Project management and evaluation of social services

Activity type

Formazione psico-pedagogica, antropologica e storico-filosofica

SSD

PSIC-03/A

Year

1st year

Semester

2nd semester

CFU

6

Hours distribution

48 classroom hours

Lecturers

LORENZA DI PENTIMA

Activity type

Formazione psico-pedagogica, antropologica e storico-filosofica

SSD

PSIC-03/A

Year

1st year

Semester

2nd semester

CFU

6

Hours distribution

48 classroom hours

Lecturers

ALESSANDRO TONI

The integrated course is divided into two parts; the first deals with intra-group and inter-group relationships.
From birth, individuals are immersed in a social reality that shapes their growth, development, and identity, influencing their behaviors and attitudes, and guiding their choices. As social beings, it is impossible to escape the influence of the relational context. Starting from these assumptions, the course aims to analyze the dynamics that characterize groups in terms of the structuring of status hierarchies, role differentiation with particular reference to the leader, the construction of norms, social influence, and group decision-making. It also aims to consider the relationship between the individual and the group, namely, how group initiation, socialization processes, adherence to norms, the development of feelings of belonging, participation in group activities, and exit from the group occur. The topic of intergroup relationships is explored, and how these are profoundly influenced by the sense of belonging to one's own group and the perception of others; diversity. Phenomena of competition, marginalization, or social exclusion, and even explicit violence, can be traced back to the opposition between groups and the perception of different affiliations.
Finally, the course also includes a practical component regarding the focus group research method. Students are encouraged to work in small groups and acquire the group interview technique through simulated classroom sessions under the direct supervision of the teacher. At the end of the course, students prepare a report analyzing and illustrating the data from the interviews.

The second part of the integrated course focuses on the analysis of the factors underlying the onset of psychological distress and on the study of the main mental health conditions, with particular attention to their impact on quality of life, their social costs, and the principal approaches to intervention. The course examines a range of possible developmental trajectories during adolescence, from typical pathways characterised by the resources and risks inherent in the process of growth, to more complex trajectories shaped by migration experiences and life in residential care settings for minors, as well as more markedly maladaptive pathways involving substance use disorders and deviant behaviour. The developmental stages of adolescence and young adulthood are considered in relation to the risk of psychosocial distress arising from both internal demands, such as physical changes and identity formation, and external demands originating from school, society, and the labour market.
Particular attention is devoted to the helping professions involved in responding to psychological and social distress among minors, together with intervention tools that may support the effective management of vulnerable situations. The course also includes the analysis and discussion of illustrative case studies in order to develop
students’ understanding of how to design preventive and rehabilitative interventions in health and social care settings for individuals experiencing mental, physical, economic, or social disadvantage.

By the end of the integrated course in Psychology for Social Services, students will have acquired the theoretical, methodological and applied tools required to understand the dynamics of social groups and the main psychological, relational and contextual processes involved in the development and maintenance of emotional, behavioural and social distress. They will also be able to apply the knowledge and competences acquired within social services and the helping professions, using appropriate scientific terminology and acting within the scope, responsibilities and boundaries of their professional role.
1. Knowledge and understanding
Students will demonstrate knowledge and understanding of the main intragroup and intergroup dynamics, with particular reference to roles, leadership, social influence, communication, decision-making processes and conflict. They will understand the principal theoretical perspectives and research traditions concerning the psychological mechanisms and psychosocial processes involved in the development and maintenance of distress. They will also acquire knowledge of the core principles of attachment theory, the main attachment patterns and their influence on emotional development, emotion regulation, relationship formation, and help-seeking and help-receiving behaviours. Finally, they will demonstrate knowledge of focus groups as both a qualitative research method and a communication tool within professional teams.
2. Applying knowledge and understanding
Students will be able to apply the knowledge acquired to the analysis and management of relationships within groups, identifying functional and dysfunctional dynamics, leadership styles and conflict situations. They will be able to assess psychological and social distress by considering needs, resources, risk and protective factors, the quality of significant relationships and attachment patterns. They will apply relational, communication and empathic skills within the helping relationship, promoting active listening, the development of a reliable professional relationship and the mobilisation of individual resources. Through practical and workshop-based activities, they will also acquire the skills required to design, conduct and analyse a focus group.
3. Making judgements
Students will develop the ability to make independent and theoretically informed assessments of group functioning and situations of distress by integrating individual, relational, developmental and social dimensions. They will be able to critically evaluate the role of early relational experiences while avoiding deterministic interpretations. They will also develop reflective practice skills, awareness of the influence of their own relational patterns, and the ability to recognise the boundaries, responsibilities and limitations of the helping professional, including the need for interprofessional and inter-service collaboration.
4. Communication skills
Students will be able to describe clearly and accurately the main concepts, theoretical models and research findings relating to group dynamics, attachment and psychosocial distress, using discipline-specific terminology. They will be able to facilitate listening, participation and constructive discussion within groups, manage communication in professional teams and conduct group interviews. They will also be able to receive, understand and reformulate requests for help, adapting their communication to the characteristics of service users and the professional context.
5. Learning skills
Students will develop the ability to pursue further learning independently, critically appraise scientific literature and transfer the knowledge and competences acquired to new social and professional contexts. They will also be able to identify their own learning needs and recognise the importance of continuing professional development, supervision and interdisciplinary consultation in the helping professions.

