TOPICS IN CHILDHOOD AND YOUTH PSYCHOLOGY

Course Information
TitleTOPICS IN CHILDHOOD AND YOUTH PSYCHOLOGY / TOPICS IN CHILDHOOD AND YOUTH PSYCHOLOGY
CodeΨΥ-640
FacultyPhilosophy
SchoolPsychology
Cycle / Level1st / Undergraduate
Teaching PeriodSpring
CommonNo
StatusActive
Course ID600013531

Programme of Study: PPS Tmīmatos PSychologías (2017-sīmera)

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective Courses635

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Class ID
600193726
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
There are no prerequisites for this unit. It is suggested that students have successfully completed compulsory units of developmental psychology and have attended/ are attending relevant optional units.
Learning Outcomes
After the successful implementation of the course students are expected to: - have developed an understanding of issues related to childhood and youth through a multi-disciplinary perspective - be able to describe and discuss theoretical approaches and research methods applied to the study of childhood and youth in the recent literature - be able to discuss aspects of childhood and youth in different historical periods, places and societies - have developed an understanding of the combined effects of family, school and society on the development of children and young individuals
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Work in an international context
  • 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)
The unit discusses transition processes from childhood to adolescence and emerging adulthood, focusing on milestones, as well as mechanisms of change and factors influencing emotional and social development during these periods (cognitive processes, gender, temperament, interaction with parents and peers, sociocultural context). The topics covered, in the context of psychological theories and based on recent research evidence, include self-awareness and self-development, autonomy achievement in the socio-cultural context, self-conscious emotions, their regulation, and their relationships with developing morality and prosocial behaviour, as well as interactions of developing identity aspects (personal, social, cultural). Discussion is also held with regard to challenges that children and young individuals face in the varying contexts of modern times.
Keywords
Childhood, Youth, Development, Society, Culture
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 for assignments' submission and marking - Use of new technologies by students for their assignments - Electronic communication with the students (via e-mail, elearning)  
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures783
Seminars60.2
Reading Assigment180.7
Written assigments261
Exams20.1
Total1305
Student Assessment
Description
Written coursework (individual and group work). Oral presentation of CW (assessed).
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
Bibliography
Course Bibliography (Eudoxus)
Lightfoot, C., Cole, M., & Cole, S. (2014). Η ανάπτυξη των παιδιών. Εκδόσεις Γ. Δαρδανός – Κ. Δαρδανός Ο.Ε. Berk, L. (2015). Η Ανάπτυξη των Βρεφών, των Παιδιών και των Εφήβων. Εκδοτικός Όμιλος ΙΩΝ.
Additional bibliography for study
Albarello, F., Crocetti, E., & Rubini, M. (2018). I and us: A longitudinal study on the interplay of personal and social identity in adolescence. Journal of youth and adolescence, 47(4), 689-702. Assor, A. (2018). Autonomy in adolescencent development – Towards Conceptual Clarity. In B. Soenens, M. Vansteenkiste, & S. Van Petegem (Eds.), pp 135 - 160. N.Y.: Routeledge. Psychology Press in conjunction with European Association for Research on Adolescence (EARA). Beall, A. T., & Tracy, J. L. (2020). Evolution of pride and shame. In L. Workman, L., W. Reader, & J. H. Barkow (Eds.). (2020). The Cambridge Handbook of Evolutionary Perspectives on Human Behavior. Cambridge University Press. Berk, L. (2010). Development through the lifespan. Illinois State University. Conroy, D. E., Ram, N., Pincus, A. L., & Rebar, A. L. (2015). Bursts of self-conscious emotions in the daily lives of emerging adults. Self and Identity, 14(3), 