Catalogo dei Corsi di studio

Students are expected to have acquired advanced and critical knowledge about theories and methods on social-emotional development from infancy to adolescence. The students should have knowledge of social development, determinants and correlates across different ages and must be able to use appropriate scales or questionnaires to identify typical and atypical developmental profiles.

Students shall possess critical and in-depth knowledge of language development theories and methods in order to understand the typical language language processing of every age as well as of the related cognitive, social and emotional factors. Students shall also be able to understand and use the appropriate methodologies to identify the typical and atypical development profiles in infancy and childhood.
Laboratorio. Il tirocinio, svolto nel laboratorio professionalizzante, riguarda le pratiche professionali inerenti la valutazione dello sviluppo del linguaggio. Le attività pratiche includono: tecniche di trascrizione e analisi di linguaggio infantile; uso di tests standardizzati con supervisione; analisi e discussione di casi; osservazione di sedute di valutazione di bambini da effettuare presso un servizio universitario o territoriale.
Laboratory. The laboratory training aims to provide an introductory professional experience on the processes of preschool children language development assesment. The type of practice include: children language trascription and analisys tecniques; use of standardized tests under supervision; analysis and discussion of “cases”; observation of children’s assessment in one of the University counseling centre.

Students will acquire a solid background on the basic principles of neuropsychology, related research methods and techniques, and tools for assessment and intervention; will become familiar with the most frequent cognitive deficits following cerebral lesions and dysfunctions, their clinical properties, diagnostic criteria, and most prominent theoretical-explanatory models; will be able to acquire relevant information from the observation of the behavior of a patient with cognitive deficits following brain damage, and to describe and explain it using appropriate terms; will be able to read and understand scientific papers on neuropsychological and cognitive neuroscience topics.

Successful students will be able to understand the meaning of the main statistical measures used in clinical practice, the basic elements of research methodology and the assumptions underlying the use of significance tests. They will also have knowledge about the use, the planning and the interpretation of results in relation to the following statistical techniques: correlation, simple and multiple regression, univariate and multivariate analysis of variance, planned comparisons and analysis of trends, loglinear models, analysis of clusters and factor analysis.
Laboratory. Practical activities are aimed at enabling students to: use and interpret correctly z scores and percentiles and conduct a qualitative analysis of the performance in the examination of the individual case; understand and critically evaluate research results reported in the literature; design and implement simple experimental plans for hypothesis testing, with particular reference to the verification of the effectiveness of interventions in rehabilitation or educational settings.

Aim of the course is to provide a basic knowledge about the psychological assessment with children in a systemic-contextual perspective, taking into account the challenges, normative and not, that a child might have encountered, and the available resources to cope with these challenges. The student should learn a) the various phases of the assessment: first contact with the child and his / her family, the analysis of their requests and needs, the planning and execution of the assessment, the conclusion and information to the consultants, in oral and written formats; b) the most used tools employed in the professional field.
Laboratory. The lab activities will allow the students to put in practice the knowledge acquired in the frontal lessons, by means of case analyses, videotaped and/or with written protocols. The students will be able to develop a basic competence in the observation and clinical interview, in the administration and coding of standardized tests and questionnaires and in the preparation of final reports about the assessment results.

Other activities aimed to improving professionals skills contained in the Program include studies and research (including attendance at conferences, seminars, workshops) for a total of 75 hours (3 credits) that can be distributed over the two years.

In particular, the other activities aimed to improving professionals skills may include the following activities:

• Participation in conferences and seminars organized by the departments or faculties or to which it has given legal aid;
• Participation in conferences and seminars sponsored by outside organizations or bodies recognized very high quality;
• Practical activities carried out by external companies or organizations in the form of internships or practical experiences that has identified a qualified project manager training and that certifies the hours worked;
• Specific activities organized by the courses;
• Participation in research projects managed and certified by teachers of the degree program;
• Learning activities of advanced informatics useful for the profession (eg. Courses on the use of statistical software for data analysis, etc.);
• Learning activities for scientific English language learning or other activities useful to the profession;
• Courses for bibliographic research organized by the Library of the Faculty;
• External training courses or advanced training recognized for their very high quality.

The Course Board on the basis of the documentation submitted by the student will certify the credits.

Any other information will be posted on the homepage of the Department of Developmental and Social Psychology.

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Student will know the theories and the main dimensions of the cultural psychology of groups and organizations, of the analysis of work practices and of situated learning models Moreover students will acquire the ability of observing and analyzing empirically : a) the practices of social, discursive and material interaction in groups and communities of practices; b) the main dimensions of educational organizations, identifying strategies of intervention to foster organizational innovation. As regards the methodological skills, students will become familiar with ethnographic observations,, narrative interviews, observations of interactions in groups and communities of practice. Laboratory on Methodology for the analysis of groups and educational organizations. Students (in groups of two/three) will have to make a project work in different educational organizations: ethnographic observations, narrative interviews; observations of interactions in groups and communities of practice., Students will produce a written report on the work and the analysis done (that will be evaluated).

This course is designed to provide an advanced knowledge of the theoretical models underlying the study of temperament and personality over the life course; documenting the recent developments in the field of longitudinal studies that have focused on the interconnections between temperament and personality development; furthermore the course will address the complexity of a multi-method multi-informants evaluation related to temperamental and personality characteristics in the course of development.