OVERVIEW

The course explores adolescence as a fundamental period in the development of the human being. Issues relating to the typical changes of this phase will be addressed, interpreting them in the light of current theoretical concepts and research.

Among the questions we will try to answer: why has adolescence been traditionally considered as a period of inevitable crisis and conflict? Do all teenagers engage in high risk taking and why? How are psychological changes related to physical ones? To what extent is the brain still plastic at this age? Is there continuity with the previous development phases? On what basis should prevention interventions aimed at this age group be designed? 

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen the current conceptions of the adolescent period, with particular reference to the theoretical and practical consequences of studies on brain development. It also aims to actively engage students through interactive strategies and design activities.

AIMS AND LEARNING OUTCOMES

Aims

• provide elements for a deepening of knowledge on adolescent development;
• allow reflection on brain changes associated with developmental processes in different areas;
• stimulate reflection on adolescence as a key period of human development;
• encourage the active participation of students;

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;
• learn how the brain develops during adolescence;
• 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;
• compare traditional conceptions of adolescence with current issues;
• refine one's ability to communicate in different educational contexts (class group, small group)
• understand how to apply the acquired knowledge, making examples in specific contexts;
• in-depth analysis of scientific article

PREREQUISITES

Basic knowledge in Developmental Psychology

TEACHING METHODS

In the initial stages of 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. This section will also address the topic of emerging adulthood.

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 autonomously during 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;
• adolescence and developmental tasks;
• parent-child relationship in adolescence;
• peers relationship in adolescence;
• the development of friendship and romantic relationships in adolescence;
• the emerging adulthood
• 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;
• prevention and intervention strategies in adolescence.

RECOMMENDED READING/BIBLIOGRAPHY

Bibliographie for attending students

1- E. Confalonieri, I. Grazzani, Adolescenza e compiti di sviluppo (terza edizione ampliata), Unicopli, Milano, 2021 (capitoli 1, 2, 3, 5).

or

1- A.E. Berti, A.S. Bombi, Corso di Psicologia dello sviluppo (parte quarta: l’adolescenza), Il Mulino, Bologna, 2018.

2- S.J. Blakemore (2016), Inventare sé stessi: cosa succede nel cervello degli adolescenti, tr. it. Bollati Boringhieri, Torino, 2018.

3- One of the following articles:

S.J. Blakemore, Avoiding social risk in adolescence, Current Directions in Psychological Science 2018, Vol. 27(2) 116–122

L..J. Knoll et al., A Window of Opportunity for Cognitive Training in Adolescence, Psychological Science 2016, Vol. 27(12) 1620–1631

J. Haidt, END THE PHONE-BASED CHILDHOOD NOW: The environment in which kids grow up today is hostile to human development.

4- Slides or other materials posted by the teacher

Bibliographie for non attending students

1- E. Confalonieri, I. Grazzani, Adolescenza e compiti di sviluppo (terza edizione ampliata), Unicopli, Milano, 2021 (capitoli 1, 2, 3, 5).

or

1- A.E. Berti, A.S. Bombi, Corso di Psicologia dello sviluppo (parte quarta: l’adolescenza), Il Mulino, Bologna, 2018.

2- J.J. Arnett,  Emerging adulthood: A theory of development from the late teens through the twenties. American psychologist, 2000, 55.5: 469.

3- S.J. Blakemore (2016), Inventare sé stessi: cosa succede nel cervello degli adolescenti, tr. it. Bollati Boringhieri, Torino, 2018.

4- One of the following articles:

S.J. Blakemore, Avoiding social risk in adolescence, Current Directions in Psychological Science 2018, Vol. 27(2) 116–122

L..J. Knoll et al., A Window of Opportunity for Cognitive Training in Adolescence, Psychological Science 2016, Vol. 27(12) 1620–1631

J. Haidt, END THE PHONE-BASED CHILDHOOD NOW: The environment in which kids grow up today is hostile to human development.

5- Slides or other materials posted by the teacher

Bibliography for students who will take the exam in English

1- Blakemore, S. J. (2018). Inventing ourselves. The secret life of the adolescent brain. London: Public Affairs

2- Waddell M. (2018). On adolescence. London: Routledge

3- One article between the following:

S.J. Blakemore, Avoiding social risk in adolescence, Current Directions in Psychological Science 2018, Vol. 27(2) 116–122

L..J. Knoll et al., A Window of Opportunity for Cognitive Training in Adolescence, Psychological Science 2016, Vol. 27(12) 1620–1631

J. Haidt, END THE PHONE-BASED CHILDHOOD NOW: The environment in which kids grow up today is hostile to human development.

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.

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

LAURA TRAVERSO (President Substitute)

LESSONS

LESSONS START

September 17th

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

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

1. 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.

2. At the end of the course, there will be a written exam with multiple-choice and short-answer questions on the article "Emerging adulthood", the monographic text and the chosen article.

The final evaluation will be determined by the weighted average of the previous assessments: 30% point 1., 70% point 2.

For non-attending students, there will be a written test with multiple choice and short answer questions on all the topics of the course.

Students with SLD, with disabilities, or with other regularly certified special educational needs will  agree with the teacher, according with the Referent of the Department Prof.  Laura Traverso, on the exam method and the compensatory instruments, by contacting the teacher at least 10 days before the test. They will also be able to take advantage of the additional time required by law.

ASSESSMENT METHODS

The exam will verify the knowledge on the topics covered during the course and the skills acquired through classroom discussion, exercises, and group work through the examination methods described above. Specifically, the exam aims to ascertain the following aspects of student preparation:

- knowledge acquired through lectures attendance, work group, online exercices, and individual study

- the ability to reflect critically on what he/she studied.

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.

The course will be held intensively from the beginning of classes until the end of October because the teacher will cease service on November 1st

For this reason the teacher will not accept thesis proposals.