Educational objectives The course aims at providing the students with theoretical and practical knowledge that would them help to understand how to use theoretical models for the study of the development of deviant-antisocial behavior, with a special focus on individual differences and personality, and, to acquire extensive scientific knowledge on personality functioning and development of deviant and criminal behaviors. Furthermore, the course will offer methodological competence in the application of main tools for the assessment of personality and deviant behaviors in the contexts of juridical -forensic .
The expected learning outcomes would be competent and critical reading of theoretical models related to personality psychology, of scientific literature related to the association between personality and deviant outcomes from infancy to adult age; competent profile analysis of single cases.
The traditional lectures would allow students to master the main principles behind scientific knowledge in the explanation of the relations between personality and deviant behaviors, the assessment process, the ethical and methodological principles of administration (also ethical) and interpretation of tests with children, adolescents and adults. The laboratory thus ensures acquiring the practical and technical ability related to the assessment procedures and the analysis of single cases. The students will examine, according to dimensional approach, the main instruments related to the assessment of personality and the different personality typologies in the context of juridical forensic. The laboratory thus ensures acquiring the practical and technical ability related to personality assessment in children, adolescents and adults. Attendance to the laboratory lessons and experiences must be considered mandatory.
Specific aims. Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely theoretical models and used tools for the assessment of personality and deviant behaviors, as well as the profile analysis useful for understanding individual at risk of antisocial and criminal behaviors . Applying knowledge and understanding: passing the exam would imply mastering the knowledge and use appropriate instruments for the research and the assessment of personality in juridical and forensic context. Making judgment: passing the exam would imply to be able to make informed judgments and evaluations of theoretical models, as well of assessment instruments, recognizing their strengths and limits. These abilities would be attained through discussions on single cases and reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication and assessment process. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological assessment. During the traditional lessons such abilities would be transmitted by emphasizing the existing different perspectives on the study of personality, and showing during the laboratory session, the complex assessment and comprehension (reading) of single cases related to different developmental phases, such as late infancy, adolescence and young adulthood.
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Educational objectives Sport is increasingly being used as a tool to prevent crime, violence and substance use, especially among young people and is included in the criminal justice system as a means of preventing recidivism and promoting the social reintegration of criminals. Indeed, it has been shown that sport rests on important positive human values and can be used as a tool to promote, among others, respect for rules and others, teamwork, a sense of belonging and community, tolerance and empathy. The lab aims to provide the specific theoretical knowledge and professional skills necessary to learn the ways, means and techniques of using sports as a means of preventing crime, violence and substance abuse by stimulating engagement in routine and structured activities that foster the promotion of social and community ties. Examples of training programs focused on youth crime prevention through sports will be provided during the workshops. Finally, moving from a socio-cognitive perspective, the lab will focus on different types of moral or non-moral behavior in sports: Sportsmanship, Cheating, Gamesmanship and Doping. In summary, the lab aims to train the skills and knowledge to shape, collaborate and implement projects to use sports as a means of prevention and recovery in the legal-forensic environment.
Knowledge and understanding
By the end of the lab, the student should have critically mastered the main techniques, modalities, and tools for using sport as a means of preventing crime, violence, and substance abuse, correctly framing them within the socio-cognitive theories in which they are framed. The student should also have learned to make critical use of internationally published scientific articles.
Applying knowledge and understanding
The students will be able to competently apply acquired knowledge, both theoretical and methodological, to identify possible solutions to complex application problems, involving both decision-making processes and legal aspects, through appropriate techniques and methods.
Making judgements
The students will be able to autonomously propose and implement projects aimed to use sport for crime prevention, namelyin youth contexts, at school, in prisons, as well as in other contexts. Students should be able to shape these projects autonomously, also taking into consideration their social and ethical implications.
Communication skills
The students will be able to argue with expert and non-expert stakeholders about the course content, the examples covered, the intervention proposals, their own critical elaborations, and the logical processes that led to them.
Learning skills
The students will be able to apply with a high degree of autonomy the skills acquired to the thematic insights addressed in subsequent studies and experience.
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Educational objectives The course aims at providing the students with theoretical and practical knowledge that would them help to understand how to use theoretical models for the study of the development of deviant-antisocial behavior, with a special focus on individual differences and personality, and, to acquire extensive scientific knowledge on personality functioning and development of deviant and criminal behaviors. Furthermore, the course will offer methodological competence in the application of main tools for the assessment of personality and deviant behaviors in the contexts of juridical -forensic .
