99505 - Psychological Development Tasks in Adolescence

Learning outcomes

By the end of the course the student:

• knows the main theoretical and methodological orientations of Adolescence Psychology;
• knows the main developmental tasks in adolescence;
• is able to distinguish between the concepts of personal identity and social identity;
  
• knows the main changes in adolescence (physical, psychological, cognitive, emotional) and their rebounds on identity construction;
• knows the importance of social contexts (family, peers, school, the Internet) in adolescents' development;
  
• knows in detail the main theories about the deviance in adolescence and the phenomenon of substance addiction;
• is able to run educational projects in the field of prevention and intervention on social distress;
• is able to critically evaluate educational projects in the field of prevention and intervention on social distress in adolescence;
• can carry out bibliographical researches in his/her field of study.
  

Course contents

The program will cover the following topics:

1. The main changes in adolescence and their rebounds on the identity construction;
2. The social contexts and their influence on adolescents' development (family, peers, school, the Internet);
   
3. Adolescence between light and shade: autonomy and dependency, risk taking and substance use;
4. Prevention of risky behaviors.

Readings/Bibliography

The programme is distinct for students who will attend lectures (at least 70%) and for students who will not attend.

Attending students are required to study their own notes and the slides provided by the professor (uploaded progressively on the Virtuale platform) and two research articles that will be provided during lessons. They are also required to study a text of their choice from the followings:

• Graziani, A.R., e Palmonari, A. (2014). Adolescenti e morale. Trasgressione, conformismo e valori in un’età inquieta. Il Mulino: Bologna.
• Haidt, J. (2024). La generazione ansiosa. Come i social hanno rovinato i nostri figli. Rizzoli. Capitoli da 1 a 7. The book is available also in english: Haidt, J. (2024). The Anxious Generation. How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness. Penguin. From chapter 1 to chapter 7. 
• Molinari, L., Corsano, P., Cigala, A. (2018). Psicologia dei processi di sviluppo e di adattamento in classe. Il Mulino. 208 pagine.
• Muratori, F. (2018). Ragazzi violenti: Cosa c’è dietro la loro maschera e come aiutarli, II edizione. Il Mulino: Bologna. 147 pagine
• Pietropolli Charmet, G. (2013). La paura di essere brutti: Gli adolescenti e il corpo. Raffaello Cortina Editore: Milano. 145 pagine.
• Sani, G. (2021). Adolescenti e disturbi dell'umore. Il Mulino. 168 pagine. Vicari, S., e Pontillo, M. (2022). Adolescenti che non escono di casa. Il Mulino. 136 pagine.

Not-attending students are required to study the following book:

• Santrock, J. W. (2025). Psicologia dell'Adolescenza (ed. italiana a cura di E. Calandri e E. Rabaglietti). Mc Graw Hill.
  

Chapters to study: All chapters except Chapter 1; Chapter 3 (The brain and cognitive development), study pages from 87 to 95.

 

Erasmus attending students (with a good command of English)

Erasmus students with limited knowledge of the Italian language and a good command of English may, as an alternative to the student’s chosen book in Italian, prepare for the exam by studying six research articles in English (to be agreed upon with the instructor during the course), in addition to the notes and materials provided by the professor.

Erasmus not attending students (with a good command of English)

Erasmus students with limited knowledge of the Italian language and a good command of English may choose to study the following textbook in English:

Santrock, J. W. (2023). Adolescence. McGraw-Hill.

Chapters to study: All chapters except Chapters 1 and 11; Chapter 3 (The brain and cognitive development), study pages 85 to 91.

Teaching methods

Lectures will be conducted with a participative and interactive approach and will be organised using the following methods:

• Explanations supported by PowerPoint slides and example videos;
• Presentation and discussion of cases related to the topics covered;
• Exercises and group work;
• Exemplifications with material from various fields (literature, cinema, essays).

Assessment methods

For attending students, the exam will consist of a one-hour written test with three open questions. One question will relate to the slides provided in class. One question will concern the book chosen by the student. A final question will relate to one research article. Before the end of the course, students will be given a list of possible examination questions for example purposes.

For non-attending students, the examination will consist of a one-hour written test with three open questions focusing on the textbooks.

The maximum score for the exam is 30 (with honors) and 18/30 is the minimum score to pass the exam. For each question a maximum score of 10 point will be attributed following these criteria: 1) completeness of responses; 2) consistency of the responses; 3) the ability of personal reflection. 

Registration via AlmaEsami online platform is required in order to take the exam (registration closes one week before the exam). Those who are unable to register due to technical problems by the scheduled date are required to notify the problem to teaching secretariat as soon as possible (and in any case before the official closing of the registration lists).

Erasmus students may take the written exam in either Italian or English. Requests to take the exam in oral form will be considered only if properly justified via email to the instructor at least 10 days before the exam date.

Teaching tools

Lectures will be conducted with the help of PowerPoint slides, example videos, and case studies.

 

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Consuelo Mameli