Course guide of Psychology of Socio-Affective and Personality Development (2641116)

Given that teaching is conducted entirely in English, a B2 level of English proficiency (CEFR, https://europass.europa.eu/en/common-european-framework-reference-language-skills) is recommended. A lower level may seriously compromise students' ability to follow the course and achieve satisfactory academic results.

• Theories and Research Methods in Socio-emotional and Personality Development
• Prenatal and Neonatal Development
• Attachment Development
• Emotional Development
• Development of Social Cognition
• Moral Development and Prosocial and Aggressive Behavior
• Personality Development
• Family, Peers, and Socialization

Specific learning objectives of the course

A. Basic knowledge of Developmental Psychology and its applications

• Understand the main theoretical models explaining socioemotional and personality development.
• Understand the research, observation, and assessment methods used in the study of socioemotional and personality development.
• Acquire knowledge of prenatal and postnatal development.

B. Evaluation and description of developmental change from major developmental perspectives

• Identify and predict normative behavioural and cognitive changes throughout development.
• Understand developmental changes in emotional, affective, and social-relational processes across the lifespan.

Specific learning outcomes

Upon successful completion of the course, students will be able to:

• Identify the characteristics of the major theoretical models of socioemotional development and the research methods used in this field.
• Describe biological changes and risk factors associated with prenatal and postnatal development.
• Explain normative developmental changes in emotional processes, social interaction, and personality across the lifespan.
• Describe and evaluate dynamic interaction processes and personality changes.
• Analyse the role of family and peers in social, emotional, and personality development.
• Prepare reports, solve problems, and make informed decisions in the field of socioemotional and personality development.

• Unit 1. Theories and research methods in socioemotional and personality development
• Unit 2. Attachment development
• Unit 3. Emotional development
• Unit 4. Moral development and prosocial and aggressive behaviour
• Unit 5. Personality development
• Unit 6. Socioemotional development in peer relationships and the family context

Individual and/or group activities will be carried out to reinforce and further develop specific aspects of selected theoretical course contents. These activities may focus on the following topics:

• Theories of socioemotional and personality development.
• Research methods in socioemotional and personality development.
• Attachment development.
• Emotional development.
• Moral development and prosocial and aggressive behaviour.
• Personality development.
• Socioemotional development in peer relationships and the family context.

• Berk, L. E. (2018). Development through the lifespan (7.ª ed.). Pearson Education.
• Bjorklund, D. F., & Hernández Blasi, C. (2026). Child and adolescent development: An integrated approach (2.ª ed.). Cambridge University Press
• Cantón, J., Cortés, M. R. y Cantón, D. (2016). Desarrollo socioafectivo y de la personalidad. Alianza Editorial.
• Leman, P, Bremner, A., Parke, R. D., Gauvain, M. (2019). Developmental Psychology. McGraw-Hill Education.
• Lamb, M. E., & Bornstein, M. H. (Eds.). (2011). Social and personality development: An advanced textbook (1.ª ed.). Psychology
• López, F., Itziar, E., Fuentes, M. J. y Ortiz, M. J. (2001). Desarrollo afectivo y social. Pirámide.
• Papalia D., Olds, S. W. y Feldman, R. D. (2019). Psicología del Desarrollo. De la infancia a la adolescencia (11ª ed.). Mc Graw-Hill.
• Papalia, D. y Martorell G. (2021). Desarrollo humano (14ª ed.). Mc Graw-Hill.
• Papalia, D. E., & Martorell, G. (2021). Experience human development (14.ª ed.). McGraw-Hill Education.
• Santrock, J. W. (2022). A topical approach to life-span development. McGraw-Hill.
• Santrock, J. W. (2024). Life-span development (19.ª ed.). McGraw Hill.
• Shaffer, D. R. (2004). Desarrollo social y de la personalidad. Thomson
• Shaffer, D. R. (2009). Social and personality development. Cengage Learning.

• Berger, K. S. (2006). Psicología del desarrollo: infancia y adolescencia. Panamericana.
• Berger, K. S. (2009). Psicología del desarrollo: adultez y vejez. Panamericana.
• Berk, L. (2001). Desarrollo del niño y del adolescente. Prentice-Hall.
• Bornstein, M. (Ed.). (2002). Handbook of Parenting. LEA Publishers.
• Carpena, A. (2003). Educación socioemocional en la etapa de primaria. Octaedro.
• Damon, W. y Lerner, R. M. (2006). Handbook of child psychology. Vol. 3: Social, emotional and personality development. Wiley.
• Ding, S. y Littleton, K. (Eds.) (2005). Children's personal and social development. Blackwell.
• Feldman, R. (2007). Desarrollo psicológico a través de la vida (Cuarta edición.). Pearson Educación.
• Feldman, R. S. (2022). Development across the life span (9.ª ed., edición global). Pearson
• González, A. M., Fuentes, M. J., de la Morena, M. L. y Barajas, C. (2006). Psicología del desarrollo: Teoría y prácticas (2ª ed.). Aljibe.
• Kail, R. V., & Cavanaugh, J. C. (2019). Human development: A life-span view (8.ª ed.). Cengage Learning
• Lamb, M. E., Bornstein, M.H. y Teti, D.M. (2008). Development in Infancy: An Introduction. 4ª ed. Lawrence Erlbaum.
• Lamb, M. E., Freund, A. y Lerner, R. M. (Eds.). (2010). Handbook of lifespan developmental science. Vol. 2: Social, personality, and emotional development. Wiley.
• Papalia, D. & Martorell, G. (2024). Experience Human Development. McGraw-Hill.
• Santrock, J. (2004). Psicología del Desarrollo. Mc Graw Hill.
• Santrock, J. W., Lansford, J. & Deater-Deckard, K. (2022). Children. McGraw-Hill
• Shaffer, D. R., Kipp, K., Wood, E., Roberts, K., Lee, J., Gottardo, A., Krettenauer, T., & Barlow, M. (2026). Developmental psychology: Infancy and childhood (6.ª ed.). Cengage Learning Canada.
• Schaie, K. W. y Willis, S. L. (2003). Psicología de la edad adulta y la vejez. Prentice Hall.
• Strock, J. (2003). Infancia, Psicología del desarrollo. McGraw Hill.
• Vasta, R., Miller, S. A. y Ellis, S. (2004). Child Psychology. Wiley.

• PRADO (Plataforma de Recursos de Apoyo a la Docencia): https://prado.ugr.es/
• APA (Division 7: Developmental Psychology): https://www.apa.org/about/division/div7
• National Institute of Child Health and Human Development (NICHD): http://www.nichd.nih.gov/about/

Specialized Journals

• Applied Developmental Science: http://www.tandfonline.com/loi/hads20
• British Journal of Developmental Psychology: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)2044-835X
• Child Development: https://academic.oup.com/chidev/issue
• Child Development Perspectives: https://academic.oup.com/cdpers/issue
• Developmental Psychology: https://www.apa.org/pubs/journals/dev
• Developmental Review: http://www.journals.elsevier.com/developmental-review
• Developmental Science: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-7687
• European Journal of Developmental Psychology: http://www.tandfonline.com/loi/pedp20
• Infancy: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1532-7078
• Infant and Child Development: http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1522-7219
• Journal of Child Psychology and Psychiatry: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1469-7610
• New Directions for Youth Development: http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1537-5781
• Parenting: http://www.tandfonline.com/loi/hpar20
• Social Development: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9507

• MD01. Lección magistral/expositiva 
• MD07. Seminarios 
• MD09. Análisis de fuentes y documentos 
• MD10. Realización de trabajos en grupo 
• MD11. Realización de trabajos individuales 
• MD13. Tutorías individual/colectiva, Participación (foros del curso, exposiciones públicas), Autoevaluaciones, Presentación y defensa de informes grupales o individuales 

In accordance with the Regulations on Student Assessment and Grading of the University of Granada, approved by the Governing Council at its meeting of 20 May 2013 (BOUGR No. 71, 27 May 2013), and subsequently amended by the Governing Council at its meetings of 3 February 2014 (BOUGR No. 78, 10 February 2014), 23 June 2014 (BOUGR No. 83, 25 June 2014), and 26 October 2016 (BOUGR No. 112, 9 November 2016), the assessment procedures to be followed are described below.

Assessment methods

To assess the knowledge, skills, and competences developed in this course, a variety of assessment methods will be used, selecting the most appropriate instruments according to the nature of the subject and the learning outcomes being evaluated. These methods are intended to reflect the different types of knowledge and abilities acquired by students throughout the course. Assessment may include some of the following:

• Written and/or oral examinations, including essay questions, short-answer questions, and/or multiple-choice tests.
• Assignments, reports, and other supervised academic activities related to the course content.
• Active participation in lectures, practical sessions, seminars, workshops, and other course-related activities.
• Other assessment tasks and activities designed to ensure an objective evaluation of student learning and performance.

Assessment Criteria and Weighting

Under the ordinary assessment, the final grade will be based on the weighted average of the different assessment components, as follows:

• Theory exam (essay questions, short-answer questions, and/or multiple-choice questions): 60% of the final grade.
• Continuous assessment activities (reports, essays, short-answer questions and/or multiple-choice tests, attendance, and active participation, etc.): 40% of the final grade.

To pass the course, students must achieve a minimum score of 50% in each component (the theory exam and the continuous assessment activities). In addition, students must attend at least 80% of the small-group sessions scheduled throughout the course (see Attendance Requirements below). Students who fail to meet these requirements will receive a final grade based on the weighted marks obtained in all assessment components, up to a maximum of 4.9 out of 10 (fail). Students who do not take the theory exam will be recorded in the official academic records as “No presentado”.

