RESEARCH AND APPLICATIONS IN DEVELOPMENTAL PSYCHOLOGY
| Title | ΈΡΕΥΝΑ ΚΑΙ ΕΦΑΡΜΟΓΕΣ ΣΤΗΝ ΑΝΑΠΤΥΞΙΑΚΗ ΨΥΧΟΛΟΓΙΑ / RESEARCH AND APPLICATIONS IN DEVELOPMENTAL PSYCHOLOGY |
| Code | ΨΥ-634 |
| Faculty | Philosophy |
| School | Psychology |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Spring |
| Common | No |
| Status | Active |
| Course ID | 600013529 |
Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)
Registered students: 26
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 6 | 3 | 5 |
| Academic Year | 2020 – 2021 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600168085
|
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600168085
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for this unit. It is suggested that students have successfully completed relevant compulsory, as well as optional units (covering developmental psychology, methodology, statistics).
Learning Outcomes
By the end of the unit, students will be able to:
• discuss the complexity of developmental processes and their crucial role for daily functioning in different developmental periods
• use theoretical and empirical tools and conduct small scale studies to describe and explain developmental change
• reflect on research methods In relation to research questions regarding human development
• efficiently review the literature and organize, analyze and combine theoretical suggestions and research findings
• indicate and discuss future research directions and applications of knowledge regarding human development
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Work autonomously
- Work in teams
- Generate new research ideas
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This is an advanced course which aims to provide opportunities to reflect on and critically approach research and real-world applications in the field of developmental psychology. Discussion will focus on evidence regarding cognitive, emotional, social and personality development, in relation to current theoretical frameworks and with emphasis placed on the childhood, adolescence and emerging adulthood periods. The advantages and disadvantages of key research designs and data collection methods will be presented and analyzed, so as to enable discussion of their relative contribution to the study of developmental mechanisms, trajectories and achievements in specific fields. Students are expected to review and study relevant literature throughout the semester and participate actively in discussions held in the class regarding theoretical and methodological approaches to the study of human development, as well as ethics and integrity in research. They are also expected to participate in workshops and seminars that will aim at supporting small-scale research studies and coursework.
Keywords
Cognitive development, language development, emotional development, social development, personality development, applications, methodological approaches, research ethics
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Book
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
- Use of powerpoint during lectures
- Use of e-learning (moodle) for providing material to the students, as well as for assignments' submission and marking
- Use of new technologies by the students for assignments
- Electronic communication with the students (via e-mail/ elearning)
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 52 | 2 | ✓ | ||
| Reading Assigment | 26 | 1 | ✓ | ||
| Tutorial | 13 | 0.5 | ✓ | ||
| Project | 13 | 0.5 | ✓ | ||
| Written assigments | 26 | 1 | ✓ | ✓ | |
| Total | 130 | 5 |
Student Assessment
Description
1. Applied Developmental Psychology: Written coursework and oral presentation (Team work, compulsory - 40% of final grade)
2. Research in Developmental Psychology: Written coursework (Team work, compulsory - 60% of final grade)
Student Assessment methods
- Written Assignment (Formative, Summative)
- Labortatory Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
BIBΛΙΟΓΡΑΦΙΑ - ΕΥΔΟΞΟΣ
Berk, L. (2019). Αναπτυξιακή Ψυχολογία: Η προσέγγιση της δια βίου ανάπτυξης. Αθήνα: Πολιτεία.
Lehalle, H. & Mellier, D. (2009). Ψυχολογία της ανάπτυξης. Εκδόσεις Πεδίο Α.Ε.
Feldman, R. S. (2011). Εξελικτική Ψυχολογία: Δια βίου ανάπτυξη – Ενιαίο. Εκδόσεις Γ. Δαρδανός - Κ. Δαρδανός Ο.Ε.
Additional bibliography for study
Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469.
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for?. Child Development Perspectives, 1(2), 68-73.
Assor, A. (2018). The striving to develop an authentic inner compass as a key component of adolescents’ need for autonomy: Parental antecedents and effects on identity, well-being, and resilience. In B. Soenens, M. Vansteenkiste, & S. Van Petegem (Eds), Autonomy in adolescencent development – Towards Conceptual Clarity (pp 135 - 160). N.Y.: Routeledge Psychology Press in conjunction with European Association for Research on Adolescence (EARA).
Baltes, P. B., Lindenberger, U., & Staudinger, U. M. (2006). Life span theory in developmental psychology. In R. M. Lerner (Eds.), Handbook of Child Psychology (pp. 665-684). N.J.: Wiley.
Lerner, R. M., & Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31(6), 122-135.
Lerner, R. M., Lerner, J. V., von Eye, A., Bowers, E. P., & Lewin-Bizan, S. (2011). Individual and contextual bases of thriving in adolescence: A view of the issues. Journal of adolescence, 34(6), 1107-1114.
Lerner, R. M., Wertlieb, D. O. N. A. L. D., & Jacobs, F. R. A. N. C. I. N. E. (2003). Historical and theoretical bases of applied developmental science. In R. M. Lerner, F. Jacobs, & D. Wertlieb (Eds.). Handbook of applied developmental science: Promoting positive child, adolescent, and family development through research, policies, and programs (pp. 1-28). Sage Publications.
Lightfoot, C., Cole, M., & Cole, S. (2014, Επιμ. Ζ. Μπαμπλέκου). Η ανάπτυξη των παιδιών. Εκδ. Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε.
Reifman, A., Arnett, J. J., & Colwell, M. J. (2007). Emerging adulthood: Theory, assessment and application. Journal of Youth Development, 2(1), 37-48.
Schacter, D. L., Gilbert D. T., & Wegner, D. M. (2012, Επιμ. Σ. Βοσνιάδου). Ψυχολογία. Εκδ. Gutenberg.
Slater, A. & Bremner, G. (2019, Επιμ. Β. Τσούρτου). Εισαγωγή στην Αναπτυξιακή Ψυχολογία. Θεσσαλονίκη: Εκδ. Τζιόλα.
Smith, P. K.., Cowie, H., & Blades, M. (2018, Επιμ. Ε. Γαλανάκη). Κατανοώντας την ανάπτυξη των παιδιών. Θεσσαλονίκη: Εκδ. Τζιόλα.
O κατάλογος εμπλουτίζεται κατά τη διάρκεια του εξαμήνου
The list is being enriched throughout the semester
Last Update
11-06-2021
