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.


The following themes will be presented and analyzed:
Third sector organizations and child welfare system
attachment related issues
attachment security and caregiving style
attachment insecurity and caregiving style
attachment and burnout in caregivers
decision making process in child welfare
team work

Training and simulations will be provided in order to allow students to familiarize themselves with operational methods
Expected learning outcomes:
Students
• will be able to understand how psychological variables of individual difference support the development of the relationship between practitioner and user
• Will be able to positively interact in inter-professional services context and to recognize formative and organizational differences among professionals in educational, health and social services
• will develop qualities of critical appraisal and analysis of practice, appropriate to the future professional contexts
• will develop skills and social competences in order to guide and support decision making processes in team contexts
• will be able to specific focus on processes of professional development, which connects with current needs, demands, and challenges of the modernized profession
• will be able to recognize and analyze abusive supervision and behavior in organizational context.

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

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
oppure

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