Course Unit Page

Academic Year 2017/2018

Learning outcomes

At the end of the course students will know: - the main theories about social distress and drug addiction; - the main socio-psychological theoretical models of educational intervention in a systemic and contextualist approach; - the socio-psychological conditions for designing residential cares based on the concept of everyday life; - how assessing and monitoring the processes and the outcomes of the residential care.

Course contents

Within the disciplinary paradigms of Developmental Psychopathology and the Ecological Theory of Bronfenbrenner, the course will address the main issues that in childhood and adolescence may lead to maladaptive development outcomes. In this perspective, it will be treated the deprivation from institutionalization, the child abuse, deviance, violence and the drug abuse, with particular reference to the adolescence. Basing on psychopathology perspective, it will be then analyzed the residential cares for children and drug users, highlighting the quality indicators and the conditions under which these interventions can ensure positive outcomes for children and young people in charge.


The following texts are required:

  • Emiliani F. (2008) La realtà delle piccole cose, Bologna: Il Mulino
  • Coletti, M. Grosso, L. (2011) La comunità terapeutica. ed Gruppo Abele
  • Bastianoni, Ciriello, Fucili (2016) Comuni_care in comunità per minori. Bergamo: Junior
  • Bracalenti e Saglietti (2011). Lavorare con i minori stranieri non accompagnati: voci e strumenti dal campo dell'accoglienza. FrancoAngeli

Students not attending classes must read also the following:

  • Palareti L., Emiliani F., Passini S. (2012). Prevenzione all’uso di sostanze in adolescenza: un dibattito aperto su un tema problematico. In R.M. Pavarin e F. Emiliani (a cura di) Minori e sostanze psicoattive: teoria, ricerca e modelli d'intervento, Bologna: Clueb. Pagine 61-98.
  • Palareti, L. (2003). Valutare le comunità per minori. Psicologia clinica dello sviluppo, 7(3), 351-384.
  • Palareti L., Berti C., Emiliani F. (2012). Comunità residenziali e lavoro di rete nella prospettiva ecologica dello sviluppo. Psicologia clinica dello sviluppo, 5, 172-179.

Upon agreement with the teacher, foreign students can replace two of the required books with the following:

  • Whittaker, J. K., Del Valle, J. F., & Holmes, L. (2015) Therapeutic Residential Care for Children and Youth. Exploring Evidence-informed International Practice. Jessica Kingsley Publishers.
  • Horwath, J. (2001) The child's world: assessing children in need. Jessica Kingsley Publishers

Teaching methods

Classes will be interactive much as possible, encouraging students to think about concrete situations (even brought by the students themselves) by applying the theoretical paradigms of the ecological theory of development and Developmental Psychopathology.

Part of the course will take place in e-learning, where it will be proposed
educational materials on the two theoretical paradigms and individual exercises that can be used in partial replacement of the examination.

Assessment methods

Written exam with three open questions (1 hour and a half of time).

One of the questions may be replaced by the exercise proposed in elearning. More detailed information will be provided at the beginning of the course.

Teaching tools

Classes will be conducted with the help of PowerPoint slides to illustrate concepts and research data.
Part of the course will take place via e-learning (the details will be provided at the beginning of the course).

Office hours

See the website of Laura Palareti