Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
Modules | Credits | TAF | SSD |
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Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
2° Year activated in the A.Y. 2015/2016
Modules | Credits | TAF | SSD |
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un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
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Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
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un insegnamento a scelta tra i seguenti
Un insegnamento a scelta tra i seguenti
Modules | Credits | TAF | SSD |
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Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Group Psychology and evaluation of educational intervention (2014/2015)
Teaching code
4S003375
Teacher
Coordinator
Credits
9
Also offered in courses:
- Groups psycology and educational relationship of the course Master's degree in Pedagogical Sciences
Language
Italian
Scientific Disciplinary Sector (SSD)
M-PSI/05 - SOCIAL PSYCHOLOGY
Period
Sem. IIA, Sem. IIB
Learning outcomes
One will work in order to achieve the following goals:
- Analyze and understand the interpersonal relation between educator and child/teenager/adult;
- Analyze and understand the social processes which support and regulate interpersonal relationships in social, and professional context with particular reference to sanitary and socio-sanitary structures and institutions;
- One will try to understand problems related to the way the caregiver enters and keeps the relationship with the child the teenager or the adult;
- one will analyze the different attitudes of the caregiver and his/her way of conducting relationship with the child, teenager or adult, we’ll try to give an answer to the following question: how can aggressive cues influence aggressive behavior;
- one will analyze violence and aggressive behavior, segregation, social/organizational practice and violence, applying the principles of the attachment theory and the origin of inter-subjectivity.
Training and simulations will be provided in order to allow students to familiarize themselves with operational methods
Program
Third sector organizations and child welfare system
attachment related issues
attachment security and caregiving
attachment insecurity and caregiving style
attachment and burnout in caregivers
decision making process in child welfare
team work
M. Pedrazza, (2010), Pratiche educative e processi psicologici, Carocci, Roma.
W.B., Crenshaw, L. M., Crenshaw, J.W. Lichtenberg, (1995), When Educators confront child abuse: an analysis of the decision to report, Child Abuse & Neglect. Vol 19, no. 9, pp. 1095-1113
Carlo Borzaga • Luca Fazzi ,(2011), Processes of Institutionalization and Differentiation in the Italian Third Sector, Voluntas (2011) 22:409–427
D. L. Zosky , (2010), Wearing Your Heart on Your Sleeve: The Experience of Burnout Among Child Welfare Workers Who are Cognitive Versus Emotional Personality Types, Journal of Public Child Welfare, Vol. 4:117–131, 2010
C. Bourassa, C. Lavergne, D. Damant, G. Lessard, P. Turcotte, (2008),Child Welfare Workers’ Practice in Cases Involving Domestic Violence Child Abuse Review Vol. 17: 174–190
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
Hogg M.A., Vaughan G. M.(2012) Social Psychology, Pearson, Milano
Examination Methods
Oral Examination