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

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. Results of research and case studies will be shown to encourage discussion in the classroom and to analyze in-depth the more interesting topics.

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 the application of the acquired knowledge in planning prevention or intervention strategies.

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 (one of the four parts of the text).

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 of the four parts of the text).

- 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

The teacher will take care to make accessible the slides and possibly the recording of some parts of the lessons in order to make the learning material as accessible as possible for all students.