Study (s) Degree Center Acad. Period Grado de Psicología FACULTY OF PSYCHOLOGY 1 Second term

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1 COURSE DATA Data Subject Code Name Life cycle psychology II Cycle Grade ECTS Credits 6.0 Academic year Study (s) Degree Center Acad. Period year 1319 Grado de Psicología FACULTY OF PSYCHOLOGY 1 Second term Subjectmatter Degree Subjectmatter Character 1319 Grado de Psicología 3 Psychology of the life cycle Basic Training Coordination Name SERRA DESFILIS, EMILIA VIGUER SEGUI, MARIA PAZ ZACARES GONZALEZ, JUAN JOSE Department 305 DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY 305 DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY 305 DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY SUMMARY This subject belongs to the subject area of LifeSpan Developmental Psychology. It is the second half of it and corresponds with the study of development in adulthood and the aging process. It is related to Life Span Developmental Psychology 1, which examines childhood and adolescence. Moreover, as it is a core unit, its contents are related to all the subjects of the Degree in Psychology which approach the study of adulthood and the aging process, whether it be normal and/or pathological. This subject is prerequisite for the basic preparation in Psychology regardless of the specific professional field PREVIOUS KNOWLEDGE 1

2 Relationship to other subjects of the same degree There are no specified enrollment restrictions with other subjects of the curriculum. Other requirements We recommend students have a thorough conceptual and procedural knowledge from LifeSpan Psychology 1 OUTCOMES 1319 Grado de Psicología Students must have acquired knowledge and understanding in a specific field of study, on the basis of general secondary education and at a level that includes mainly knowledge drawn from advanced textbooks, but also some cuttingedge knowledge in their field of study. Students must be able to apply their knowledge to their work or vocation in a professional manner and have acquired the competences required for the preparation and defence of arguments and for problem solving in their field of study. Students must have the ability to gather and interpret relevant data (usually in their field of study) to make judgements that take relevant social, scientific or ethical issues into consideration. LEARNING OUTCOMES 1. Analyse and compare the functions, characteristics and limitations of the theoretical models from Life Span Developmental Psychology in adulthood and aging. 2. Identify processes and stages of psychological development in adulthood and aging. 2

3 3. Identify, analyse and assess developmental features of human beings in adulthood and aging. 4. Develop developmental sensitivity and adopt a reflective attitude about one s and other s development, regarding adulthood and aging Transferable competences (cognitive, methodological, interpersonal, ) 5. Develop skills of analysis and synthesis, as well as organizing and planning. 6. Find, choose and use primary and secondary sources. 7. Develop teamworking skills as well as communication, writing and presentation skills. DESCRIPTION OF CONTENTS 1. Theoretical foundations and background concepts in the study of adult development and aging process. This section is introductory. Background models and concepts are studied. The student will apply them to study adulthood and the aging process. 1. Development beyond adolescence. Models and concepts. 2. Transitional concepts: transition, event, crisis and developmental tasks. 3. Psychological maturity. 2. Development in young adulthood. This section is about biosocial, cognitive and psychosocial changes occurring between ages 20 and 40, and the characteristic contexts in which these changes take place. 4. Young adulthood: Biosocial and cognitive development. 5. Young adulthood: Psychosocial development. 3. Development in middle and late adulthood This section approaches biosocial, cognitive and psychosocial changes between ages 40 and 60, and the characteristic contexts in which these changes take place. 6. Middle and late adulthood: Biosocial and cognitive development. 7. Middle and late adulthood: Psychosocial development 4. Development in the aging process. This section approaches biosocial, cognitive and psychosocial changes from age 60 to ones death, and the usual contexts in which these changes take place. We will differentiate the psychological processes involved in normative, pathological and optimal aging. 8. Normative, pathological and optimal aging. 9. Aging: Biosocial and cognitive development. 10.Aging:. Psychosocial development. 3

4 WORKLOAD ACTIVITAT Hours % To be attended Theoretical and practical classes Attendance at events and external activities Development of group work Development of individual work Study and independent work Readings supplementary material Preparation of evaluation activities Preparing lectures Preparation of practical classes and problem Resolution of case studies Resolution of online questionnaires TOTAL TEACHING METHODOLOGY We will be using an active and participative teaching methodology. We are aiming at encouraging a meaningful learning of the contents as well as developing the subject competencies. Presentations of the contents as well as inclass exercises will be used. Individual and group tutorial, preparation of individual and group activities, along with formative and additional feedback will be part of the teaching resources EVALUATION The evaluation system includes the following sections: Assessment of theoretical and practical content through written test (60 % of the final grade for the course). It integrates objective test questions ( 60 % grade) and test (open) (40 % grade). Presentation of an (individual or group) report and deepening theoretical and practical application ( 20 % of the final grade for the course ) Active participation in classroom activities and outside the classroom, seminars and workshops ( 20 % of the final grade for the course ) To pass the course will be necessary to achieve minimum mastery in each of the following sections: Written test: required domain reach a minimum of 50% Report: required domain reach a minimum of 50% Class activities and other complementary activities requires 70% attendance and conduct of such activities. 4

