- Docente: Dina Guglielmi
- Credits: 8
- SSD: M-PSI/06
- Language: Italian
- Teaching Mode: Traditional lectures
- Campus: Bologna
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Corso:
Second cycle degree programme (LM) in
Science Of Lifelong Educational Processes (cod. 8780)
Also valid for Second cycle degree programme (LM) in Science Of Lifelong Educational Processes (cod. 6764)
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from Sep 29, 2025 to Nov 14, 2025
Learning outcomes
At the end of the training activity the student is familiar with and understands the explicative theories in the environment of Orientation Psychology, with a particular consideration for the practice of guidance and for the typology of orientative and counseling actions- he/she is familiar with and understands aims and professional actions (balance of competences, career counselling, guidance). Is aware of main national and European rules/laws on the subject of orientation and professional training. He/she is able to project and manage informative branches effectively, orientative interventions and evaluation activities of the orientation project.
Course contents
The course will concern four content areas:
- the theoretical models about personal development and school to work transition
- the theoretical models about the career development, with a special attention to the entry and exit work role transitions;
- the vocational guidance interventions (information-guidance-counseling) with a special attention to the practices addressed to the adults;
- methodologies and tools in guidance interventions
Readings/Bibliography
1)Guglielmi, D., & Chiesa, R. (2021). Orientamento scolastico e professionale. Bologna: Il Mulino
2)
An E-book between:
1. Gruppo Orientamento nell’Arco della Vita (2021). Disegnare il domani – Teorie e pratiche per l’orientamento. OPRS. Disponibile online: https://www.oprs.it/wp-content/uploads/2021/02/Ebook-Gruppo-Orientamento-nellarco-della-vita-Disegnare-il-domani.pdf
2. Ancora, A., Bartoli, G., Maiorano, A. (2024). Orientamento e università: tra nuovi bisogni e nuove competenze. INAPP Working Paper n. 120. Disponibile online: https://www.astrid-online.it/static/upload/inap/inapp-ancora-bartoli-maiorano_orientamento-e-universita_2024.pdf
3. Caputo, A. (a cura di) (2023). Pensare al futuro. Percorsi di orientamento alle scelte post-diploma. FrancoAngeli Open Access. Disponibile online: https://series.francoangeli.it/index.php/oa/catalog/view/1028/845/5559
4. Bertolini, S., Borgna, C., & Romanò, S. (a cura di) (2022). Il lavoro cambia e i giovani che fanno? Tra struttura, aspirazioni e percezioni. FrancoAngeli Open Access, collana "Politiche del lavoro". Disponibile online: https://series.francoangeli.it/index.php/oa/catalog/view/879/720/5166
Other material (slides, papers or other) may be distributed during the lessons.
Teaching methods
The course includes the use of various teaching methods: lectures, guided discussions, ongoing assignments, and group exercises. To enhance students’ knowledge and skills, and to facilitate the learning process, working groups will be organized around specific topics and/or case study analysis and practical exercises. The formation and composition of the groups will be defined in agreement with the instructor.
A dedicated section on educational innovation is also planned, lasting 12 hours, during which experts from employment services will be invited. Students will have the opportunity to interact with these experts via virtual classrooms, encouraging direct engagement and a practical deepening of the topics discussed.
All activities carried out during the course will be documented by the student in a Portfolio, a tool introduced as a new teaching method and presented at the beginning of the course.
Attendance: Attending lectures is strongly recommended and will be monitored. There are two types of final assessment:
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Ongoing assessment (reserved for attending students)
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Final assessment (open to all students)
Only attending students will be eligible for ongoing assessment, as the interactive in-class activities are designed to support learning and reduce part of the individual study workload.
Active participation: Students are strongly encouraged to actively engage in the learning process, collaborate in the teaching activities, and regularly complete the assigned tasks.
Individual responsibility: Students are expected to adopt a progressive approach to studying, accompanied by a constant commitment to keeping up with updates provided during lessons or published on the instructor’s website (including any changes to the program or activities).
Working students and non-attending students: The course includes online activities to support the participation of those unable to attend in person. It is recommended that students contact the instructor or the course tutor in case of questions or difficulties.
Assessment methods
A) Attending students – “Ongoing” assessment mode
Students who choose the “ongoing” assessment mode will be evaluated based on the following assignments:
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Portfolio – up to 7 points
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Oral exam on the topics covered during the course and on the texts listed in the bibliography – up to 15 points
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Case discussion: During the oral exam, students will be presented with realistic scenarios related to typical situations encountered in supporting individuals undergoing change or guidance in adult life. Students will be required to explain how they would approach these cases, demonstrating their ability to apply the knowledge gained during the course in a practical way – up to 8 points
B) Non-attending students
For students who do not regularly attend lectures, assessment will consist of a single oral exam, based on the course content (slides and materials made available by the instructor on the virtual platform) and the texts listed in the bibliography.
Teaching tools
During the lessons ppt presentation, papers and articles will be shared with the students and it will be presented some instruments for practical application.
Office hours
See the website of Dina Guglielmi
SDGs


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.