The course intends to deepen the knowledge of developmental and educational processes from a life-span perspective, with particular attention to the professional role of the psychologist as a promoter of well-being and inclusion in the socio-educational and formal educational contexts characterized by typical and atypical developmental conditions.
It also intends to promote the acquisition of knowledge, skills and competences aimed at managing the complexity and reflexivity of the psychologist's professional action in socio-educational and formal educational contexts, with particular attention to the figure of the school psychologist and the related ability to make schools mentalizing contexts for all the involved actors.
Basic knowledge in Developmental and Educational Psychology.
Teaching will take place mainly through lectures, to provide an appropriate framework of the theoretical foundations of the discipline. It will be taken into consideration the opportunity to invite experts, in order to deepen some possible specific contents. Particular attention will also be paid to discussion and direct dialogue with students, who will be able to make proposals for further study or debate during lessons.
The main concepts of developmental and educational psychology will be taken up again from a life-span perspective, to then delve into the topic of the promotion of health, well-being and inclusion by the psychologist in socio-educational and formal educational contexts. These topics - health, well-being, inclusion - will be considered from a socio-cultural perspective aimed at highlighting the complexity of the intertwining of individual, relational and socio-contextual factors in the evolution of the person, of his/her ability to cope with developmental tasks, and to adapt effectively to increasingly changing contexts. Particular attention will be paid to the figure of the school psychologist, which has emerged as increasingly necessary and relevant in the pandemic and post-pandemic era, in the face of the growing criticality and fragility of the various actors in school contexts.
Among the topics under investigation, wide space will be devoted to the ability to mentalize, as a tool for reflection on one's own socio-relational skills, but also as a skill that the psychologist could promote in contexts dedicated to care, education and learning.
