Learning outcomes

1) Knowing and recognizing variables of individual difference involved in the building up of the relationship user/professional
2) Students will focus on personality development with specific reference to the modern challenges in education
3) Recognizing abusive attitudes and behaviors in the workplace;
4) Analyzing group interaction with specific reference to the workplace context
5) Developing competences in group decision making

Program

1) M. Pedrazza, (2010), Pratiche educative e processi psicologici, Carocci, Roma. 2) Pedrazza M., Berlanda S., (2016), I professionisti nei servizi per i minori, comunicazione, innovazione e buone prassi, Erickson, Trento e F. E. Mennen*, M. O’Keefe , 2005, Informed decisions in child welfare: The use of attachment theory in Children and Youth Services Review , 27, pp. 577–593 T. J. Blakely , G. M. Dziadosz , 2015, Application of Attachment Theory in Clinical Social Work, Health & Social Work Volume 40, Number 4 J. P. Burton , J. M. Hoobler (2011) Aggressive reactions to abusive supervision: The role of interactional justice and narcissism, Scandinavian Journal of Psychology, 52: 389–398 If needed : Hogg M.A., Vaughan G. M.(2012) Social Psychology, Pearson, Milano

Examination Methods

Students are required to know the presented theoretical constructs, as well as to interpret the behavior of users potentially in charge of services, and the co-workers/leaders behavior in the organization according to the theories and concepts included in the syllabus.
The written examination consists of five question concerning both general and specific issues.
Grading: evaluation from 0/30 to 6/30 will be assigned to each answer with reference to the quality of the student’s written work according to the following criteria:
- Language appropriateness
- Answer’s coherence with the posed questions
- Student’s ability to synthesize
- The answer is not redundant
- Use of scientific terminology, appropriate to treated concepts and issues