OVERVIEW

The course aims to provide a foundational theoretical and methodological framework for the study of Lifespan Psychology.

The course is aimed to lay out the foundations for the acquisition of a suitable method of study, along with other basic courses and with the orientation activities provided by the Department for the first-year students.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to provide knowledge about psychological change and individual differences in life and to promote skills for educational action. The following are illustrated: the main theoretical approaches and research methodologies; knowledge about the stages of development and the variables that can influence evolutionary trajectories; useful approaches to promote change and development. There is an emphasis throughout the course on how educators can maximize shared knowledge as a means of promoting psychological well-being throughout life.

AIMS AND LEARNING OUTCOMES

The course aims to promote knowledge of the principal theoretical models in Lifespan Psychology and to provide foundational concepts regarding the major stages of psychological development, the processes and mechanisms underlying it, and the factors that influence it. The course also seeks to develop knowledge of the most important research tools used in assessment and intervention within the context of Lifespan Psychology.

At the end of the course, students are expected:

• to demonstrate knowledge of the principal theoretical models of psychological development across the lifespan;
• to recognize developmental changes in the perceptual, linguistic, cognitive, emotional, and socio-relational domains throughout life;
• to distinguish the most appropriate research methods to investigate developmental processes and psychological transitions across the lifespan;
• to critically evaluate the use of assessment and intervention tools;
• to use use appropriate technical terminology.

PREREQUISITES

No prerequisite is required for this course.

TEACHING METHODS

The course is primarily delivered through lectures supported by slide presentations. During the lessons, active student participation is encouraged; discussions, practical exercises on specific topics, and the analysis of case studies will be also provided. Classroom activities are designed to foster the sharing of reflections and the practical application of theoretical contents.

The slides used during lectures, along with supplementary learning materials, will be upload on the Aulaweb page to support learning activities and  indipendent study.

SYLLABUS/CONTENT

The program includes the definition of the disciplinary field, the principal theoretical approaches, research methods, and current knowledge regarding psychological development across the lifespan, with particular attention to the following domains: physical, motor, perceptual, cognitive, socio-relational, and moral development. The socio-cultural contexts of development, including the family and peer group, will also be examined

RECOMMENDED READING/BIBLIOGRAPHY

Both attending and non-attending students (taking the Exam in Italian) 

1) A manual: Santrock, J.W., Baroncelli, A. (2026). Psicologia del ciclo di vita. Un approccio topico. Mc Graw Hill

2) Slides used during lectures (available on the Aulaweb page)

3) One book from the following list:

• Ammaniti, M. (2024). I paradossi degli adolescenti. Raffaello Cortina Editore
• Arace, A. (2019). Adolescenti a scuola. Psicologia dello sviluppo e dell’educazione per l’insegnamento. Mondadori Education
• Cardinali, P., Migliorini, L. (2013). Scuola e famiglia. Costruire alleanze. Carocci editore
• Cavalli. G., Gnesi, C. (2021).La motivazione a scuola. Scholè
• Cavioni, V., Grazzani, I. (2023). L'apprendimento sociale ed emotivo: teorie e buone pratiche per promuovere la salute mentale a scuola. Il Mulino.
• Crocetti, G, Vianello, C. (2021). L’anziano alla ricerca di sé nell’esperienza della finitudine. Note di psicologia clinico-dinamica sull’invecchiamento. Aracne editore.
• Bertelli, B., Majorano, M., Ferrari, R. (2023). Lo sviluppo del linguaggio nella prima infanzia. Carocci Editore
• Palladino, P., Friso, G. (2022). I bambini e la metacognizione. Metodi e attività per la scuola dell'infanzia. Carocci Editore
• Zanetti, A. (2022). La creatività. Una competenza da coltivare dentro e fuori la scuola. Carocci editore

Both attending and non attending students (taking the Exam in English) 

1) A manual: Snatrock, J.W. (2021). Essentials of Life-Span Development. Mc Graw Hill

2) A paper chosen from the following list:

• Azman, Ö., Mauz, E., Reitzle, M., Geene, R., Hölling, H., & Rattay, P. (2021). Associations between parenting style and mental health in children and adolescents aged 11–17 years: results of the KiGGS cohort study (second follow-up). Children, 8(8), 672.
• Benvenuti, M., Giovagnoli, S., Mazzoni, E., Cipresso, P., Pedroli, E., & Riva, G. (2020). The relevance of online social relationships among the elderly: how using the web could enhance quality of life?. Frontiers in Psychology, 11, 551862.
• Chen, S., & McDunn, B. A. (2022). Metacognition: History, measurements, and the role in early childhood development and education. Learning and Motivation, 78, 101786.
• Grazzani, I., Agliati, A., Cavioni, V., Conte, E., Gandellini, S., Lupica Spagnolo, M., ... & Oriordan, M. R. (2022). Adolescents' resilience during COVID-19 pandemic and its mediating role in the association between SEL skills and mental health. Frontiers in psychology, 13, 801761.
• Green, A. L., Ferrante, S., Boaz, T. L., Kutash, K., & Wheeldon‐Reece, B. (2021). Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students. Psychology in the Schools, 58(6), 1056-1069.
• Tobia, V., Greco, A., Steca, P., & Marzocchi, G. M. (2019). Children’s wellbeing at school: A multi-dimensional and multi-informant approach. Journal of Happiness Studies, 20(3), 841-861.
• Trică, A., Golu, F., Sava, N. I., Licu, M., Zanfirescu, Ș. A., Adam, R., & David, I. (2024). Resilience and successful aging: A systematic review and meta-analysis. Acta psychologica, 248, 104357.

TEACHERS AND EXAM BOARD

Exam Board

ELENA GANDOLFI (President)

LAURA TRAVERSO (President Substitute)

LESSONS

LESSONS START

2 semester

https://disfor.unige.it/didattica/orario-lezioni

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam will be in written form (multiple-choice questions, and open-ended questions).

To pass the exam, a minimum score of 18 is required on both multiple-choice and open-ended questions.
To take the exam, students must register online under the “Written Exam” section.
To have the grade recorded, students must register online under the “Grade Submission” section for any session following the one in which the exam was taken. The grade will then be recorded online on that date.

Guidelines for Students with Disabilities, Specific Learning Disorders (SLD/DSA) and Special Educational Needs (SEN/BES):

Students with Disabilities, Specific Learning Disorders (SLD/DSA), or Special Educational Needs (SEN/BES) are reminded that, in order to request exam accommodations, they must first submit their documentation to the  Settore servizi per l'inclusione degli studenti con disabilità e con DSA.

Subsequently, to request exam accommodations, students with a disability or SLD are required to fill in the form available at the following page: Servizi per studentesse e studenti con disabilità o con DSA | UniGe | Università di Genova.

Students with SEN/BES are required to send an e-mail to the course instructor, copying the School Referent for the Inclusion of Students with Disabilities and DSA (laura.traverso@unige.it) and the "Student Inclusion Office" inclusione.studenti@info.unige.it.

 The e-mail must specify:

• the name of the course
• the date of the exam session
• the student's surname, first name, and student ID number
• the compensatory tools and dispensatory measures considered appropriate and being requested.

For all students, accommodation requests must be submitted well in advance (7 working days) before the exam date. Requests submitted after this deadline may not be accepted.

ASSESSMENT METHODS

The written exam will be divided in two parts: (1) multiple-choice questions, and (2) open-ended questions

The first part will have the aim to evaluate the acquisition of specific contents

The second part will have the aim to evaluate  the clarity of presentation, the use of technical language, the ability to critically analyze theories and concepts acquired in order to evaluate the ability of critical reasoning and to make connections between the theory and practical implications