Human Development Psychology
Cod: 41107
Department: DCSG
Scientific area: Psychology
Total working hours: 156
Total contact time: 15

Course description:
This curricular unit intends to frame the role of Psychology of Human Development in Social Sciences, using the main theories of human development.
The study of Psychology of Human Development fits into a very broad context in social sciences - considering developmental psychology a very important and different branch from other branches of psychology and requires a clarification of the main concepts. However, we know that it is not possible to draw boundaries between different psychologies.
Therefore, the learning work will take place at two different levels:
1) Knowledge and application of concepts, models and perspectives of the scientific heritage of developmental psychology that structure and frame the future intervention action.
2) Deconstruction and subsequent reconstruction of attitudes and reasoned positions regarding the nature of human beings and their developmental pathways.

Psychological Development
Development Cycle
Models and Theories of development
Structuring Concepts

At the end of this Curricular Unit the students should be able to:
- Identify characteristics, needs and development paths in the life cycle
- Question situations and behaviours of the development cycles
- Reflect with critical analysis in a reasoned way the problems of human development
- Plan adjusted intervention actions that respond to identified needs
- Develop metacognitive competences transversal to the professional profile: self-organization; self-learning; scientific communication; problem solving mediated by digital technologies
Translated with (free version)

Theme I
1.Introduction to Developmental Psychology: Developmental Theories
Theme 2
2.1 Childhood (structuring concept of attachment)
2.2 Adolescence (structuring concept of Identity)
Theme 3
3.1 Adulthood (structuring concept Resilience)
3.2. Old Age (structuring concept Wisdom)

Bronfenbrenner, U. (2011) Bioecologia do desenvolvimento humano: tornando os seres humanos mais humanos. Porto Alegre: Artmed
Cavanaugh, J. & Blanchard-Fields, F. (2017). Adult development and aging (8th Edition). UK: Cengage Learning Custom Publishing. 
Collins, W.A. & Sprinthall, N.A. (1994). Psicologia do Adolescente: Uma abordagem desenvolvimentista. Lisboa: Fundação Calouste Gulbenkian. 
Dolle, J.-M. (2005). Para compreender Jean Piaget (2ª Edição). Lisboa: Instituto Piaget. 
Erikson, E. H. e Erikson, J.(1998): O ciclo da vida completo. Porto Alegre: Artes Médicas.
Fonseca, A. (2006). O envelhecimento. Uma abordagem psicológica. Lisboa: Universidade Católica. 
Lightfoot, C., Cole, M. & Cole, S.R. (2018). The Development of Children (8th Edition). NY City: Macmillan Publishers. 
Kegan, R. & Lahey, L.L. (2016). An Everyone Culture: Becoming a Deliberately Developmental Organization. Harvard: Harvard University Press. 
Schaffer, R. (2005). Introdução à psicologia da criança. Lisboa: Instituto Piaget
Silva, A.  (2011). Desenvolvimento infantil: dos 0 aos 2 anos, Lisboa, Climepsi editores.
Silva, A. (2004). Desenvolvimento de Competências Sociais na Adolescência, Lisboa, Climepsi editores.

(Further reading will be made available online in virtual class)

Continuous assessment is privileged: 2 digital written documents (e-folios) during the semester (40%) and a final digital test, Global e-folio (e-folio G) at the end of the semester (60%). In due time, students can alternatively choose to perform one final exam (100%).

Obs.: It is crucial that students consult frequently the couse in: