Applied Dynamic and Clinical Psychology

General aims. This course will provide an overview of theories, methods, and research findings in the area of social cognition, with emphasis on both cognitive and social development. Because social cognition is a type of cognition, general lessons about conceptual representations and their development will apply. The ‘social’ in social cognition will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and social groups, in particular, children’s repre-sentations of other people, their motives, goals, and intentions. We will review the latest research in the development of social cognition, including research on theory of mind, empathy, imitation, emotion and altruism. Developmental dis-orders characterized by impairments in social and communication behaviors will also be reviewed. The course com-bines in class lectures with debate/discussions preparation and presentations by students, with the aim of creating a dynamic class context for active learning. Knowledge and understanding At the end of the course students should be able to: a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations; b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development; c) Explain the advantages of various research methodologies in the field. Applying knowledge and understanding At the end of the course students should be able to: a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena; b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain; c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development. d) Explain the major controversies in the scientific literature in the field, through student-led debates and discus-sions. Making judgments We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field to everyday problems and real world concerns that are relevant to social policy and educa-tional practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific and ethical issues related to development. These abilities will be acquired through theoretical lessons and practical methodological seminars in which students will present and discuss empirical research in small groups. Communication skills We expect that by the end of the course students will be able to present and communicate in a scientifically appropriate manner with their peers and with the wider scholarly community regarding their area of expertise. Learning skills At the end of the course the student should demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills. Prerequisites A basic knowledge of Developmental Psychology is required.