The course offers an overall framework of knowledge relating to the various theories, models and methodologies of the Psychology of education and orientation from a life-span perspective.

The course includes the following topics:

A first introductory part includes:

· Definition of orientation

· Theoretical aspects and operational methods in the discipline of education and orientation

A second part deals with the psychology of education and orientation in adolescence and, in particular, includes the following topics:

· Adolescence and developmental tasks

· Critical issues in the adolescent phase

· Risk prevention

A third part analyzes the psychological aspects and cognitive processes involved in education and orientation:

· Individual, affective, cognitive and relational aspects as orientation activators

· The psychology of judgment and decisions

A fourth part is dedicated to assessment in orientation:

· Tools and methodologies

· Scholastic orientation

· University orientation

· Career orientation (skills assessment and career counseling)

Finally, the last part is dedicated to counseling as an orientation activity:

· Theoretical aspects of counseling

· The effective counselor

· Practical aspects of the counseling interview

There is no prerequisite

The student must show the acquisition of:

Knowledge and understanding: the mastery of the theoretical and methodological knowledge of the psychology of training and guidance.
Appling knowledge and understanding: the ability to recognize and apply the principles of the discipline with a view to lifelong learning and to understand the dynamics involved in the process of orientation and lifelong learning.
Making judgements: the ability to use knowledge and concepts to independently reflect on specific subjects of the discipline
Communication skills: a technical language, pertinent to the subject of study, in order to be able to communicate with specialist and non-specialist interlocutors.
Learning skills: mastery and autonomy in the choice of useful material for the purposes of one's continuing professional development

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

There are no support activities.

Teaching

Frontal lessons

Group exercises

Group discussions

Innovative teaching methods

Use of the University Moodle platform for sharing in-depth material (text, audio or video);
Use of the Wooclap interactive platform to stimulate the active participation of students and measure the level of understanding of the course topics;
Use of the debate practice to deal with some course topics and facilitate the development of critical thinking.

Attendance

Attendance is not mandatory, but strongly recommended.

Course books

Petruccelli, F. (2017). Psicologia dell’orientamento Ambiti teorici e campi applicativi. Franco Angeli: Milano

Verrastro, V. (2015). Psicologia dell’orientamento in adolescenza. Teoria, metodi e strumenti. Franco Angeli: Milano

Calvo, V. (2007). Il colloquio di counseling. Tecniche di intervento nella relazione di aiuto. Il Mulino: Bologna (cap. 1, 2, 3, 4, 5, 6)

In-depth materials on specific topics provided during the course.

Assessment

Written exam consisting of two parts:

- 15 multiple choice closed questions

- 5 open questions

A specific and in-depth knowledge of the topics is required, as well as the use of an appropriate and specialized language. The level of knowledge and depth of the various topics will be assessed, as well as the ability to critically re-elaborate the contents under examination.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

No difference

Attendance

No difference

Course books

No difference

Assessment

No difference

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.