Curricular Unit:			Code:
General Psychology and Development			1095PGD
Year:	Level:	Course:	Credits:
1	CTSP	Support for Children and Adolescents with Special Needs	8 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	104
Learning Outcomes of the Curricular Unit:
1. To demonstrate knowledge of the historical concepts and theoretical perspectives of psychology. 2. To demonstrate knowledge of the main epistemological theories. 3. To describe the main foundations of psychology as a science. 4. To demonstrate knowledge of the main models for understanding human development processes. 5. To understand the patterns of psychological functioning at each stage of development. 6. To acquire basic skills of observation of development.
Syllabus:
1.Introduction:brief overview of the history of psychology 2.Epistemology:structure and development of science according to the main epistemological theories;criteria for the demarcation of science 3.Establishment of psychology as an autonomous discipline and evolution of psychological knowledge in different countries;description of the classic areas of Psychology;description of the main theoretical approaches 4.Object definition and conceptual perspectives in developmental psychology:maturationist, environmentalist, epigenetic and evolutionary 5.Children perceptual and motor, cognitive, and socio-emotional development:key concepts;theoretical approaches 6.The development observation process;development observation strategies and planning;application of concepts and strategies to concrete observation situations;integration of child development observation concepts and strategies.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
1. To demonstrate knowledge of the historical concepts and theoretical perspectives of psychology – unit 1 2. To demonstrate knowledge of the main epistemological theories – unit 2 3. To describe the main foundations of psychology as a science – unit 3 4. To demonstrate knowledge of the main models for understanding human development processes – unit 4 5. To understand the patterns of psychological functioning at each stage of development – unit 5 6. To acquire basic skills of observation of development – unit 6.
Teaching Methodologies (Including Evaluation):
In the course of contact hours, expository, demonstrative, and participatory teaching methodologies are privileged: - presentation of the themes in the classes, requesting the intervention of students through questions; - prior indication of bibliography and its discussion, stimulating the articulation with previous knowledge and experiences of students; - literature review skills training; - oral and written presentation by students (followed by clarifications when necessary; cf. homework); Non-contact hours are dedicated to the students’ autonomous work. Continuous evaluation: written exam (50% of the final grade) and specific practices – presentation and discussion of a subject in class (50% of the final grade).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
1. To demonstrate knowledge of the historical concepts and theoretical perspectives of psychology – expository and participatory teaching methodologies 2. To demonstrate knowledge of the main epistemological theories – expository and participatory teaching methodologies 3. To describe the main foundations of psychology as a science – expository and participatory teaching methodologies 4. To demonstrate knowledge of the main models for understanding human development processes – expository and participatory teaching methodologies 5. To understand the patterns of psychological functioning at each stage of development – expository and participatory teaching methodologies 6. To acquire basic skills of observation of development – expository, demonstrative, and participatory teaching methodologies.
Reading:
Braunstein, J.-F. (2003). História da psicologia. Instituto Piaget. Brough, P. (2019). Advanced research methods for applied psychology: Design, analysis and reporting. Routledge. Carr, A. (2014). Manual de psicologia clínica da criança e do adolescente: Uma abordagem contextual. Psiquilíbrios. DeHart, G. B., Sroufe, L. A., & Cooper, R. G. (2004). Child development: Its nature and course. McGraw-Hill. Fonseca, A. C. (2010). Crianças e adolescentes: Uma abordagem multidisciplinar. Almedina. Gonçalves, M. M., Simões, M. R., & Almeida, L. S. (2017). Psicologia clínica e da saúde: Instrumentos de avaliação. PACTOR. Macedo , A. F., Pereira, A. T., & Madeira, N. (Coords.). (2018). Psicologia na medicina. Lidel. Papalia, D. E., Olds, S. W., & Feldman, R. D. (2007). O mundo da criança. McGraw-Hill. Turner-Cobb, J. (2014). Child health psychology: A biopsychosocial perspective. Sage.
Lecturer (* Responsible):
Marta Matos (mmatos@ufp.edu.pt)