Teaching code

4S007384

Teacher

Daniela Raccanello

Coordinator

Daniela Raccanello

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 2B dal Apr 9, 2024 al May 31, 2024.

Courses Single

Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

General Learning outcomes Knowledge and understanding - Knowledge and understanding of the determinants of bio-psycho-social wellbeing (with particular attention to the main social problems often faced by social workers) Ability to apply knowledge and understanding - Ability to recognize the main causes of people’s needs and to distinguish among their social, family, and personal roots, focusing on their reciprocal relations SPECIFIC OBJECTIVES The course aims at offering some conceptual and methodological instruments necessary to know and understand the psychological processes characterizing psychosocial risk and resources during development, according to the perspective of developmental psychology. By the end of the course, the students will have to demonstrate knowledge and understanding of the determinants of bio-psycho-social wellbeing; ability to recognize the main causes of risk and to distinguish among their social, familial and personal roots, underlying the corresponding resources; autonomous assessment of the methodologies concerning the intervention on the psychosocial risk; communication skills regarding the scientific language of psychology; ability to integrate into working teams.

Prerequisites and basic notions

Basic knowledge about the scientific method is a prerequisite.

Program

The syllabus is divided into two parts:
(A) Introduction to typical and atypical psychological development.
• Cognitive development.
• Linguistic development.
• Social development.
• Emotional development.
• Children with disabilities.
• Gifted children.
(B) Emergency psychology during development.
• Disasters and emergencies.
• Cognitive and socioemotional processes related to disasters.
• Traumatic impact of disasters.
• Interventions and disasters.
• Research and disasters.

Bibliography

Didactic methods

The course will include frontal lessons, aiming at transmitting basic notions, integrated by cooperative learning, aiming at deepening the knowledge of specific aspects of the syllabus, in particular through the study of research papers. The content of the texts and the lessons is coherent with the syllabus. Further didactic materials are available from the teacher.
In the event of a proven Covid positive and relative inability to travel and attend class, I invite students to contact me to agree upon remedial action and support.
Students in particular situations of fragility, unable to attend lessons due to disability conditions or particularly disabling learning disorders, are invited to contact the "Inclusion and Accessibility Service", which will assess on a case-by-case basis the actual impossibility of attendance and agree with the teachers concerned on how to provide support.
During the whole academic year, in addition, the teacher will receive the students individually, at the times indicates in the website which are constantly updated.
During the first lesson, the teacher will present the whole calendar of the didactic activities with dates and topics of the lessons, specifying the time and the rooms.
Texts for the exam:
Santrock, J. W. (2021). Psicologia dell’educazione (a cura di D. Raccanello). McGraw-Hill Education (Lavoro originale pubblicato nel 2018). Chapters 1, 2, 3, 4, 5, 6, 13.
Raccanello, D., & Vicentini, G. (2022). Psicologia dell’emergenza in età evolutiva. Dall’infanzia all’adolescenza. Il Mulino.
For students enrolled in other Laurea degree courses, please contact the professor to establish the texts for the exam.
For students enrolled in Psychological Sciences for Training and Professional Development, and Educational Sciences, the texts for the exam are:
Inguglia, C., & Lo Coco, A. (2013). Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Il Mulino.
Speltini, G. (2016). L'età giovanile. Disagio e risorse psicosociali. Il Mulino.
Raccanello, D., & Vicentini, G. (2022). Psicologia dell’emergenza in età evolutiva. Dall’infanzia all’adolescenza. Il Mulino.

Learning assessment procedures

The exam is formed by a written part which covers the whole syllabus. For the written part, there are ten definitions and four open-ended questions. The duration of the written part is one hour. The exam will be equal for those students who attend and those who do not attend the lessons.

Evaluation criteria

The aim of the exam is to verify the extent to which the expected learning results are achieved, in terms of knowledge and understanding abilities, both theoretical and applied.
In particular:
• Knowledge and ability of understanding factors associated with bio-psycho-social wellbeing, applied knowledge and ability of understanding focused on the factors underlying risks, and autonomy of judgment, in terms of critical evaluation of methodologies and interventions concerning psychosocial risk during childhood and during adolescence, will be evaluated examining the responses to the open-ended questions, assessing: (a) the possession of the required knowledge, (b) the argumentative abilities, (c) the critical ability to identify strength and weakness of contents.
• Communicative abilities in terms of competences and instruments to communicate and manage information will be assessed mainly examining definitions in the written part, in which it is requested to use the appropriate lexicon typical of the scientific language of psychology.
• Capacity of learning in terms of abilities to work in groups will be evaluated in itinere, assessing how the cooperative learning activities are conducted.

Criteria for the composition of the final grade

The evaluation of the exam is expressed in thirties. For the written part, there will be maximum one point for each definition and maximum five points for each answer to open-ended questions.

Exam language

Italiano