C8838 - RISK AND PROTECTIVE FACTORS IN DEVELOPMENT

Learning outcomes

By the end of the course students will know the theoretical models on the effects of risk and protective factors in typical, at risk and atypical development, methods and techniques for observing and evaluating indexes of developmental risk, strategies and intervention programs to promote development in educational and care contexts from infancy to adolescence.

Course contents

The course examines the role of risk and protective factors in shaping developmental trajectories from infancy through adolescence and explores evidence-based strategies to promote psychological wellbeing and social inclusivity across developmental contexts.

The course introduces contemporary theoretical frameworks in developmental psychology, including probabilistic epigenesis, neuroconstructivism, ecological systems perspectives, and theories of environmental sensitivity. These approaches provide students with an understanding of how biological, psychological, and environmental factors interact dynamically throughout development and contribute to individual differences in adaptation and developmental outcomes.

Students will develop methodological competencies for identifying and evaluating developmental risk and protective factors through the use of behavioral observation, standardized assessment tools, rating scales, and ecological momentary assessment. The course also presents the principles of designing, implementing, and evaluating evidence-based developmental interventions.

The theoretical and methodological concepts are applied to three developmental contexts. The first examines preterm birth as a developmental risk condition, considering its impact on cognitive, language, and socio-emotional development, family adjustment, and early intervention. The second focuses on the role of parenting in promoting child development, addressing parenting styles, attachment, reflective functioning, and evidence-based parenting interventions. The third addresses bullying and cyberbullying in educational settings, with particular attention to developmental risk and protective factors, prevention strategies, and interventions.

Readings/Bibliography

Scientific papers and other materials will be made available at the course website. These readings are mandatory to pass the final exam.

Teaching methods

The course will consist of lessons and in-class discussions. Individuals, small-groups, and the class will work on presentations of case studies and on implementing intervention projects.

Assessment methods

The exam will consist of the following three parts:

- A test assessing knowledge and competences on theoretical models;

- Small-group assignments to test students’ competences on case studies;

- Individual or small-group project on a chosen topic in developmental psychology aimed at recognizing risk and protective factors and promoting wellbeing and social inclusivity.

The maximum score for the exam is 30 with honors and 18/30 is the minimum score to pass the exam.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. 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, taking into account the teaching objectives.

AI can be a useful tool to support individual study through explanations, summaries, and self-assessment activities. However, during in-person examinations, the use of AI is prohibited. Any use of AI during the examination constitutes a violation of academic integrity.

Teaching tools

Scientific papers, slides (PowerPoint presentations), short videos and movies and live data analysis will be proposed.

Office hours

See the website of Chiara Suttora