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CODE 114002
SEMESTER 2° Semester


The course introduces students to the basic knowledge of Life Cycle Psychology both by relating theories and learned topics to research results, and through the presentation of the main research design and methodologies.

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.



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.


At the end of the course, students are expected to be able to:

  • Describe the theoretical and methodological principles relating to life cycle psychology;
  • Master the main explanatory models of life cycle psychology;
  • Correctly attribute psychological processes and skills in the various developmental stages from birth to death;
  • Understand the main development contexts throughout the life cycle.

At the end of the course, students will develop the following skills:

  • master the technical language specific to the discipline;
  • use critical thinking, process and evaluate key information relating to life cycle psychology;
  • identify one's own abilities, ability to concentrate, critically reflect on a task;
  • awareness of one's own learning strategies, organization and evaluation of personal learning according to what has been learned 



Dialogue lessons (supported by slides) in which the theoretical contents are linked to some examples of the daily life, results of the studies and research. During the lesson the active and critical participation from students will be encouraged. The course will also provide practical (group) exercises, case study analysis, and video analysis.The exercises will have the aim of helping the student to apply in practice what has been learned on a theoretical level. These activities will allow attending students to acquire an OPEN BADGE which will certify participation in a course aimed at acquiring soft skills relating to the following key competencies: functional literacy (basic level); personal (basic level); social (basic level); learning to learn (basic level).

Aulaweb is the course workspace where the slides used by the teacher will be inserted (at the end of each lesson), in-depth materials, applications to encourage interaction and active participation by students. 


The program includes: the definition of the disciplinary field, the main theoretical approaches, the methods of investigation, the knowledge gained to date with respect to psychological development throughout life, with particular attention to the following domains: physical, motor, perceptive, cognitive, socio-emotional, moral. The social contexts of development, such as family, peers and culture, will also be explored in depth.


For attending and non attending students (exam in Italian)

A manual

Santrock, J.W., Deater-Deckard, K., Lansford, J., Rollo, D. (2021). Psicologia dello Sviluppo, IV edizione. Mc Graw Hill

A book chosen from the following list:

  • Taransaud, D. (2021). Tu pensi che io sia cattivo. Strategie pratiche per lavorare con adolescenti aggressivi e ribelli. FrancoAngeli Editore
  • Procacci, M., Sette, S. (2024). Da soli per forza. Il ritiro sociale in adolescenza. Carocci Editore
  • Mazzoni, E., & Benvenuti, M. (2019). Developmental Technologies. Evoluzione Tecnologica e Sviluppo Umano. Apogeo Education
  • Riva, G. (2023). Nativi Digitali. Crescere ed apprendere nel mondo dei nuovi media. Il Mulino.
  • Cavioni, V., & Grazzani, I. (2023). L'apprendimento sociale ed emotivo: teorie e buone pratiche per promuovere la salute mentale a scuola. Il Mulino.
  • Pedrinelli Carrara, L. (2013). Attività di animazione con gli anziani. Stimolare le abilità cognitive e socio-relazionali nella terza età. Erickson


For attending and non attending students (exam in English)

A manual

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

A paper chosen from the following list:

  • 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 psychology13, 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 Schools58(6), 1056-1069.
  • Seedaket, S., Turnbull, N., Phajan, T., & Wanchai, A. (2020). Improving mental health literacy in adolescents: systematic review of supporting intervention studies. Tropical Medicine & International Health25(9), 1055-1064.
  • 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 Psychology11, 551862.




1 semester

The calendar of classes will be published in September 2024 on the DISFOR website (

Class schedule

The timetable for this course is available here: Portale EasyAcademy



Written (multiple-choice questions, and  open-ended questions)


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


For students with disabilities or specific learning disorder (SLD).

Students with disabilities or with DSA are reminded that in order to request adaptations in the exam, they must first enter the certification on the University website at in the “Students” section. The documentation will be verified by the University's Services for the Inclusion of Students with Disabilities and DSA Sector (

Subsequently, significantly in advance (at least 10 days) of the examination date, an e-mail must be sent to the teacher with whom the examination will be taken, including in the knowledge copy both the School's Teacher Referent for the Inclusion of Students with Disabilities and with DSA ( and the above-mentioned Sector using one of the following addresses ( The e-mail should specify:

  • the name of the course
  • the date of the exam
  • the student's last name, first name and roll number
  • the compensatory tools and dispensatory measures deemed functional and required.

Agenda 2030 - Sustainable Development Goals

Agenda 2030 - Sustainable Development Goals
Good health and well being
Good health and well being
Quality education
Quality education
Gender equality
Gender equality