Attendance Requirements: Attendance at least 80% of small-group sessions is compulsory. Attendance alone does not guarantee a passing grade for the continuous assessment activities. Failure to meet this attendance requirement will result in these activities not being assessed.

The extraordinary assessment will be carried out through a single examination (oral and/or written), using some of the assessment methods described above. This exam will consist of two parts:

• An exam on the theoretical content of the course (60% of the total grade).
• An exam on the practical content of the course (40% of the total grade).

Students who have successfully completed the continuous assessment activities in a previous sitting may request that their grade be carried over and take only the theoretical part of the exam, retaining the same weighting as in the ordinary assessment. Likewise, students who have passed the theoretical exam in the ordinary assessment may take only the practical part of the exam.

To pass the course, students must achieve a minimum score of 50% in each part (theoretical and practical content). Students who fail to meet these requirements will receive a final grade based on the weighted marks obtained in all assessment components, up to a maximum of 4.9 out of 10 (fail).

There is the possibility of a single final assessment for students who are unable to follow the continuous assessment system due to work-related reasons, health conditions, disability, or any other duly justified circumstance that prevents them from participating in the continuous assessment process.

To apply for the single final assessment (in accordance with the amendment to the University of Granada Regulations on the Assessment and Grading of Students, approved on 26 October 2016 and published in BOUGR No. 112, 9 November 2016), students must submit a request through the electronic procedure to the Head of the Department within the first two weeks of teaching of the course, or within two weeks after enrolment if it occurs after the start of the course. The request must include justification and supporting documentation explaining the reasons for not being able to follow the continuous assessment system. Exceptionally, and in duly justified cases arising from unforeseen circumstances (work-related reasons, health conditions, disability, mobility programmes, student representation, or any other similar circumstance), the single final assessment may be requested outside the established deadlines, following the same administrative procedure.

The single final assessment consists of a single exam (oral and/or written) using some of the assessment methods described above. This exam will consist of two parts:

• An exam on the theoretical content of the course (60% of the total grade).
• An exam on the practical content of the course (40% of the total grade).

To pass the course, students must achieve a minimum score of 50% in each part (theoretical and practical content). Students who fail to meet these requirements will receive a final grade based on the weighted marks obtained in all assessment components, up to a maximum of 4.9 out of 10 (fail).

To support the continued development and consolidation of students’ general competencies through individual and/or group assignments and activities, the use of Artificial Intelligence (AI) tools is not permitted in the preparation, development, or writing of any coursework or activities that are subject to assessment. The use of AI may be allowed for purposes such as improving the clarity and quality of students’ notes, resolving questions or doubts (while maintaining an appropriate level of caution and critical judgment regarding the limitations of these tools), and practicing or enhancing activities and texts that are not assessed as part of the course. Students are expected to use AI tools ethically, responsibly, and in accordance with academic integrity principles. They should adhere to the guidelines set out in the document “Recommendations for the Use of Artificial Intelligence at the University of Granada (UGR),” available at: https://ceprud.ugr.es/formacion-tic/inteligencia-artificial/recomendaciones-ia#contenido

The teaching methodology and assessment procedures will be adapted for students with specific educational support needs (NEAE), in accordance with Article 11 of the Regulations on Assessment and Grading of Students of the University of Granada, published in the Official Bulletin of the University of Granada, No. 112, 9 November 2016.

In those assessment activities included in this Course Guide that require or foresee the use of audio and/or video during their administration, such use shall be carried out in accordance with the guidelines established in the instructions and recommendations for the application of data protection regulations and the protection of personal or domestic privacy issued by the General Secretariat or the competent body of the University of Granada.

If there are specific guidelines provided by individual lecturers, these shall not contradict or restrict this Course Guide. Each lecturer may adapt the specific contents taught and the order of the syllabus, provided that this does not contradict or limit the provisions of this guide.

Optionally, participation in research activities may be offered as an additional source of extra credit. For each participation, the amount of extra credit awarded will be specified depending on the requirements of the activity (duration, difficulty, etc.). Participation will always be voluntary, and the same credit may alternatively be obtained through the submission of summaries of scientific articles related to the subject. If students participate in research activities, the final mark may never exceed the maximum grade of 10.

Single final assessment

Students who are unable to attend the scheduled assessment tests, both ordinary and extraordinary, on the date assigned by the Faculty may request assessment by special circumstances from the Director of the Department of Developmental and Educational Psychology, in accordance with Article 9 of the University of Granada Regulations on Assessment and Grading of Students (NCG71/2), approved by the Governing Council on 20 May 2013, and its amendment (NCG112/3), approved on 26 October 2016. These circumstances must be duly justified at the time of submitting the application to the Department.

Assessment by a board of examiners

Students may also request extraordinary assessment by a board of examiners (BOUGR No. 112, 9 November 2016), following the procedure established in Article 10 of the aforementioned regulations.

Information for students with disabilities or special educational needs: https://internacional.ugr.es/en/students/ugr-services/educational-support-needs