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

This information is intended exclusively for students already enrolled in this course.
If you are a new student interested in enrolling, you can find information about the course of study on the course page:

Laurea magistrale in Servizio sociale in ambiti complessi - Enrollment from 2025/2026

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

ModulesCreditsTAFSSD
9
C
MED/25 ,MED/34 ,MED/43

2° Year  activated in the A.Y. 2017/2018

ModulesCreditsTAFSSD
Foreign language (B2 level)
6
F
-
Prova finale
15
E
-
activated in the A.Y. 2017/2018
ModulesCreditsTAFSSD
Foreign language (B2 level)
6
F
-
Prova finale
15
E
-
Modules Credits TAF SSD
Between the years: 1°- 2°

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.




S Placements in companies, public or private institutions and professional associations

Teaching code

4S000605

Coordinator

Monica Pedrazza

Credits

9

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/05 - SOCIAL PSYCHOLOGY

Period

Sem. IIA, Sem. IIB

Learning outcomes

EDUCATIONAL OBJECTIVES

Purpose of this course is to explain and discuss how people select, memorize and process relevant information on others. These information are especially relevant during the whole decision making process, on placement and intervention on foster children. Extensive literature in social psychology and organizational sciences has investigated how team can effectively make decision: the decision making process in child welfare will be analyzed; knowledge management frameworks and theories will be presented, their application to-and/or-in the Italian context will be discussed.
Supplementing materials presented in textbooks and papers, some presented videos will enhance discussion, by offering real world examples, illustrating key concepts and inspiring students to revisit ideas outside of class.

Program

Syllabus

Following themes will be presented and analyzed:
1) Knowledge management : knowledge as a product and knowledge as a process;
2) The evidence based practice and the evidence informed practice in social work;
3) Empathy, Assertiveness and perceived professional self efficacy in social work;
4) Team work
5) Leader - Member Exchange e TMX, Team – Member Exchange
6) Trust and abusive supervision;
7) Social support and self care


Pedrazza M., Berlanda S., (2014), The need for Evidence Informed Practice in foster care social services, Proceedings, XXIV International Conference of RESER, 11-13 September 2014, Helsinky, Finland Services and New Societal Challenges: Innovation for Sustainable Growth and Welfare, pp. 1337-1349

Pedrazza M., Trifiletti E., Berlanda S., Di Bernardo G., (2013) Self-Efficacy in Social Work: Development and Initial Validation of the Self-Efficacy Scale for Social Workers «SOCIAL SCIENCES» , vol. 2 , 2013 , pp. 191-207

Nowen E., Decuyper S., Put J., (2012), Team decision making in child welfare, Children and Youth Service Review, 34, pp. 2101-2116.

Mennen, F.E., O’Keefe M., (2005), Informed decision making in child welfare: the use of attachment theory, in Cildren and Youth Services Review, pp. 577-593.

Pedrazza M., Berlanda S., (in press, ottobre 2016), I professionisti nei servizi per i minori, comunicazione, innovazione e buone prassi, Erickson, Trento

Bressan F., Pedrazza M., Neve E., (2011), Il percorso formativo dell’assistente sociale: autovalutazione e benessere professionale, Franco Angeli, Milano. (sections: Pedrazza & Berlanda)

Examination Methods

written Exam

Students with disabilities or specific learning disorders (SLD), who intend to request the adaptation of the exam, must follow the instructions given HERE