INFORMATION. UTVECKLINGSPSYKOLOGI II, 6 HP Adulthood and Aging. Contents and Course Aims 2 Course Management 3 Assessment 3 Literature 4 Teachers 5

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1 Stockholms universitet Psykologiska institutionen Psykologprogrammet S2015 INFORMATION UTVECKLINGSPSYKOLOGI II, 6 HP Adulthood and Aging Contents and Course Aims 2 Course Management 3 Assessment 3 Literature 4 Teachers 5 Schedule See Fastreg 1

2 CONTENTS This course is an in depth examination of adult development. Emphasis is placed on mastering fundamental developmental principles. The interface between biological, cognitive, and social development will also be traced and explored through adulthood. Students will examine traditional and contemporary developmental theories/research and will evaluate these theories/research on empirical, practical, and heuristic grounds. Adult development will be discussed in a holistic fashion. 2 UTVECKLINGSPSYKOLOGI II, 6 HP COURSE AIMS INTENDED LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES Content Knowledge Objectives Students will be able to explain and apply key COMMONLY USED, IN CLASS aspects of content knowledge in the following TEACHING AND LEARNING areas: Emerging adulthood in contrast to other ACTIVITIES will include: the use of perspectives on the transition from youth to interviews and conceptual maps, adult; changes in adult cognition, personality, participation in break out groups and socio-emotional development and discussion of intended learning outcomes, relationships. Student will be able to explain plenary sessions, and peer feedback on why individual differences appear and cultural interview report patterns emerge in the main areas of human development. Students will also be able to explain, apply, and reflect on the concept of successful aging. Skills-Based Objectives Students will develop many of the skills needed for scientific inquiry and professional practice such as oral presentation skills, technical scientific writing, critical thinking through the synthesis and application of relevant research literature and theory to concrete situations. ASSESSMENT Comprehensive Exam The exam will be on the content knowledge objectives (See grading criteria for additional details). Interview Each student will interview 1 adult who is 60 years old or older. Students will work in groups to analyze interviews For the group work, students will explain and apply (to the interview) key aspects of developmental content knowledge.

3 COURSE MANAGEMENT Laura Ferrer-Wreder, PhD., docent, universitetslektor, is in charge of the management of this course: Tel: Grading Criteria Final exam 100% ASSESSMENT *The individual interview, the group work, participation in seminars, and interview report are pass/fail assignments and are regarded as compulsory course requirements. Exam closed book and comprehensive, essay format on content knowledge based learning objectives. Students will earn a letter grade for the final exam. Specific grading criteria for the exam are as follows: Students explanations of key points of developmental knowledge will be weighted equally. Therefore, if there were 5 questions on the exam, each question would have the same importance for the final exam grade. An A grade for an explanation to a particular question would: Be accurate (in other words it would be factually correct ). Have excellent coverage of content or knowledge relevant to the question. Including a complete explanation of psychological terms used in the answer. Have an innovative use of important and relevant (to the question) concepts that we have dealt with in class and the readings in the explanation. Make use of examples to illustrate key points. Be logical and coherent in organization. A B grade for a given explanation (i.e., response to a question) would fulfill the criteria listed above but would be very good rather than excellent in terms of accuracy, content coverage, innovation, use of examples to illustrate key points, logical organization and coherence in answers. A C grade for a given explanation (i.e., response to a question) would fulfill the criteria listed above but would have a major shortcoming (i.e., a repeated problem) in one area: accuracy, content coverage, innovation, use of examples to illustrate key points, poor logical organization and lack of coherence. A C grade for a given explanation can also be earned in a case in which the criteria listed above were fulfilled but would have significant shortcomings across more than one grading criterion: accuracy, content coverage, innovation, use of examples to illustrate key points, poor logical organization and lack of coherence. A D grade for a given explanation (i.e., response to a question) would have major shortcomings in two areas: accuracy, content coverage, innovation, use of examples to illustrate key points, poor A E grade for a given explanation (i.e., response to a question) would have major shortcomings in three areas: accuracy, content coverage, innovation, use of examples to illustrate key points, poor A Fx grade for a given explanation (i.e., response to a question) would have major shortcomings in four areas: accuracy, content coverage, innovation, use of examples to illustrate key points, poor 3

