The course is included in these curricula and study modules
Level/category
Teaching language
Swedish
Type of course
Compulsory
Cycle/level of course
First
Recommended year of study
1
Total number of ECTS
5 cr
Competency aims
General competencies:
1) Learning Skills:
-Can develop their own skills and see which areas they need to develop
-Can learn with others and share their knowledge in their workplace
2) Ethical competence
-Take other people into account
3) Communication and social skills
-Can listening to others and communicating in writing, verbally and visually using different communication styles
Occupation-specific competence:
1) Expertise in sport and exercise
- Knows the human development (physical), mental and social .
2) Pedagogical and didactic skills
- Can create a learning and instructional philosophy based on their own values and knowledge.
3) Learning in health and wellbeing
-Understand the mechanisms that influence human behavior and behavior change in relation to the promotion of healthy lifestyles and coaching in sport.
Learning outcomes
At the end of the course the student is expected to be able to
-Understand the following concepts: humanity, human image, world view, bodily aspects, identity and identity development, life span psychology, psychosocial development
-Can reflect on humans as subjects
-Can reflect on their identity development
-Can identify development challenges and opportunities in life stages
-Can find and use relevant literature concerning lifespan psychology
-Can reflect her/his professional identity
Prerequisites and co-requisites
AS-1-020 (7) - Introduction to University Studies
Recommended or required reading
Basic literature concerning theme:
Dunderfelt, T. (2011). Elämänkaaripsykologia: lapsen kasvusta yksilön henkiseen kehitykseen. Borgå: WSOY.
En förkortad svenskspråkig version finns i Utbildningsstyrelsen (1994). Hälso- och socialvård – en introduktion. Helsingfors: Stiftelsen för sjuksköterskeutbildning.
Erikson, E. (2000). Den fullbordade livscykeln. Stockholm: Natur och Kultur.
Ex. på övriga som beaktar hela livsloppet:
Hockey, J. & James, A. (2003). Social identities across the Life Course. Basingstoke: Palgrave.
Hockey, J. & James, A. (1993). Growing up and growing old. Ageing and dependency in the life course. London: Sage
Newman, B. & Newman, P. (2006). Development through Life. A Psychological Approach.
Sankari, A. & Jyrkämä, J. (toim.) (2001). Lapsuudesta vanhuuteen. Iän sosiologiaa. Tammerfors: vastapaino.
Utvecklingsteoretiska perspektiv med relevans för temat:
Jarlang, E. (red.) (1999). Utvecklingspsykologiska teorier. En introduktion. Stockholm: Liber.
Havnesköld, L. & Risholm Mothander, P. (2002). Utvecklingspsykologi. Psykodynamisk teori i nya perspektiv. Stockholm: Liber.
Magnusson, E. (2003). Psykologi och kön: Från könsskillnader till genusperspektiv. Stockholm: Natur & Kultur.
Trost, J. & Levin, I. (1996). Att förstå vardagen – med ett symboliskt interaktionistiskt perspektiv. Lund: Studentlitteratur.
Valsiner, J. (1997). Culture and development of children´s action. NY: Wiley
Fokus på olika åldrar (jfr. Utvecklingspsykologi samt livslopp)
Stern, D.N. (1992) Spädbarnets interpersonella värld. Stockholm: Natur och Kultur
Torstenson-Ed, T. (2003). Barns livsvärld. Genus, etnicitet, generation, särskilt stöd och värderingar i skolan. Lund: Studentlitteratur.
Broberg, B., Almqvist, K., Tjus, T. Iliste, A. & Nilsson, B. (2007). Anknytningsteori. Betydelsen av nära känslomässiga relationer. Stockholm: Natur & Kultur.
Erling, A. & Hwang, P. (red.) (2001). Ungdomspsykologi. Utveckling och livsvillkor. Stockholm: Natur och kultur.
Engquist, A. (1995). Att växa som vuxen. Nya perspektiv på dig själv och andra. Stockholm: Prisma.
Naroskin, P. (1995). På spaning efter den vuxna människan. Stockholm: Natur och Kultur.
Perlmutter, M. & Hall, E. Adult development and aging. NY: Wiley
Grassman, E. J. & Hydén, L-Ch. (Red.) (2005). Kropp, livslopp och åldrande. Några samhällsvetenskapliga perspektiv. Lund: Studentlitteratur.
Hagberg, B. & Rennemark, M. (2004). Den åldrande människans psykologi. Lund: Studentlitteratur.
Tornstam, L. (2005). Åldrandets socialpsykologi. Stockholm: Norstedts akademiska förlag.
Kroppskännedom och identitet:
Study activities
- Lectures - 30 hours
- Individual- and group instruction - 2 hours
- Practical exercises - 16 hours
- Project- and production work/artistic activities - 30 hours
- Individual studies - 40 hours
- Seminars - 15 hours
Workload
- Total workload of the course: 133 hours
- Of which autonomous studies: 133 hours
- Of which scheduled studies: 0 hours
Mode of Delivery
Participation in tuition
Assessment methods
Essays, reports, productions and portfolio
Assessment requirements
To pass the course the student should pass the following examinations:
1) Learning diary
2) Seminars
3) Exam
Teacher
- Gray Pamela
- Piippo Jukka
- Vienola Riitta
Examiner
Vienola Riitta
Home page of the course
Group size
No limit
Assignments valid until
Until further notice
Assessment methods
2013-12-05 - Reports and productions