Psicoanalisi., 57:825-847 AVAILABLE ON AULAWEB
• Lecture notes and slides by the teacher (available on aulaweb at the beginning of the lessons)

Bibliography for students who will take the exam in English

• Blakemore, S. J. (2018). Inventing ourselves. The secret life of the adolescent brain. Public Affair, London
• Waddell M. (2018). On adolescence. Routledge, London

TEACHERS AND EXAM BOARD

Exam Board

DONATELLA CAVANNA (President)

CECILIA SERENA PACE (President)

ANNA MARIA ROSSO (President)

MIRELLA ZANOBINI (President)

STEFANIA MUZI

LESSONS

LESSONS START

I semester

Class schedule

ADOLESCENCE PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

The exam will take place in written form. The evaluation will be expressed in thirtieths. To pass the exam the lowest score will be 18/30 and the highest will be 30/30.

The written exam will be relative to the suggested bibliography, to the lectures and slides by the teacher available on aulaweb and to what was addressed in class. For students not attending the lessons the exam will focus only on the books, the slides and the handouts edited by the teacher available on aulaweb.

The exam consists of two parts:

a) a test with 40 multiple-choice questions (0.5 points for each correct answer, -0.10 points for each wrong answer). It will last for 1 hour.

b) a prevention intervention project aimed at adolescents or parents or teachers of adolescents. The project, which must be sent to the teacher via e-mail 15 days before taking the exam, must include: Introduction (theoretical assumptions of the project with bibliographic references) and articulated description of the project (objectives, recipients, place and mode of performance , methods for assessing the effectiveness of the intervention). The length of the project must be between 10,000 and 12,000 characters including spaces. The project will be evaluated from 0 to 10 points depending on relevance, feasibility, clear exposition of the basic theoretical assumptions, relevance of the bibliographic sources and their correct quotation.

For students who will take the exam in English, it will consist of only 5 open-ended questions and students will not have to prepare the project. Students who will take the exam in English must inform the teacher at least 7 days before taking the exam by writing to rosso@unige.it. The exam will last 90 minutes.

Students with DSA certification will be able to choose whether to take the exam orally or to take the exam in written form. In the latter case they will have 90 minutes of time. In any case they must communicate their choice to the teacher at least 7 days before taking the exam by writing to rosso@unige.it

Three exam sessions will be available for the winter session (January-February), 4 exam sessions for the summer session (May, June and July), 2 sessions in September.

No extraordinary exam session will be granted outside the periods indicated in the Regulations of the Degree Program.

ASSESSMENT METHODS

The exam will ascertain the learning of the topics included in the program.

Specifically, the exam aims to ascertain the following aspects of student preparation:

- ability to reflect critically on what he studied;

- ability to apply the theoretical concepts in planning intervention projects aimed at promoting the well-being of adolescents and the prevention of mental distress in adolescence.

Exam schedule