4 A F grade for a given explanation (i.e., response to a question) would not fulfill any of the criteria for an A grade. Letter grades are calculated using a seven-point rating scale of A to F. Students final grades for the course will be the result of the final exam and a passing grade on the group assignment. The grade for the final exam is recorded as a letter grade. A-Excellent D-Satisfactory F-Fail B Very Good E-Sufficient C-Good Fx-Insufficient LITERATURE Required Books Whitbourne, S.K., & Whitbourne, S.B. (2014). Adult development and aging: Biopsychosocial perspectives (5th Edition). New York: John Wiley & Sons. etext: ISBN , ISBN Print: ISBN , ISBN Web link to publisher s website: EHEP html Optional Books Broberg, A., Granqvist, P., Ivarsson, T., & Risholm Mothander, P. (2006). Anknytningsteori - Betydelsen av nära känslomässiga relationer. Falköping: Natur och kultur. Erikson, E.H. (2004 el. tidigare). Den fullbordade livscykeln. Stockholm:Natur och Kultur. Web link to publisher s website: Fortbildning/Hogskola/Utvecklingspersonlighetspsykiatri-Hogskolan/Den-fullbordadelivscykeln-ny-utgava/ Hagberg, B., & Rennemark, M. (2004). Den åldrande människans psykologi. Ett livsloppsperspektiv. Lund: Studentlitteratur. REQUIRED JOURNAL ARTICLES *All articles are available via PsychInfo (ProQuest) database from the Stockholm University library s website Articles on Emerging Adulthood & Culture Arnett, J. J. (2000). Emerging adulthood. A theory of development from the late teens through the twenties. American Psychologist, 55(5), Cohen, A. B. (2009). Many forms of culture. American Psychologist, 64, Côté, J., & Bynner, J.M. (2008). Changes in the transition to adulthood in the UK and Canada: The role of structure and agency in emerging adulthood. Journal of Youth Studies, 11(3), Chapters on Sexuality Dillon, F. R. et al., (2012). Sexual identity as a universal process. Handbook of Identity Theory and Research (pp ). New York: Springer. 4

5 Article on Psychosocial Development Marcia, J. E. (2014). From industry to integrity. Identity: An International Journal of Theory and Research, 14, McAdams, D. P., & Olson, B. D. (2010). Personality development: Continuity and change over the life course. Annual Review of Psychology, 61, Article on Adult Attachment Holmes, B. M. & Johnson, K. R. (2009). Adult attachment and romantic partner preference: A review. Journal of Social and Personal Relationships, 26(6 7), Articles on Successful Aging Baltes, P.B. (1997). On the incomplete architecture of human ontogeny: Selection, optimization, and compensation as foundations of developmental theory. American Psychologist, 52, Rowe, J.W., & Kahn, R.L. (1997). Successful aging. The Gerontologist, 37(4), Torres, S. (2006). Different ways of understanding the construct of successful aging: Iranian immigrants speak about what aging well means to them. Journal of Cross-Cultural Gerontology, 21(1-2), Article on Death and Dying Skulason, B., Hauksdottir, A., Ahcic, K., & Helgason, A. R. (2014). Death talk: Gender differences in talking about one s own impending death. BMC Palliative Care, 13, ABBREVIATIONS FOR BOOKS (COURSE LITERATURE) W =Whitbourne & Whitbourne TEACHERS LE = Lilianne Eninger, PhD., docent, universitetslektor, Psyk.inst., SU LFW = Laura Ferrer-Wreder, PhD., docent, universitetslektor, Psyk.inst., SU PG = Pehr Granqvist, PhD., docent, universitetslektior, Psyk.inst., SU MÖ = Maria Öhrstedt, doctoral student, Psyk.inst., SU HK = Hanna Kusterer, Ph.D., Psyk.inst., SU 5