The course will focus on typical development from pre-adolescence to adulthood
The course is aimed to promote the student’s professional training on developmental path and processes in adolescence. In this vein, the main objectives are: to provide knowledge about individual and cultural components of cognitive, linguistic, emotional, and social development during adolescence; to explore protective and risk factors in the developmental processes; to acquaint students with assessment tools for adolescents.
Attendance and active participation in the planned educational activities (frontal and interactive lessons, discussion and exercises on the study material) and individual study will enable the student:
The first lessons will be devoted to ascertain, through an interactive teaching methodology, the students' knowledge on adolescent typical development
The second part of the course will focus on the monographic text. Results of research and case studies will be shown in order to stimulate discussion in the classroom and to analyze in depth the more interesting topics (about 8 lectures).
In the third part of the course students will present the results of an individual (or small-group) work concerning the application of acquired knowledge in planning prevention or intervention strategies (about 6/7 lessons).
The course program includes the presentation and discussion of the following topics:
Bibliography for attending students
- A.E. Berti, A.S. Bombi, Corso di Psicologia dello sviluppo (fourth part: adolescence) Il Mulino, Bologna, 2018.
- S.J. Blakemore (2016), Inventare sé stessi: cosa succede nel cervello degli adolescenti, tr. it. Bollati Boringhieri, Torino, 2018.
- Chapters selected from the following book and/or among the papers published by the teacher in aulaweb.
Bibliography for students who do not attend the lessons
- .A.E. Berti, A.S. Bombi, Corso di Psicologia dello sviluppo (parte quarta: l’adolescenza) Il Mulino, Bologna, 2018.
- D.J. Siegel (2013), La mente adolescente, tr.it. Raffaello Cortina, Milano, 2014.
- Two papers selected among those published by the teacher in aulaweb
Bibliography for students who will take the exam in English
- Blakemore, S. J. (2018). Inventing ourselves. The secret life of the adolescent brain. London: Public Affairs
- Waddell M. (2018). On adolescence. London: Routledge
Ricevimento: DISFOR, Corso Podestà 2, fourth floor, Tuesdays at 10-12. Tel: 01020953705; e-mail: mirella.zanobini@unige.it.
DONATELLA CAVANNA (President)
MIRELLA ZANOBINI (President)
FABIOLA BIZZI
September, the 24th 2019
ADOLESCENCE PSYCHOLOGY
For attending students the assessment will take place in several stages.
The final evaluation will be determined by the weighted average of the previous assessments: 25% point 1., 25% point 2., 50% point 3.
For non-attending students the exam consists in a written test on the whole program with multiple-choice and short-answer questions (aimed at ascertaining the knowledge and understanding of the program), and an oral exam aimed at assessing the critical understanding of the topics and the ability to identify prevention and intervention strategies with respect to risk factors. Only students who have passed the written test will be able to access the oral exam. The final evaluation will be determined by the average between the written and the oral.
Students with DSA or with other regularly certified special educational needs will be able to agree with the teacher the written or oral modality in every step, communicating it to the teacher at least 7 days before. They can also take advantage of 30% additional time.
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/she 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.
