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.

In particular, the course aims to promote:

• knowledge of the theoretical aspects and operational methods in the education and orientation discipline
• the in-depth study of the role of education and orientation psychology during adolescence
• knowledge of the psychological aspects and cognitive processes involved in education and orientation
• the in-depth analysis of counseling as an orientation activity

The course includes the following topics:

The first introductory part includes (lectures 1-2):

· Definition of orientation

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

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

· Adolescence and developmental tasks (lectures 3-4-5)

· Critical issues in the adolescent phase (lectures 6-7)

· Risk prevention (lectures 8-9)

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

· Individual, affective, cognitive, and relational aspects as orientation activators (lectures 10-11-12-13)

· The psychology of judgment and decisions (lectures 14-15)

A fourth part is dedicated to assessment in orientation (lectures 16-17):

· Tools and methodologies

· Scholastic and university orientation

· Career orientation (skills assessment and career counseling)

Finally, the last part is dedicated to counseling as an orientation activity (lectures 18-19-20):

· 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 teaching support activities planned.

Teaching

Frontal lessons

Group exercises

Group discussions

Innovative teaching methods

• Use of the University's Moodle platform for uploading in-depth material (textual, audio or video);
• Use of the interactive platform Wooclap to stimulate the active participation of students and measure the level of understanding of the topics covered during the course.
• Use of the practice of "debate" 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

The exam consists of a written test lasting one hour and is composed of two parts:

- 15 closed multiple choice questions

- 5 open questions

Specific and in-depth knowledge of the topics is required, and the use of appropriate and specialized language.

The evaluation criteria are the following: 1) relevance and effectiveness of the answers in relation to the contents of the program; 2) degree of articulation of the response; 3) adequacy of the language used.

The final evaluation is expressed in thirtieths (from a minimum of 18 to a maximum of 30 with honors).

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

Non-attending students are invited to regularly consult the Moodle platform › blended.uniurb.it where all the materials made available by the teacher and those used during the lessons will be periodically inserted.

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

The exam consists of a written test lasting one hour and is composed of two parts:

- 15 closed multiple choice questions

- 5 open questions

Specific and in-depth knowledge of the topics is required, and the use of appropriate and specialized language.

The evaluation criteria are the following: 1) relevance and effectiveness of the answers in relation to the contents of the program; 2) degree of articulation of the response; 3) adequacy of the language used.

The final evaluation is expressed in thirtieths (from a minimum of 18 to a maximum of 30 with honors).

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.

Students who are out of course can bring their academic year program of attendance, but they are asked to communicate this to the teacher via email before the exam.
ERASMUS students can agree on personalized programs with the teacher and take the exam in Italian and/or English.