Sciences and techniques of social work

LORENZA DI PENTIMA

The main objective of the course is to introduce the theoretical, conceptual and methodological aspects relevant to the study of human development.
Knowledge and understanding
- of the main evolutionary models that have attempted to explain the psycho-physical development of human beings over the years. In particular of the fundamental concepts of developmental psychology, emphasising the basic theoretical aspects that account for the growth of the individual throughout the life span: childhood, adolescence and adulthood.
- of the main areas of human development: motor, cognitive, emotional, moral and social skills according to the growth trajectories that emerge from birth to adolescence.
- of the most important differences inherent in healthy and pathological development, with specific reference to certain forms of emotional and behavioural distress in childhood and adolescence.

Applying knowledge and understanding
- identify the level of attainment at different stages of growth and discern appropriate developmental attainment versus the presence of deficits in specific areas.
- Adequate understanding of assessment profiles, in which any emotional and behavioural disturbances are highlighted.
- developing individualised intervention projects aimed at recovering suitable development and/or preventing more serious maladaptive outcomes.
Critical and judgement skills
Classroom lectures focus on the presentation of the central themes of child and adolescent development through the projection of videos, through which those behavioural indicators that demonstrate the attainment of specific skills in the different developmental stages are illustrated. Furthermore, case discussions are addressed in order to convey the essential tools for discerning normal and pathological developmental trajectories, as well as learning how to design treatment and prevention interventions that are implemented in agreement with other mental health professionals.
Communication skills
ability to argue, communicate and compare regarding the development achieved, the abilities highlighted by the subject and any difficulties shown by the child, as well as the possibilities of intervention that take into account the risk factors present, but also the protective factors, i.e. the resources on which to focus for an intervention project.
Learning skills
enable the student to continue to keep abreast of the most recent lines of enquiry concerning the developmental age through bibliographical references for in-depth study of the topics addressed in the frontal lectures and on Internet sites where bibliographical searches can be carried out concerning the most recent studies published in the disciplinary scientific sector, as well as information concerning the most important national and international congresses where the most innovative research relating to developmental psychology is presented.

1. Knowledge and understanding: at the end of the course the acquisition of knowledge relating to the main phases of human development is expected, according to typical and atypical growth trajectories. The acquisition of knowledge regarding the factors that promote healthy development and the conditions that can jeopardize the individual's adequate growth is also expected. In other words, the ability to understand those conditions that do not allow the individual to bring out all his potential and achieve those life goals that are in tune with his abilities and motivations will be achieved.
2. Applied knowledge and understanding: at the end of the course, knowledge must be acquired that allows the identification of deficiencies in the individual's development, the identification of the onset of emotional and/or behavioral problems, on the basis of which an individualized project can be developed which allows us to intervene on the difficulties shown both in childhood and adolescence. Knowledge will also be acquired that allows identifying the growth contexts most at risk, where conditions of abuse and/or mistreatment may occur, with skills in intervening on dysfunctional parenting.

The course does not include prerequisites for attending.

The Program includes the following thematic areas:
1) the study of human development - historical notes, theories and methods; 2) physical and motor development - prenatal, motor, sexual and nervous development; 3) perceptual development; 4) cognitive development - classical theories of learning, Piaget's theory, Vygotsky's socio-cultural approach, socio-constructivist perspective, theories of Bruner and Gardner and "Theory of the mind"; 5) the development of language and communication; 6) the development of emotions and emotional relationships; 7) adolescence - operating thought and moral development, family and peer group.
The dynamics within the so-called "families at risk" are also dealt with. The concepts of "risk", "protection" and "resilience" are illustrated to account for the many possible paths of growth. Expertise to evaluate experiences and adverse situations within the family are provided. Furthermore, the conceptual and operational tools to assess the difficult conditions that obstruct the normal processes of psychological and physical development are presented.

Books:
1. Camaioni L., Di Blasio P. (2007). Psicologia dello sviluppo. Bologna: il Mulino.
2. Attili, G. (2012). L'amore imperfetto. Perché i genitori non sono sempre come li vorremmo. Bologna: il Mulino.
3. Di Pentima, L. (2026). Percorsi di sviluppo normale e patologico in età evolutiva. Nuova edizione rivista e aggiornata. Milano: Unicopli.
4. Miragoli, S., Camisasca, E., Milani, L. (2024). Maltrattamento e abuso in età evolutiva. Traiettorie di sviluppo e valutazione delle competenze genitoriali. Bologna: il Mulino.

Reference bibliography for students who wish to learn more:
1. Inguglia, C., Lo Coco, A. (2013). Resilienza e vulnerabilità psicologica nel corso dello sviluppo. Bologna: il Mulino.
2. Anolli L., (2002). Le emozioni. Milano: Unicopli.
3. Cesa-Bianchi M., Albanese O. (a cura di), (2004). Crescere e invecchiare. La prospettiva del ciclo di vita. Milano: Unicopli.
4. Gattico E., Orrù R. (2008). Costruire per conoscere. Epistemologia costruttivista nelle pratiche psicopedagogiche. Milano: Unicopli.
5. Bastianoni P., Taurino A. (2007). Famiglie e genitorialità oggi. Nuovi significati e prospettive. Milano: Unicopli.
6. Attili, G. (2001). Ansia da separazione e misura dell'attaccamento normale e patologico: versione modificata e adattamento italiano del Separation Anxiety Test (SAT) di Klagsbrun e Bowlby. Milano: Unicopli.
7. Camisasca, E., Di Blasio, P., Miragoli, S. ( 2022). Mamma e papà litigano ancora! Dinamiche familiari e processi di sviluppo in situazione di conflitto genitoriale. Milano: Unicopli.

The organization of the teaching activities is based on frontal lessons, aimed at the transmission of basic contents concerning the discipline and how these knowledge are declined in the profession. The discussion of clinical cases to acquire the tools for assessing cognitive, emotional and behavioral dispositions in the developmental age, as well as some procedures for assessing the risk and protection conditions in childhood and adolescence is also planned in the classroom.

Attending lessons is not obligatory, but recommended to the goals of learning.

The assessment method is based on an oral test, aimed at ascertaining the acquisition of the fundamental issues concerning cognitive, emotional and behavioral development in childhood and adolescence. The oral exam is also aimed at ascertaining the skills needed to assess the risk for minors who live in conditions of economic, family and social hardship. At the end of the course partial examination is scheduled. To pass the exam the student must obtain a grade of not less than 18/30, indicating sufficient knowledge of the topics. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course.
The exam calendar is available on infostud.

Evolutionary perspective
Human development
Motor development
Cognitive development
The development of language
Emotional development
The development of social competences
Moral development
Child abuse
Risk and protection factors
Psychopathological evolutions

• The course consists of two modules. The first module (48 hours) includes
  the first 24 lessons, while the second module (24 hours) includes the
  subsequent 12 lessons. The first module covers fundamental topics
  related to human development, from infancy to young adulthood. The
  second module addresses some of the main psychopathological developments
  resulting from distorted early experiences. Specifically, the following
  topics are addressed: the factors underlying human development; the
  evolutionary perspective; and the impact of environmental influences on
  basic biological makeup. This is followed by an in-depth look at
  specific areas of human development: motor, cognitive, linguistic,
  emotional, social, and moral development. The final part of the course
  explores adverse childhood experiences and complex trauma, as well as
  the potential consequences for atypical developmental outcomes such as
  psychosomatic and anxiety disorders, mood disorders, and externalizing
  disorders.