Students are expected to possess foundational knowledge of the main concepts and processes in social psychology, with particular reference to intragroup and intergroup dynamics, social influence, persuasion, and interpersonal communication. They should also be able to analyse and interpret such phenomena through the application of core theoretical frameworks in social psychology. A basic understanding of qualitative research methods is also considered desirable.

Module:
From birth, individuals are immersed in a social reality that shapes their growth, development, and identity, influencing their behaviors and attitudes, and guiding their choices. As social beings, it is impossible to escape the influence of the relational context. Starting from these assumptions, the course aims to analyze the dynamics that characterize groups in terms of the structuring of status hierarchies, role differentiation with particular reference to the leader, the construction of norms, social influence, and group decision-making. It also aims to consider the relationship between the individual and the group, namely, how group initiation, socialization processes, adherence to norms, the development of feelings of belonging, participation in group activities, and exit from the group occur. The topic of intergroup relationships is explored, and how these are profoundly influenced by the sense of belonging to one's own group and the perception of others' diversity. Phenomena of competition, marginalization, or social exclusion, and even explicit violence, can be traced back to the opposition between groups and the perception of different affiliations.
Finally, the course also includes a practical component regarding the focus group research method. Students are encouraged to work in small groups and acquire the group interview technique through simulated classroom sessions under the direct supervision of the teacher. At the end of the course, students prepare a report analyzing and illustrating the data from the interviews.




Module:
The course focuses on the analysis of the factors underlying the onset of psychological distress and on the study of the main mental health conditions, with particular attention to their impact on quality of life, their social costs, and the principal approaches to intervention.
The course examines a range of possible developmental trajectories during adolescence, from typical pathways characterised by the resources and risks inherent in the process of growth, to more complex trajectories shaped by migration experiences and life in residential care settings for minors, as well as more markedly maladaptive pathways involving substance use disorders and deviant behaviour. The developmental stages of adolescence and young adulthood are considered in relation to the risk of psychosocial distress arising from both internal demands, such as physical changes and identity formation, and external demands originating from school, society, and the labour market.
Particular attention is devoted to the helping professions involved in responding to psychological and social distress among minors, together with intervention tools that may support the effective management of vulnerable situations.
The course also includes the analysis and discussion of illustrative case studies in order to develop students’ understanding of how to design preventive and rehabilitative interventions in health and social care settings for individuals experiencing mental, physical, economic, or social disadvantage.

Module:
1) Speltini, G., Palmonari, A. (1999). I gruppi sociali. Bologna: il Mulino.
2) Frisina, A. (2010). Focus group. Una guida pratica. Bologna: il Mulino.

Reference bibliography for students who wish to learn more:
3) Di Pentima, L. (2022). Culture a confronto. Relazioni, stereotipi e pregiudizi nei bambini. Nuova edizione riveduta e ampliata . Edizioni Unicopli, Milano.


Module:

1) SPELTINI, G.(2016), L'età giovanile. Disagio e risorse psicosociali. Bologna, Il Mulino.
2) ATTILI, G. (2007), ATTACCAMENTO E COSTRUZIONE EVOLUZIONISTICA DELLA MENTE, Milano, Raffaello Cortina Editore.
3) TONI, A. (2012), PSICOLOGIA DELLA COMUNICAZIONE. Tra informazione, persuasione e cambiamento. Milano, Led.

