Italian (articles in English can be considered too, when necessary)
Course Content
Direct observation of the knowledge acquired in the three years of theoretical studies of Psychology of the life-span, by the means of training activities and practical/theoretical classes
Depending on the selected training, the following pubblications are suggested:
Catarsi, E. e Freschi, E. (2013). Le attività di cura nel nido d'infanzia. Parma: Edizioni Junior.
Anna Costantini, Luigi Grassi, Massimo Biondi. Manuale pratico di psico-oncologia. Roma: Il Pensiero Scientifico
Reffieuna, A. (2003). Le relazioni sociali in classe: il test sociometrico. Roma: Carocci editore.
De Bernardis, A. (a cura di) (2005). Educare altrove. L'opportunità educativa dei doposcuola. Milano: Franco Angeli.
Lemerise e Arsenio (2000). An Integrated Model of Emotion Processes and Cognition in Social Information Processing. Child Development, 71 (1), 107-118
Learning Objectives
The course aims to promote the student's skills of observing and applying knowledge on the social, cognitive and emotional processes of the life-span involved in educational services, psychological support in caring different types of illness and other contexts directly selected by students.
Every student will organize, together with the professor, their own training activity and will perform an essay on their activity focusing on the personal experience lived during the stage.
Overall, the traning activity aims to promote future professional choices involving the student in a deep reflection of the role of the psychologist of the life-span in different working contexts
Prerequisites
Knowledge in the field of Psychology of the Life-Span and Developmental Psychology
Teaching Methods
Frontal lessons, meetings with professionals of Developmental Psychology and stage
Type of Assessment
Students will have to prepare an essay (4/5 pages) focusing on their experience of observation in developmental contexts. The essay will be sent to the professor by e-mail up to 72 hours before the oral exam.
Course program
The course will be divided in three steps:
The first ste will be focused on frontal lessons aiming to deep the main normative and non normative transitions in the life-span students will meet in their stage activities;
The second step will involve students in practical activities such as focus groups, role playing and frontal lessons to debate the role of the developmental psychologists and the emotional impact of the stage activity in the students experience;
the third step will aim to meet professionals in the field of developmental psychology to discuss the resources and the problems of their interventions with people facing normative and non normative transitions across the life-span.