Crises of growth and developmentLaajuus (5 cr)

Objective

Having completed the course, the student
- is familiar with and recognises the critical phases of development in youth and related developmental disorders in terms of their causes, consequences and prevention
- understands the fragileness of development in youth and the phenomenon of marginalisation as a challenge in terms of educational psychology, and can apply the acquired knowledge
- has acquired skills and tools to support and guide the balanced mental education and development of a youth through educational psychology by considering both the individual and the community and by identifying multidisciplinary perspectives

Content

The course focuses on the strongest manifestations of a young person’s disorder and the ways to deal with them. It brings out the most painful paths leading to a vicious circle of marginalisation and presents ways to prevent distorted development. The course also seeks answers to how young people can be provided with a positive environment for peaceful growth and development and what is important in terms of a young person’s balanced growth.

Assessment criteria, satisfactory (1)

Scale (essay):

Satisfactory (1-2)
0 The student is not familiar with the core concepts of growth and developmental crises in adolescence or the characteristics of research within the subject area. The student’s educational psychological understanding of the promotion of the adolescent’s balanced psychological education and development and the student’s ability to apply educational psychological knowledge are weak. The essay demonstrates serious weaknesses or mistakes, or includes considerable misunderstandings.
1 The study attainment demonstrates that the student is familiar with the core concepts of growth and developmental crises in adolescence; the critical developmental phases of adolescence; and reasons and causes for disturbances in development as well as possibilities for preventing them; and identifies the educational psychological perspective on examining the promotion of the adolescent’s balanced psychological education and development. The essay is overly concise, superficial, or responds poorly to the assignment specifications. The essay presents items of information in a list-like manner or the items presented remain unconnected from each other, or phenomena are addressed in an overly one-sided manner, and the essay includes no reasoned applications or conclusions.
2 The study attainment demonstrates that the student has the ability to apply the core concepts of growth and developmental crises in adolescence and the ability to apply the characteristics of theory construction related to the critical development phases of adolescence; reasons and causes for disturbances in development; as well as possibilities for preventing them. The student understands the educational psychological perspective on examining the promotion of the adolescent’s balanced psychological education and development. The essay demonstrates the student’s ability to apply knowledge and to draw conclusions.

Assessment criteria, good (3)

Good (3-4)
3 The study attainment demonstrates that the student has the ability to identify the set of concepts of growth and developmental crises in adolescence and the related structures and models of theory construction within educational psychology. The student is able to organise and reason about research related to the critical developmental phases in adolescence; reasons and causes for disturbances in development; and possibilities for preventing them; as well as the characteristics of such research as part of the discussion within educational psychology and educational sciences. The student identifies causal relations, distinguishes between relevant and irrelevant information, and compares and contrasts information. The essay responds well to the assignment specifications and demonstrates comprehension of the subject as well as analysis and reasoning skills.
4 The study attainment demonstrates that the student has the ability to combine ideas and sets of concepts and to gain new insights. The student is able to move from the specific to the general and to examine social and ethical phenomena of education in the framework of educational sciences. The student is able to make generalisations and summarise the relevant information and to create hypotheses and new openings.

Assessment criteria, excellent (5)

Excellent (5)
5 The study attainment demonstrates that the student has the ability to make assessments based on reasoned arguments. The student is able to present arguments pro and contra positions, and to create criteria as well as to assess and test them. The student is able to analyse the key characteristics of concept formation in educational psychology on the basis of research on growth and developmental crises in adolescence. The essay grasps the big picture of the topic and knowledge is applied multidimensionally or situated in different contexts. The essay demonstrates an independent approach and insight. The essay forms a coherent whole and demonstrates capacities for reasoned, independent thought or critical reflection. The essay is well written or well executed.

Materials

Getting familiar with the research (select two articles from the Article Bank) and performing the mandatory literature (select three publications from entities 1, 2 and 3) by writing an essay based on the research articles and literature.

Article Bank:
The perspective of growth, development and support
Love and relationships
Positive pedagogy and learning
Well-being and success at work
Drawing from the Arctic
Sustainability in Educational Psychology

Literature: Select three works from entities 1, 2 and 3. You may also choose a Finnish work if you are familiar with Finnish.

Further information

Time: Second period.
You may also perform the course as summer studies.

Persons in charge: Professor Satu Uusiautti and University Lecturer Tanja Äärelä.

Evaluation and credits: Essay 5 cr., grading 5–1 or fail.