290-313. Eder, D., & Nenga, S. K. (2006). Socialization in adolescence. In J. DeLamater, J. & A. Ward, A. (Eds.), Handbook of social psychology (p. 157-182). Hoboken, NJ: Springer.Handbook of social psychology (pp. 157-182). Boston, MA: Springer. Eisenberg, N., & Morris, A. S. (2004). Moral cognitions and prosocial responding in adolescence. In R. M. Lerner, & L. Steinberg (Eds), Handbook of adolescent psychology (pp. 155-188). Hoboken, NJ: John Wiley & Sons. Harter, S. (2007). The self. In K. E. Adolph, & S. E. Berger (Eds.) Handbook of Child Psychology: Vol. 3. Social, emotional, and personality development. Hoboken, N.J.: John Wiley & Sons Harter, S. (2015). The construction of the self: Developmental and sociocultural foundations. Guilford Publications. Hastings, P. D., Utendale, W. T., & Sullivan, C. (2007). The Socialization of Prosocial Development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 638–664). The Guilford Press. Jensen, L. A., & Arnett, J. J. (2012). Going global: New pathways for adolescents and emerging adults in a changing world. Journal of Social Issues, 68(3), 473-492. Lagattuta, K. H., & Thompson, R. A. (2007). The development of self-conscious emotions: Cognitive processes and social influences. In J. L. Tracy, R. W. Robins, & J. P. Tangney (pp. 91-113). The self-conscious emotions: Theory and research. NY: Guilford Press. Lam, C. M. (2012). Prosocial involvement as a positive youth development construct: A conceptual review. The Scientific World Journal. Leary, M. R. (2007). Motivational and emotional aspects of the self. Annual Review of Psychology, 58, 317-344. Magnusson, D., & Stattin, H. (2007). The person in context: A holistic‐interactionistic approach. In K. E. Adolph, & S. E. Berger (Eds.). Handbook of Child Psychology: Vol. 1. Theoretical models of human development. Hoboken, N.J.: John Wiley & Sons Nurmi, J. E. (2004). Socialization and self-development: Channeling, selection, adjustment, and reflection. In R. M. Lerner, & L. Steinberg (Eds), Handbook of adolescent psychology (pp. 85-124). Hoboken, NJ: John Wiley & Sons Schachner, M. K., He, J., Heizmann, B., & Van de Vijver, F. J. (2017). Acculturation and school adjustment of immigrant youth in six European countries: Findings from the Programme for International Student Assessment (PISA). Frontiers in Psychology, 8, 649. Sebastian, C., Burnett, S., & Blakemore, S. J. (2008). Development of the self-concept during adolescence. Trends in cognitive sciences, 12(11), 441-446. Silke, C., Brady, B., Boylan, C., & Dolan, P. (2018). Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review. Children and Youth Services Review, 94, 421-436. Sznycer, D. (2019). Forms and functions of the self-conscious emotions. Trends in cognitive sciences, 23(2), 143-157. Tangney, J. P., & Dearing, R. L. (2002). Shame and guilt. Guilford Press. Tangney, J. P., Stuewig, J., & Mashek, D. J. (2007). What’s moral about the self-conscious emotions. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds.). The self-conscious emotions: Theory and research. NY: Guilford Press. Tangney, J. P. & Tracy, J. L. (2012). Self-conscious emotions. In M. Leary, & J. P. Tangney (Eds.), Handbook of self and identity (2nd Edition, pp. 446-478). Guilford: New York. Tanti, C., Stukas, A. A., Halloran, M. J., & Foddy, M. (2011). Social identity change: Shifts in social identity during adolescence. Journal of adolescence, 34(3), 555-567. Tracy, J. L., & Robins, R. W. (2007).The self in self-conscious emotions: A cognitive appraisal approach. In J. L. Tracy, R. W. Robins, & J. P. Tangney (Eds), The self-conscious emotions: Theory and research (pp. 3-20). New York, NY: Guilford. Tracy, J. L., Robins, R. W., & Tangney, J. P. (Eds.). (2007). The self-conscious emotions: Theory and research. NY: Guilford Press. Tracy, J. L., & Weidman, A. C. (in press). The self-conscious and social emotions: A personality and social functionalist account. In P. J. Oliver & R. W. Robing (Eds), Handbook of Personality: Theory and research (4th ed.). Guilford Press. O κατάλογος εμπλουτίζεται κατά τη διάρκεια του εξαμήνου The list is being enriched throughout the semester
Last Update
13-06-2021