The expected learning outcomes would be competent and critical reading of theoretical models related to personality psychology, of scientific literature related to the association between personality and deviant outcomes from infancy to adult age; competent profile analysis of single cases.
The traditional lectures would allow students to master the main principles behind scientific knowledge in the explanation of the relations between personality and deviant behaviors, the assessment process, the ethical and methodological principles of administration (also ethical) and interpretation of tests with children, adolescents and adults. The laboratory thus ensures acquiring the practical and technical ability related to the assessment procedures and the analysis of single cases. The students will examine, according to dimensional approach, the main instruments related to the assessment of personality and the different personality typologies in the context of juridical forensic. The laboratory thus ensures acquiring the practical and technical ability related to personality assessment in children, adolescents and adults. Attendance to the laboratory lessons and experiences must be considered mandatory.
Specific aims. Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely theoretical models and used tools for the assessment of personality and deviant behaviors, as well as the profile analysis useful for understanding individual at risk of antisocial and criminal behaviors . Applying knowledge and understanding: passing the exam would imply mastering the knowledge and use appropriate instruments for the research and the assessment of personality in juridical and forensic context. Making judgment: passing the exam would imply to be able to make informed judgments and evaluations of theoretical models, as well of assessment instruments, recognizing their strengths and limits. These abilities would be attained through discussions on single cases and reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication and assessment process. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological assessment. During the traditional lessons such abilities would be transmitted by emphasizing the existing different perspectives on the study of personality, and showing during the laboratory session, the complex assessment and comprehension (reading) of single cases related to different developmental phases, such as late infancy, adolescence and young adulthood.
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Educational objectives The course will provide the student with an updated body of knowledge on the complex relationships between genotype and environment in the development of behavioral phenotypes of particular relevance in the context of forensic sciences. This key understanding will be applied to the study of cognitive processes and emotions and their implications in the context of forensic sciences.
An emphasis will be placed on the relationship between stress, emotions, and memory as well as on mechanisms associated with the formation of emotional memories, which have an important adaptive value under physiological conditions. Nevertheless, memories of aversive events, such as traumatic events, can have a maladaptive profile that may alter physiological levels of aggression, resulting in significant clinical and behavioral repercussions. In view of the important social reflections, the course will explore in-depth the study from an evolutionary perspective of the mechanisms underlying aggression and the behavioral consequences of its alteration
Knowledge and understanding.
At the end of the course, the student will demonstrate a broad knowledge of the complex interactions between environmental events and the individual characteristics underlying genetic heritage in adapting to aversive situations that possess the potential for pathogenic and maladaptive alteration of social behavior. Particular attention will be paid to the implications of these interactions in the context of behaviors that assume relevance in forensic science.
Applying knowledge and understanding.
By the end of the course, students will have acquired skills that will enable them to address, both in research contexts and in the workplace, issues characterized by interdisciplinary elements ranging from genetics to the development of pathologies that result from adverse events, such as post-traumatic stress disorder, which can affect levels of aggression and social behavior. The professional and research areas to which the knowledge gained during the course may be transferred will relate particularly, but not exclusively, to the forensic science context.
Making judgements.
The structure of the course and its contents are designed in order to promote independent judgment. The course provides a complex of interdisciplinary knowledge that the student will progressively view from an integrating perspective. For example, the topic of the interaction between psychology, cognitive neuroscience, psychiatry, and genetics in forensic activities exemplifies the ethical reflection that current scientific knowledge entails and that the student will address in the course. Writing papers and preparing presentations on specific topics will also contribute to this end.
Communication skills.
Contributing decisively to the development of communication skills will be activities in the course involving the oral presentation of work done, either independently or in collaboration, on specific topics by delving into the literature of the field of study.
Learning skills.
The student will be led to develop skills in autonomous knowledge acquisition on topics of interest by learning the most effective ways to master the scientific literature in the field, such as through the use of "online libraries" such as PubMed and acquiring the ability to deal effectively and independently with reading up-to-date scientific material.
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Educational objectives The course will provide the student with an updated body of knowledge on the complex relationships between genotype and environment in the development of behavioral phenotypes of particular relevance in the context of forensic sciences. This key understanding will be applied to the study of cognitive processes and emotions and their implications in the context of forensic sciences.
