6.00 credits
60.0 h
Q1
Teacher(s)
Roskam Isabelle;
Language
French
Main themes
Childrearing behaviors (styles et parenting practices, transactional model)
Family relationships (attachment, parental differential treatment, coparenting, sibling relationships, family alliance)
Parental development
Determinants of parenting (parent factors, i.e. parental cognitions, intergenerational transmission; child factors, i.e. temperament and behavior, contextual factors, i.e. educational level, social support, partner support)
Assessment in parenting psychology
Evidence-based interventions
Family relationships (attachment, parental differential treatment, coparenting, sibling relationships, family alliance)
Parental development
Determinants of parenting (parent factors, i.e. parental cognitions, intergenerational transmission; child factors, i.e. temperament and behavior, contextual factors, i.e. educational level, social support, partner support)
Assessment in parenting psychology
Evidence-based interventions
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 |
This course specifically aims at developing students' skills of observation and analysis of parent-child relationships within the family. Based on these observations and analysis, students will also be trained to identify interventions adapted to the specific situation, to design psychological interventions and / or educational for families, to conduct assessment, including communication phase of results and questioning on possible adjustments. A1. to access the knowledge that provides an explanation and understanding of an individual, group or organisation;; A2. to analyse, review in a well-reasoned manner and modelise a situation (individual, group or organisation) referring to the theories, research results, methods and tools relating to psychology B1. . to master knowledge concerning interventions intended to improve a given situation (individual, group or organisation); B2. to plan an intervention intended to improve a given situation (individual, group or organisation); B3. to implement an intervention plan, totally or partially, and evaluate its effectiveness. C2. to structure and present collated data. E1. to understand the stages, methodologies and tools of scientific research in psychology and education; E3. to act as a professional in the field of psychology and education, referring to the principles of, among others, ethics and deontology. F2. to use the means and opportunities to develop a personal professional project. |
Teaching materials
- Roskam, I., Galdiolo, S., Meunier, J.-C., & Stiévenart, M. (2015). Psychologie de la parentalité: Modèles théoriques et concepts fondamentaux. De Boeck. Roskam, I., & Mikolajczak, M. (2015). Stress et défis de la parentalité. De Boeck
Faculty or entity
EPSY
