.
Developmental Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:9.00
Study Course Accepted:21.08.2023 09:43:21
| Study Course Information | |||||||||
| Course Code: | VPUPK_196 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology; Developmental Psychology | Target Audience: | Rehabilitation; Social Welfare and Social Work | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aelita Vagale | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 20 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Introduction to speciality, Placement I. | ||||||||
| Objective: | To supplement students' knowledge and promote understanding of factors influencing individual development, regularities in different stages of personality development, as well as to develop skills to analyze personality development according to certain criteria, describe real and potential development problems and evaluate their solution within social worker and occupational therapist professional competence | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to the study course. Process, tests, requirements. Basic issues of developmental psychology. . WHO age classification. | Lectures | 2.00 | auditorium | |||||
| 2 | Attīstība prenatālajā stadijā. Personības fiziskā, kognitīvā un psihosociālā attīstība 1-17gadu vecumā. | Lectures | 2.00 | auditorium | |||||
| 3 | Recent research on the development of the prenatal stage and age up to 17 years, temperament and attachment .. The role of temperament in development. Identity formation. | Classes | 2.00 | auditorium | |||||
| 4 | The role of parents in raising a child. Parenting styles. Domestic violence, its recognition. Case studies. | Classes | 2.00 | auditorium | |||||
| 5 | Presentation of a child observation diary using summaries of theories and the latest research on development in the age group 1-17 years. | Classes | 2.00 | auditorium | |||||
| 6 | Physical, cognitive and psychosocial development of personality at the age of 18-65. Mid-life crisis | Lectures | 2.00 | auditorium | |||||
| 7 | Physical, cognitive and psychosocial development of personality at the age of 66-79 Developmental crises and traumatic crises | Lectures | 2.00 | auditorium | |||||
| 8 | Senior age. Long-lived. Aging and death. Presentation of adult interviews using the latest research on age groups. | Classes | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to the study course. Process, tests, requirements. Basic issues of developmental psychology. . WHO age classification. | Lectures | 1.00 | auditorium | |||||
| 2 | Attīstība prenatālajā stadijā. Personības fiziskā, kognitīvā un psihosociālā attīstība 1-17gadu vecumā. | Lectures | 1.00 | auditorium | |||||
| 3 | Recent research on the development of the prenatal stage and age up to 17 years, temperament and attachment .. The role of temperament in development. Identity formation. | Classes | 1.00 | auditorium | |||||
| 4 | The role of parents in raising a child. Parenting styles. Domestic violence, its recognition. Case studies. | Classes | 1.00 | auditorium | |||||
| 5 | Presentation of a child observation diary using summaries of theories and the latest research on development in the age group 1-17 years. | Classes | 1.00 | auditorium | |||||
| 6 | Physical, cognitive and psychosocial development of personality at the age of 18-65. Mid-life crisis | Lectures | 1.00 | auditorium | |||||
| 7 | Physical, cognitive and psychosocial development of personality at the age of 66-79 Developmental crises and traumatic crises | Lectures | 2.00 | auditorium | |||||
| 8 | Senior age. Long-lived. Aging and death. Presentation of adult interviews using the latest research on age groups. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Systematic, independent analysis of the indicated literature, which is reflected in the following independent and group works: • Child observation and interviews (1-17 years) and observation diary analysis, correct use of development theory concepts for the case (individual work) or adult interview, interview analysis on the development of the interviewee at different ages and developmental crises (individual work) - the age of the interviewee and the observed person is coordinated with the teacher, the interview questions are prepared in the lesson; students interview people of different ages (from 18 ... years). Presents a child observation diary or adult interview and the latest research on the relevant age group. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | 1. Final test: 40% of the grade (1-10 points) 2. Child observation diary (BND) or adult interview - 30% of the assessment (1-10 points) 3. Control test results 30% of the assessment (1-10 points) 4. Active participation in lectures and classes. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | Exam (Written) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students are familiar with general concepts of personality development psychology and their relation to other fields, define basic problems and facts, analyse, name and describe processes of development psychology in professional terminology, orientate, understand and know basic theories and processes of personality development. | ||||||||
| Skills: | Students are able to use the cognitive and practical skills acquired in the course of personality development psychology to perform professional tasks and solve problems, to use the necessary knowledge in analysing basic personality development theories and to choose and apply basic methods, tools, materials and information to compare various theoretical concepts. Students are able to evaluate physical, cognitive and psychosocial development at different ages, apply it to the assessment of personality development at different ages from a theoretical point of view, and apply it in the description of practical work. | ||||||||
| Competencies: | Students are able to use theoretical knowledge and practical research results, are able to interpret them in the context of developmental psychology and specialisation. Are able to use theoretical concepts of personality development, analysing the development of a particular child and the history of adult life. There is experience in holistic interpretation of the regularities of developmental psychology. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Gillibrand, R. (2016). Developmental Psychology. / Rachel Gillibrand, Virginia Lam, Victoria L. O'Donnell. (2nd ed.). | ||||||||
| 2 | Mārtinsone, K., Milltuze, A. (red.). (2015). Psiholoģija. (288.-342.lpp). Rīga: Zvaigzne ABC. | ||||||||
| 3 | Sebre S. Miltuze A.( 2022). Attīstības psiholoģija. Zvaigzne ABC. | ||||||||
| 4 | Schaie, W. and Sherry, L. (2016). Handbook of the psychology of aging. | ||||||||
| Additional Reading | |||||||||
| 1 | Boulbijs, Dž. (1998). Drošais pamats. Rīga: Rasa ABC. | ||||||||
| 2 | Hendry, L. B. and Kloep, M. (2002). Lifespan Development. Resources, Challenges and Risks. London. Thomson Learning. | ||||||||
| 3 | Craig, Grace. (1992). Human development. Prentice Hall /Крайг, Г. (2006). Психология развития. Санкт-Петербург: Питер. | ||||||||
| 4 | Kail, R. V. (2004). Human Development: A Life-Span View. (3rd Edition). Toronto. Wadsworth/ Thompson Learning. | ||||||||
| Other Information Sources | |||||||||
| 1 | Journal of Developmental Psychology | ||||||||