Module:
N/D
Module:
N/D

The integrated course adopts a teaching approach combining lectures, practical workshops, group work and guided discussion.
Lectures are designed to provide students with the core theoretical knowledge relating to group psychology, intragroup and intergroup dynamics, the development of psychosocial distress, and focus group methodology. Theoretical content may be supplemented by the presentation and analysis of audiovisual materials.
Practical activities involve participation in group assignments, simulations and thematic in-depth work. In particular, students will engage in exercises concerning the design and facilitation of focus groups, the analysis of the data collected, and the preparation of a final report under the lecturer’s supervision.
Students will also be required to produce a group paper on a specific topic covered in the course and present it in class. Each group member will contribute to the analysis and presentation of a specific section of the work. Presentations will be followed by the observation and analysis of the individual and group psychological dynamics that emerge, as well as by a theoretically informed critical discussion.
The course also includes the analysis and discussion of case studies relating to conditions of typical functioning, vulnerability, and psychological and social distress. These activities are intended to develop students’ ability to assess needs and to design prevention, support and rehabilitation interventions in social and healthcare settings.

Attendance is not compulsory; however, it is strongly recommended, as regular participation supports a more effective understanding of the theoretical content and enables students to engage fully in the practical and workshop-based activities included in the course.

Assessment is based on an oral examination designed to evaluate students’ knowledge and understanding of the theoretical and methodological content of both course modules, their ability to establish connections across the topics covered, and their appropriate use of discipline-specific terminology.
For attending students, the oral examination consists of a discussion of the required readings and of the written assignments completed as part of the course activities. In particular, assessment will cover the experience of designing, conducting and analysing a focus group, as well as the group project developed and presented in class on a specific course topic. Consideration will also be given to students’ ability to reflect critically on the activities undertaken and to relate them to the main theoretical frameworks addressed during the course.
For non-attending students, assessment consists of an oral examination covering the entire syllabus and all required readings.
Grades are awarded on a thirty-point scale. A minimum mark of 18/30 is required to pass the examination and indicates an adequate knowledge of the core content, together with a basic ability to explain and apply the relevant concepts. Higher marks will be awarded to students who demonstrate comprehensive and well-structured knowledge, critical analytical skills, independent judgement, clarity of presentation and command of specialist terminology. A final grade of 30/30 with honours will be awarded for outstanding performance, characterised by excellent preparation, the ability to integrate the content of both modules, and a particularly high level of critical insight.
The examination schedule for the entire academic year is available on Infostud.

Group dynamics
Focus group methodology
Burnout in the helping professions
Emotion regulation

Module:

• The teaching methodology for the Psychology of Intra- and Inter-group
  Relations course is based on the pedagogical principles of
  Constructivism, according to which students do not passively absorb
  information, but actively construct their own knowledge through direct
  experience. The course includes classroom group work to develop research
  skills through the focus group method. Therefore, students are
  encouraged to develop their own research project, using group interviews
  for data collection. Simulated interviews are conducted in the
  classroom under supervision, and the data is subsequently processed.
  Finally, the entire research project is presented through the
  preparation of scientific reports. The course program includes: First
  phase: theoretical lectures on the focus group method; Second phase:
  group work to develop a research project and group interview; Third
  phase: simulated group interviews; Fourth phase: data processing and
  scientific report.

• The course is organised according to a progressive teaching sequence structured into two main phases. The first phase focuses on the principal theoretical and methodological foundations underlying the development and maintenance of psychosocial distress, with particular emphasis on attachment theory, risk and protective factors, developmental, relational and contextual processes, and the main conditions of psychological and social vulnerability.


• During the second phase, the knowledge acquired will be consolidated and applied through practical exercises, case analysis and discussion, group work, and reflective activities addressing the relational, communication and empathic competences required in the helping professions. Particular attention will be devoted to needs assessment, the identification of personal and contextual resources, and the understanding of the dynamics that characterise the helping relationship. The activities are designed to foster a critical and integrated approach that takes into account the specific characteristics of the individual, the relational and social context, and the boundaries of the professional role.