Courses Master's Degrees Master's Degree in Psychology of the Life Cycle and ContextsCharacteristics and Career Opportunities

Characteristics and Career Opportunities

The course, structured in three curricula, has a standard duration of 2 years following the completion of a bachelor's degree. The normal student workload corresponds to the completion of 120 university credits over the two years, approximately 60 credits per year. The student may obtain the degree once they have earned 120 credits, fulfilling all the requirements outlined by current regulations.

 

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Cultural and Professional Profile of the Master's Graduate

The Master's degree in Psychology of the Life Cycle and Contexts aims to train graduates with specialized expertise in the psychology of the life cycle, and in community and organizational contexts. These graduates should possess:

• Knowledge and methodological skills regarding the main assessment tools in the life cycle; action research, the design and evaluation of interventions in psycho-social contexts, and management of interviews and group dynamics.
• Knowledge related to key transitions in the life cycle and in social and organizational contexts, with a focus on the biological, psychological, and social mechanisms, particularly in relation to school pathways, career development, and inclusion processes in the community.
• Knowledge of social policies and national and local welfare systems. Additionally, depending on the chosen curriculum, students can deepen their understanding of methodological and applied approaches in three areas of psychology as described below.

Regarding the psychology of the life cycle, the educational objectives will include:

• Knowledge and skills related to school difficulties, specific learning disabilities, and conduct disorders.
• Knowledge and skills related to children, adolescents, and families in situations of psycho-social distress due to illness, critical transitions in the life cycle, or clinical-evolutionary challenges.

Regarding social and community psychology, the educational objectives will include:

• Knowledge and skills to provide support and promote participation and/or reintegration of individuals, groups, and communities during critical times and psychosocial transitions.
• Knowledge and skills for mediation, group management, and improving intergroup relationships.

Regarding work and organizational psychology, the educational objectives will include:

• Knowledge and skills to assess and intervene in organizational and work contexts, particularly in selection, training, and supporting entrepreneurship.
• Knowledge and skills on organizational climate and work-related stress risks.

Through a problem-solving methodology and engagement with professional practice, graduates will acquire skills that allow them to continue their professional development and training independently, even after completing their degree. They will also be able to practice with full professional autonomy, in compliance with ethical standards, and take responsibility for their actions while working collaboratively in multidisciplinary teams.

These competencies represent solid specialized training, in line with EuroPsy guidelines, enabling graduates to work in various professional fields both in Italy and abroad.

 

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Employment and Professional Opportunities for Graduates

The professional profile of the Psychologist of the Life Cycle and Contexts is characterized by a common training framework aimed at promoting resources and supporting individuals and groups in situations of crisis, across various social and organizational contexts. The profile is further specialized according to the three areas listed below:

Function in a work context:

Psychologists of the life cycle and contexts, once registered in Section A of the Professional Register, will be able to perform the following functions.

In the field of psychology of the life cycle:

• Promote development programs in educational contexts for early childhood, schools, families, and other significant environments.
• Design, implement, and evaluate prevention interventions addressing distress and risk, health education, and promotion within community contexts (schools, families, neighborhoods, extracurricular contexts, sports associations).
• Design, implement, and evaluate interventions related to school difficulties, specific learning disabilities, attention deficit/hyperactivity disorders, autism, disabilities, cognitive and language disorders, and other Special Educational Needs (SEN).
• Propose interventions in cases of conduct disorders, bullying, and cyberbullying, and evaluate their effectiveness.
• Support children, adolescents, and families in psycho-social distress due to illness or critical life transitions (e.g., poverty, hospitalization, family crises) and in emergency situations or following natural disasters.
• Provide career guidance for individual students and families in the school setting, connecting them with the social, cultural, and productive realities of the community.
• Carry out training and counseling activities for school and educational staff, and families, both in group and individual formats.
• Intervene clinically (diagnosis and intervention) with the needs of children, adolescents, and individuals going through transitions or moments of critical life phases, including within a contextual perspective.

In the field of social and community psychology:

• Use methodologies to support and promote the acquisition of skills in individuals, groups, and communities during critical moments and psychosocial transitions.
• Apply action research methods for project design, analysis, and intervention in social contexts.
• Use qualitative research methods to study social phenomena.
• Use mediation strategies to facilitate inclusion processes in interpersonal, social, educational, organizational, socio-health, and territorial community contexts.
• Manage social groups and improve intergroup relationships.
• Use methods and techniques to support reintegration following incarceration or rehabilitation, and to assess treatment.

In the field of work and organizational psychology:

• Use methodologies to evaluate psychological variables relevant to organizations.
• Apply methods and techniques for career development in the life cycle.
• Conduct research-intervention on organizational climate.
• Use methods and techniques for diagnosing and preventing psychosocial risks: work-related stress, mobbing, and burnout.
• Use methods and techniques for human resources selection, training, and development.
• Apply methods and techniques for fostering psychosocial processes of innovation and creativity within organizations.
• Use methods and techniques for fostering entrepreneurship in organizations.

Skills Associated with the Role:

The psychologist of the life cycle and contexts will have advanced methodological skills for assessing and designing psychological interventions. They will also possess knowledge of processes governing key transitions in people's lives, expertise in various forms of psychological intervention in school contexts, skills in life-cycle career guidance and counseling, and competencies for conducting psychological interviews and dynamic group work. The program also covers knowledge of social policies at local, national, and international levels, alongside internships and practical training experiences in professional settings.

The specific competencies for the three orientations include:

1. Skills for promoting development in family and educational contexts, including assessment, prevention, and treatment of learning difficulties and socio-emotional disorders during development.
2. Skills in social psychology of health, for individuals, social groups, and communities, as well as in legal psychology, forensic psychology, and the psychology of virtual groups and social networks.
3. Skills in organizational psychology, organizational climate, entrepreneurship, innovation, marketing, and advertising.

Professional Opportunities:

Graduates can pursue careers in:

• Entities providing services to communities and individuals (e.g., local health authorities, educational institutions, social service cooperatives, national and international NGOs).
• Socio-educational and therapeutic community organizations for care and rehabilitation.
• Educational institutions, both within and outside schools.
• The penal system and related institutions.
• Forensic settings.
• Public, private, and third-sector organizations and companies.
• Consulting firms.
• As independent professionals, either individually or in associations.

The program prepares students for the following ISTAT classifications:

• Clinical Psychologists and Psychotherapists (2.5.3.3.1)
• Developmental and Educational Psychologists (2.5.3.3.2)
• Work and Organizational Psychologists (2.5.3.3.3)

The program also provides the necessary qualifications for the regulated profession of psychologist.