OVERVIEW

The course aims to deepen the current conceptions of the adolescent period, referring to recent research on typical development, with particular reference to the theoretical and applicative implications of studies on brain development. It also aims to activate students through exercises on teaching content.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to implement 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, it is proposed to: a) provide knowledge on the personal, contextual and cultural components at the basis of adolescent development, b) illustrate the protection and risk factors associated with the various developmental trajectories; c) analyze the biological and neural basis of the adolescent's characteristics.

AIMS AND LEARNING OUTCOMES

Aims:

1. provide elements for a deepening of knowledge on adolescent development;
2. allow reflection on brain changes associated with developmental processes in different areas;
3. stimulate reflection on adolescence as a key period of human development;
4. encourage the active participation of students;
5. provide the tools to plan prevention interventions.

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:

• to consolidate the previously acquired knowledge on the typical development in adolescence;
• to learn how the brain develops during adolescence;
• to understand how neurological changes occurring during adolescence affect cognitive functioning, the sense of self and the understanding of other people, the ability to recognize emotions,  the theory of mind, the relationships with adults and peers, the risk behaviors;
• to compare traditional conceptions of adolescence with current issues;
• to understand how to apply the acquired knowledge;
• to understand critically the path of adolescents towards adult's identity;
• to analyze in-depth the risk factors in adolescence, in order to develop prevention and intervention projects.

TEACHING METHODS

At present, it is not yet known with certainty whether the course will be held in full or in part in the presence. The structure of the course and the teaching methods will in any case be the same, even if using the different means available in the classroom or remotely.

Before starting the course, the teacher will upload one or more questionnaires on expectations and knowledge on aulaweb that will serve as a basis for shared reflection and refine the course setting.

The first lessons will be devoted to ascertaining the students' knowledge of adolescent typical development through an interactive teaching methodology.

The second part of the course will focus on the monographic text, with constant attention to stimulating the students' requests for clarification and insights, both with oral questions and via chat if the course will take place remotely. Results of research and case studies will be shown to encourage 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 in the first part of the semester, concerning applying the acquired knowledge in planning prevention or intervention strategies (about 6/7 lessons).

SYLLABUS/CONTENT

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

• physical development; self and identity development; cognitive, affective, and social development in adolescence;
• parent-child relationship in adolescence;
• peers relationship in adolescence;
• the development of friendship and romantic relationships in adolescence;
• adolescence as a key moment in the life course;
• sensation seeking and risk taking in adolescence;
• brain development and developmental trajectories;
• risk and protective factors in adolescence;
• adolescents from an the inside perspective;
• the adolescent from an inside perspective
• the emerging adulthood
• prevention and intervention strategies in adolescence.

RECOMMENDED READING/BIBLIOGRAPHY

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.

• D.J. Siegel (2013), La mente adolescente, tr.it. Raffaello Cortina, Milano, 2014.

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.

- S.J. Blakemore (2016), Inventare sé stessi: cosa succede nel cervello degli adolescenti, tr. it. Bollati Boringhieri, Torino, 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

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

GUYONNE ROGIER (President Substitute)

LAURA TRAVERSO (President Substitute)

LESSONS

LESSONS START

September, the 28th 2021

Class schedule

ADOLESCENCE PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

For attending students the assessment will take place in several stages.

• An initial assessment (after the first lessons) on the basic knowledge about developmental processes in adolescents . The assessment will be conducted through a multiple-choice test.
• In the last part of the course, each group will be invited to present a report on the chosen readings: in this part an oral presentation is required, possibly with the support of video presentation; the groups will be formed by the teacher and the exhibition will be organized on several days  in order to allow, even remotely, a fruitful exchange between the students (4/5 groups at a time).
• After the end of the course there will be an oral assessment or, if possible, a written exam with multiple choice questions, short-answer and open-answer questions on the monographic text (and on the basic manual for students who did not pass the initial test).

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.

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/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.

Exam schedule

FURTHER INFORMATION

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.