The course will focus on typical development from pre-adolescence to adulthood
The course is aimed at extending the knowledge and skills useful for intervention with adolescents. In particular students will learn how to set up projects in the field of education and psychological counseling. In this perspective, we aim to: a) provide knowledge about the personal, contextual and cultural components underlying adolescent development, b) illustrate the protection and risk factors associated with different developmental trajectories; c) refer to the biological and neural bases of the adolescent characteristics.
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:
Based on the provisions of the University and the Department related to phase 3 of the health emergency, the lessons will take place remotely.
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 with constant attention to stimulating requests for clarification and in-depth learning, both with spoken questions and through chat. 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 a small-group work carried out via Teams in the first part of the semester, 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
- Papers selected among those published by the teacher in aulaweb
Ricevimento: The teacher meets students by appointment via Teams till the end of the emergency. Then, the students meeting will be at DISFOR, Corso Podestà 2, fourth floor, Tuesdays at 10-12. Tel: 01020953705; e-mail: mirella.zanobini@unige.it.
MIRELLA ZANOBINI (President)
FABIOLA BIZZI (President Substitute)
September, the 23th 2020
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, if it will be possible take a face-to-face assessment, the exam will consist 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.
If the health emergency persists, an oral exam is scheduled for the first and second part of the course (see teaching methods). In addition, students will have to present an oral project based on Siegel's text and on the selected papers.
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.
All the students must visit the Aulaweb page (www.aulaweb.unige.it) regularly. All the information and materials related to this course are exclusively published on this website.
Any shifts in lectures timetable or office hours will be announced on aulaweb.
Students with DSA, disability or other special educational needs are recommended to contact the teacher at the beginning of the course, in order to organize teaching and assessment, taking in account both the class aims and the student's needs and providing suitable compensatory instruments.
Thesis requests must be made at students’ office hours or by appointment.
The thematic areas for the thesis can cover any topic of the course. Students are encouraged to make specific proposals, accompanied by a bibliography.
