PSYCHOLOGY OF LEARNING AND ADAPTATION PROCESSES IN THE SCHOOL CONTEXT

Single discipline educational activity

Course Sheet

Course code:

PSISVI05

Academic Year of enrolment:

2020

Year of supply:

2020/2021

Type of Course:

Characterising

Degree:

Course of 2nd Cycle Degree in PSYCHOLOGY

Disciplinary Sector:

Psychology of Development and Psychology of Education

Language:

Italian

Location:

CHIETI

Credits:

Programme Year:

Professor and Collaborators:

DI SANO Sergio

Cycle:

Second semester

Hours of classroom activity:

Individual study hours:

136

Prerequisites:

This is an advanced course that requires a basic understanding of developmental psychology.

Objectives

LEARNING OBJECTIVES
Learning objectives: The course is divided into three parts. The first part intends to provide an introductory knowledge of School Psychology: frameworks, evaluation processes, improvement processes. The second part aims to provide knowledge of the main areas of intervention of the school psychologist. The third part is aimed at acquiring operational skills to write mprovement projects in the school environment.

LEARNING OUTCOMES

Knowledge and understanding
At the end of the course, the student must know:
o Know the fundamentals of school psychology
o Know the main areas of intervention of the school psychologist
o Know the principles for building improvement projects in the school environment

Autonomy of judgment
At the end of the course, the student must know:
o Reflect on the contribution of the school psychologist to address a variety of issues that arise in the school setting
o Reflect on the characteristics of an effective improvement project in the school environment

Communication skills
At the end of the course, the student must know:
o Present and discuss the choices made in preparing an improvement project in the school environment

Contents

The course provides an introduction to School Psychology, an area of applied psychology based on developmental psychology, educational psychology, community psychology and clinical psychology, which constitutes an area of practice for the psychologist. The fundamentals of school psychology will be illustrated, the main areas of intervention presented and the operational bases provided to write improvement projects in the school environment.

Extended Syllabus

EXTENDED PROGRAM

A) FIRST PART
Fundamentals of school psychology
• An ecological vision: Bronfenbrenner's theory
• A gradual intervention perspective:
• The promotion of the improvement of society
• National and international assessments of learning
• Educational policy and improvement planning
B) SECOND PART
Areas of intervention of the school psychologist
• Psychological help desk at school
• Learning difficulties
• Behavior at risk
• Classroom management
• Emotions in the classroom
• School organization
• School assessment
• New technologies at school
C) THIRD PART
The construction of improvement projects in the school environment
• The drafting of an improvement project
• The evaluation of interventions
• Examples of psychosocial intervention projects

Recommended Bibliography

FOR ITALIAN STUDENTS
A) First part: School psychology
• Di Sano S. (in press). School psychology. Rome: Carocci.
B) Second part: Areas of intervention of the school psychologist
• Cornoldi C. and Molinari, L. (2019) (edited by) The school psychologist: skills and areas of intervention. Bologna: the Mill
C) Third part: Writing improvement projects in the school environment
• Inguglia C. (2012) The planning of psychosocial interventions. Rome: Carocci

FOR ERASMUS STUDENTS (AND AS A ALTERNATIVE CHOICE FOR ALL)
• Grapin S.L. & Kranzler (2018). School Psychology. Professional Issues and Practice. New York: Springer Publiching Company
• Nuguti, E. (2015). Project management: tools and techniques. Nairobi: Ekon Publishers (Chapters 1-4)

Methods of Provision

Conventional

Teaching Methods

TEACHING METHODS
FOR ITALIAN STUDENTS
The teaching is divided into 64 hours of teaching based on lectures, discussion on the results of Italian and international surveys, case studies and group activities.

FOR ERASMUS STUDENTS
The first part (6 CFU / ECTS, 48 hours of teaching) involves individual study supported by short online lessons by the teacher, in English, available on the university platform. The second part (2 CFU / ECTS, 16 teaching hours) will involve the carrying out of group activities, with Italian students and with the supervision of the teacher, aimed at preparing improvement projects on specific topics proposed by the teacher.

Evaluation methods

Verification of learning:

Oral exam based on the interview and including the discussion of a thesis. The essay involves the drafting of a school improvement project (to be written with reference to the project examples reported in the text of Inguglia, 2012). The essay must be sent to the teacher at least one week before the interview. The oral exam can be held in person or remotely based on the provisions of the current University legislation. At the moment, it is possible for the student to choose whether to take the oral exam face to face or remotely.
As regards the attribution of the score, up to 10 points will be given for the first part (fundamentals of school psychology), up to 10 points for the second part (Areas of intervention of the school psychologist); up to 10 points for the third part (discussion of the thesis). The sum of the scores for the three parts constitutes the final score (out of thirty)

Contacts/More Information

Erasmus students can contact the teacher for more information on the English texts to be studied, access to video clips in English to support teaching and the methods of testing in English

Università degli Studi
"G. d'Annunzio"

Chieti - Pescara

Aree

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