An emphasis will be placed on the relationship between stress, emotions, and memory as well as on mechanisms associated with the formation of emotional memories, which have an important adaptive value under physiological conditions. Nevertheless, memories of aversive events, such as traumatic events, can have a maladaptive profile that may alter physiological levels of aggression, resulting in significant clinical and behavioral repercussions. In view of the important social reflections, the course will explore in-depth the study from an evolutionary perspective of the mechanisms underlying aggression and the behavioral consequences of its alteration
Knowledge and understanding.
At the end of the course, the student will demonstrate a broad knowledge of the complex interactions between environmental events and the individual characteristics underlying genetic heritage in adapting to aversive situations that possess the potential for pathogenic and maladaptive alteration of social behavior. Particular attention will be paid to the implications of these interactions in the context of behaviors that assume relevance in forensic science.
Applying knowledge and understanding.
By the end of the course, students will have acquired skills that will enable them to address, both in research contexts and in the workplace, issues characterized by interdisciplinary elements ranging from genetics to the development of pathologies that result from adverse events, such as post-traumatic stress disorder, which can affect levels of aggression and social behavior. The professional and research areas to which the knowledge gained during the course may be transferred will relate particularly, but not exclusively, to the forensic science context.
Making judgements.
The structure of the course and its contents are designed in order to promote independent judgment. The course provides a complex of interdisciplinary knowledge that the student will progressively view from an integrating perspective. For example, the topic of the interaction between psychology, cognitive neuroscience, psychiatry, and genetics in forensic activities exemplifies the ethical reflection that current scientific knowledge entails and that the student will address in the course. Writing papers and preparing presentations on specific topics will also contribute to this end.
Communication skills.
Contributing decisively to the development of communication skills will be activities in the course involving the oral presentation of work done, either independently or in collaboration, on specific topics by delving into the literature of the field of study.
Learning skills.
The student will be led to develop skills in autonomous knowledge acquisition on topics of interest by learning the most effective ways to master the scientific literature in the field, such as through the use of "online libraries" such as PubMed and acquiring the ability to deal effectively and independently with reading up-to-date scientific material.
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Educational objectives The course will provide the student with an updated body of knowledge on the complex relationships between genotype and environment in the development of behavioral phenotypes of particular relevance in the context of forensic sciences. This key understanding will be applied to the study of cognitive processes and emotions and their implications in the context of forensic sciences.
An emphasis will be placed on the relationship between stress, emotions, and memory as well as on mechanisms associated with the formation of emotional memories, which have an important adaptive value under physiological conditions. Nevertheless, memories of aversive events, such as traumatic events, can have a maladaptive profile that may alter physiological levels of aggression, resulting in significant clinical and behavioral repercussions. In view of the important social reflections, the course will explore in-depth the study from an evolutionary perspective of the mechanisms underlying aggression and the behavioral consequences of its alteration
Knowledge and understanding.
At the end of the course, the student will demonstrate a broad knowledge of the complex interactions between environmental events and the individual characteristics underlying genetic heritage in adapting to aversive situations that possess the potential for pathogenic and maladaptive alteration of social behavior. Particular attention will be paid to the implications of these interactions in the context of behaviors that assume relevance in forensic science.
Applying knowledge and understanding.
By the end of the course, students will have acquired skills that will enable them to address, both in research contexts and in the workplace, issues characterized by interdisciplinary elements ranging from genetics to the development of pathologies that result from adverse events, such as post-traumatic stress disorder, which can affect levels of aggression and social behavior. The professional and research areas to which the knowledge gained during the course may be transferred will relate particularly, but not exclusively, to the forensic science context.
Making judgements.
The structure of the course and its contents are designed in order to promote independent judgment. The course provides a complex of interdisciplinary knowledge that the student will progressively view from an integrating perspective. For example, the topic of the interaction between psychology, cognitive neuroscience, psychiatry, and genetics in forensic activities exemplifies the ethical reflection that current scientific knowledge entails and that the student will address in the course. Writing papers and preparing presentations on specific topics will also contribute to this end.
Communication skills.
Contributing decisively to the development of communication skills will be activities in the course involving the oral presentation of work done, either independently or in collaboration, on specific topics by delving into the literature of the field of study.
Learning skills.
The student will be led to develop skills in autonomous knowledge acquisition on topics of interest by learning the most effective ways to master the scientific literature in the field, such as through the use of "online libraries" such as PubMed and acquiring the ability to deal effectively and independently with reading up-to-date scientific material.
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