Teaching code

4S011768

Teacher

Daniela Raccanello

Coordinatore

Daniela Raccanello

Credits

6

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY

Period

Sem. 2A dal Feb 19, 2024 al Mar 29, 2024.

Courses Single

Authorized

Lessons timetable Moodle Seminars

Learning objectives

GENERAL OBJECTIVES: - Know the criteria related to psychological states of emergency experienced by individuals and groups. - Propose active interventions relating to the psychological states of emergency experienced by individuals and groups. SPECIFIC OBJECTIVES The course aims to offer, first, advanced knowledge and specialist skills in the theoretical, epistemological, methodological, and applied issues concerning the psychology of emergence. The second broad aim of the course is to enhance the student’s ability to integrate theoretical and practical knowledge in order to design educational intervention programmes in the field of psychology of emergence. The course aims to achieve the following specific learning objectives: - identify and evaluate the characteristics of the salient psychological processes concerning the psychology of emergence, with reference to the main theoretical psychological models; - know and understand from a psychological perspective the bases of the interventions pre and post traumatic events; - apply the knowledge acquired in designing intervention programmes for the enhancement of communications and learning in various educational contexts: individual, group and service; local, national and international.

Prerequisites and basic notions

Psychological knowledge acquired during the course is a prerequisite.

Program

The syllabus is divided into two parts:
1) Psychology of emergence. Main theoretical, epistemological, methodological, and applied issues relating to the psychology of emergence.
- Disasters and emergencies;
- Natural (e.g., pandemics, earthquakes, floods, fires) and technological disasters (e.g., air crashes, industrial incidents), and violent acts (e.g., wars, terrorism);
- Psychological aspects and emergencies;
- A developmental perspective on psychology of emergence;
- Interventions in psychology of emergence;
- Experiences in psychology of emergence;
- Research and psychology of emergence.
2) Development of intervention programmes in psychology of emergence, including examples of public communication campaigns and training on emotions related to natural and technological disasters and violent acts, such as pandemic, earthquakes, floods, fires, air crashes, industrial incidents, wars, terrorism, etc.

Bibliography

Didactic methods

The course will include frontal lessons, aiming at transmitting basic notions, integrated by cooperative learning, aiming at deepening the knowledge on specific aspects of the syllabus. The content of texts and lessons is coherent with the syllabus. Further didactic materials are available from the teacher. The students will be actively involved in group and individual discussions and project work under the supervision of the teacher, to promote their critical reflection on the covered topics. Attendance at the teaching sessions is recommended.
During the whole academic year, in addition, the teacher will receive the students individually, at the times indicates in the website (it is not necessary to arrange specific appointments) 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:
Sbattella, F. (2020). Manuale di psicologia dell’emergenza. Nuova edizione aggiornata e ampliata. FrancoAngeli.
Raccanello, D., & Vicentini, G. (2022). Psicologia dell’emergenza in età evolutiva. Dall’infanzia all’adolescenza. Il Mulino.
Pirri, P. (2017). Le arti della formazione. EPC Editore.
Raccanello, D., Vicentini, G., & Burro, R. (2021). Prevenzione emotiva e terremoti. Un percorso per bambini. McGraw-Hill Education.

Learning assessment procedures

The exam is formed by a written part which covers the whole syllabus. The written part includes one open-ended question and ten definitions on the psychology of emergence, and one open-ended question relating to project planning about the psychology of emergence. The duration of the written part is one hour and a half. For students attending the course there will be an intermediate assessment using the same method as the final exam; for them, the open-ended question relating to project planning will be substituted by evaluation of the cooperative group project.

Evaluation criteria

The aim of the exam is to verify the extent to which the expected learning results are achieved. In particular, the students will demonstrate that they:
- are familiar with the main theoric-methodological issues about the psychology of emergence and its application, also in educational and organizational contexts;
- have understood the main issues in, and the stages of, the design of training projects in the psychology of emergence in different contexts;
- can discuss their knowledge using technical and critical language, typical of psychology, identifying and evaluating relevant concepts and methodological issues;
- understand and can use the main methodologies in the psychology of emergence;
- can critically analyse case studies and the experiences discussed, with particular reference to training needs.

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 ten points for each of the open-ended questions, and one point for each correct definition.

Exam language

Italiano

Sustainable Development Goals - SDGs

Questa iniziativa contribuisce al perseguimento degli Obiettivi di Sviluppo Sostenibile dell'Agenda 2030 dell'ONU.
Maggiori informazioni su www.univr.it/sostenibilita