Aims

This course is not meant as a systematic development psychology of adolescents, but will rather introduce students to the aspects of the psychology of youngsters which are relevant to teachers. This refers to youngsters which teachers with a university degree will be confronted with in high school.

Previous knowledge

Apart from the general previous knowledge which apply to the Specific Teachers' Training (abbreviation in Flemish= SLO), there are no requirements regarding this course. Students must only be able (and be willing to) reflect on their own functioning as future teachers and if necessary steering their pedagogical behaviour, on the basis of their knowledge about the adolescence period in which their pupils be.

Content

As general background, the consequences of the most important changes which will manifest during adolescence will be described. Along with the developments on a cognitive and social level, these changes will encourage the youngster to explore new possibilities within himself. The relationship with his parents will take another form, while the relations with his peers will receive greater intensity and profundity. The creation of one's own identity, which is the most important task during adolescence and immediately the closing piece of the already mentioned developments, will be elucidated.
Afterwards, a few forms of so-called internalising problematic behaviour (for example depression, suicide and anorexia) and of externalising problematic behaviour (for example drug abuse and delinquency) will be discussed, as far as a teacher may be confronted with these. Eventually a short overview is given of the forms of psychological help which are used with youngsters with serious issues. This summary should help teachers to refer their pupils to the appropriate persons and instantions which offer such specialised help.

Course material

Text book
Toledo / e-platform

Is also included in other courses

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• Specific Teacher Training in Mathematics (Specific Teacher Training Programme in Mathematics) 60 ects.
• Specific Teacher Training in Natural Sciences (Specific Teacher Training Programme in Natural Sciences) 60 ects.
• Specific Teacher Training in Social Studies and Philosophy (Specific Teacher Training Programme in Social Studies and Philosophy) 60 ects.
• Specific Teacher Training in History, Art and Musicology (Specific Teacher Training Programme in History, Art and Music) 60 ects.
• Specific Teacher Training in Languages (Specific Teacher Training Programme in Languages) 60 ects.
• Specific Teacher Training in Behavioural Sciences (Specific Teacher Training Programme in Behavioural Sciences) 60 ects.
• Specific Teacher Training in Physical Education (Specific Teacher Training Programme in Physical Education) 60 ects.
• Specific Teacher Training in Health Sciences (Specific Teacher Training Programme in Health Sciences) 60 ects.
• Master of Geography (Educational Option) 120 ects.
• Master of Biomedical Sciences (Major Subject: Research, Management and Communication in Biomedical Sciences - Minor Teacher Training) 120 ects.
• Master of Mathematics (being phased out as from 2012-2013) (Educational Option) 120 ects.
• Master of Physics (Educational Option) 120 ects.
• Master of Chemistry (Educational Option) 120 ects.
• Master of Biochemistry and Biotechnology (Educational Option) 120 ects.
• Master of Biology (Educational Option) 120 ects.
• Master of Geology (Educational Option) 120 ects.
• Master of Astronomy and Astrophysics (Educational Option) 120 ects.
• Master of Informatics (only 2nd stage) (Educational Profile) 120 ects.
• Master of Rehabilitation Sciences and Physiotherapy (Major Subject: Teacher Training) 120 ects.
• Master of Mathematics (new programme 2012-2013) (Educational Option) 120 ects.