5 Evidence of copying or plagiarism in any of the assessable tasks will result in failure to pass the subject and in appropriate disciplinary action being taken. Please note that, in accordance with article 13. d) of the Statute of the University Student (RD 1791/2010, of 30 December), it is the duty of students to refrain from using or participating in dishonest means in assessment tests, assignments or university official documents. During tutorials, lecturers may require individual or group interviews in order to verify the degree of participation and achievement of goals for any given task. Failure to accept the verification will result in such task or activity being failed. Grades shall be subject to the provisions of the University of Valencia Regulations on Marks (ACGUV 12/2004). ( According to this, subjects are graded on a scale of 0 to 10 points to one decimal place, followed by a qualitative equivalence: From 0 to 4.9: fail. From 5 to 6.9: pass. From 7 to 8.9: good. From 9 to 10: excellent or excellent with distinction. The different elements of assessment will only count towards the final aggregate mark if the minimum requirements established for each element are met. Subject records will include the mark obtained at the first attempt according to the following rules: If the element of assessment with the highest weighting has not been assessed, the subject will be graded as ABSENT, irrespective of the rest. If the element of assessment with the highest weighting has been assessed but it does not meet minimum requirements, the subject will be given a mark of FAIL and the numerical mark on the 010 scale for that element. If the element of assessment with the highest weighting has been assessed and it does meet minimum requirements but any of the remaining elements does not, the subject will be given a mark of FAIL and the numerical mark on the 010 scale for the element failed. For the second attempt, the following rules shall apply: The mark of ABSENT can only be awarded when more than one element of assessment including that with the highest weighting has not been assessed. 5

6 If all the elements of assessment have been assessed but one of them does not meet minimum requirements, the subject will be given a mark of FAIL and the numerical mark on the 010 scale for the element failed. If more than one element of assessment has been failed, the element with the highest mark on the 10 point scale will be used. If one or more of the minimum requirements is not met and one element of assessment has not been assessed, the subject will be given a mark of FAIL and the numerical mark on the 010 scale for the element failed. If two elements of assessment meet the minimum requirements and a third element has not been assessed, the subject will be given a mark of FAIL and the average numerical mark resulting from the two elements passed and the nonassessed element (which awards 0 points). The highest mark possible is 4.9. If the element of assessment with the highest weighting meets the minimum requirements but any of the remaining elements has not been assessed, the subject will be graded as FAIL. The elements will be added and: a) if the result is less than 5, the subject will be given that mark; b) if the result is more than 5, the subject will be given a mark of 4.9. Review of and appeals against assessment results shall be subject to the Regulations for Appealing against Marks (ACGUV of 29 April 2008). ( REFERENCES Basic Los recursos informáticos y el resto de herramientas TICs se informaran en clase o en el Aula Virtual / Els recursos informàtics i la resta de ferramentes TICs s'informaran en classe o a l'aula Virtual. Papalia, D. E., Olds, S. W. y Feldman, R. D. (2010). Desarrollo Humano. 11ª Edición. México: McGraw Hill. Texto referencia Texto referencia Additional 6

7 Arnett, J.J. (2008). Adolescencia y adultez emergente: un enfoque cultural. México Pearson Educación Bayés, R. (2006). Afrontando la vida, esperando la muerte. Madrid: Alianza Berger K.,Thompson R. (2000). Psicología del Desarrollo. Adultez y Senectud. Madrid: Médica Panamericana. Berger K.,Thompson R. (2009). Psicología del Desarrollo. Adultez y Vejez. Madrid: Médica Panamericana Feldman,R.S. (2007). Desarrollo psicológico a través de la vida (4ª ed.). México.Pearson Educación. Gutiérrez, M., Serra, E. y Zacarés, J.J.(2006). Envejecimiento Óptimo: Perspectivas desde la Psicología del Desarrollo. Valencia: Promolibro. Pérez Blasco, J. (2008). Aprender de los grandes cambios vitales. Valencia: Tirant Lo Blanch. Schaie, K.W. y Willis, S.L. (2003). Psicología de la edad adulta y la vejez (5ª ed.). Madrid: Pearson Prentice Hall (Or. 2002). Triadó, C. y Villar, F. (2006). Psicología de la vejez. Madrid. Alianza Zacarés, J.J. y Serra,E. (1998). La madurez psicológica: Perspectivas desde la Psicología. Madrid: Pirámide. 7