73323 - Risk Behaviour and Protective Factors

Learning outcomes

At the end of the course the student will be able: - to know methodologies and strategies to address the negative impact of risk factors on development; - to organize and implement interventions in different micro and macro areas; - to know observational tools for optimizing relationships in different areas; - to elaborate systemic analysis and to develop autonomous reflections; - to propose effective strategies at individual and group level; - to promote good communication strategies; - to identify tools and paths for developing his/her professional skills.

Course contents

The course aims at describing different paths of continuity and discontinuity of development, focusing on the role of protective and risk factors.

The first part of the course describes recent theoretical models, such as neuroconstructivism, which explain the complex interaction between risk and protective factors throughout development.

The second part outlines observation methodologies used in educational settings to identify risk and protection factors and to analyze potential developmental changes.

The last part of the course examines some contexts in which the interaction between risk and protective factors becomes particularly evident. Topics covered include: preterm birth and hospitalized child; bullying and cyberbullying; attention deficit hyperactivity disorder; Homeless youth; Re-incarceration in adolescence.

Readings/Bibliography

Theoretical background:

• Westermann, G., Mareschal, D., Johnson, M.H., Sirois, S., Spratling, M.W., Thomas, M.S.C. (2007). Neuroconstructivism. Developmental Science, 10, 75-83.
• Maffei, L. (2011). Plasticità cerebrale: implicazioni per la psicologia. Giornale Italiano di Psicologia, XXXIX, 467-494.

Observation:

• Aureli, T., Perucchini, P. (2014). Osservare e valutare il comportamento del bambino. Bologna: ll Mulino (pp- 42-62; 63-105).

Different contexts:

• Preterm birth and child in the hospital: Sansavini A., Faldella G. (2013). Lo sviluppo dei bambini nati pretermine. Aspetti neuropsicologici, metodi di valutazione e interventi. Milano: Franco Angeli (chapters 1, 10, 11, 13, 19, 20, Post-fazione) OR March of Dimes, PMNCH, Save the Children, WHO (2012). Born Too Soon: The Global Action Report on Preterm Birth. Geneva: World Health Organization (Executive summary, Chapters 1, 2, 5). https://apps.who.int/iris/bitstream/handle/10665/44864/9789241503433_eng.pdf;jsessionid=E26B3B407460BE238AFBEA3E9B3AC070?sequence=1
• Bullying and cyberbullying: - Genta, M.L., Brighi, A., Guarini A. (2013). Cyberbullismo. Ricerche e strategie di intervento Milano: FrancoAngeli (cap. 4, 5, 7 e 8). - Brighi, A., Nicoletti, S.M.E., Guarini, A. (2013). Cyberbullismo: ricerche e interventi a confronto. Rassegna bibliografia infanzia e adolescenza, n. 4. You can download the article: https://www.minori.it/sites/default/files/suppl_4_2013.pdf
• Attention Deficit and hyperactivity disorder (ADHD): Marzocchi, G.M., Bacchetta, I. (2011). Quali sono le cause dell'ADHD? Il contributo delle neuroscienze. Psicologia Clinica dello Sviluppo, XV, 309-334; Marzocchi, G.M., Cornoldi, C. (2000). Una scala di facile uso per la rilevazione dei comportamenti problematici dei bambini con Deficit di Attenzione e Iperattività. Psicologia Clinica dello Sviluppo, VI, 43-63.
  
• Homeless youth: risk and protective factors. Barnes, A.J., Gower, A.L., Sajady, M., Lingras, K.A. (2021). Health and adverse childhood experiences among homeless youth. BMC Pediatrics, 21 (1), art. no. 164.
• Re-incarceration in adolescence: Maggiolini, A., Ciceri, A., Macchi, F., Pisa, C., Marchesi, M. (2008). La valutazione del rischio di recidiva nei servizi della giustizia minorile. Rassegna Italiana di Criminologia, 3, 481-495. Güler Aksu G, Kütük MÖ, Tufan AE, Sanberk S, Güzel E, Dağ P, Tan ME, Akyol B, Toros F. (2022). Correlates and predictors of re-incarceration among Turkish adolescent male offenders: A single-center, cross-sectional study. Int J Law Psychiatry;80:101726. doi: 10.1016/j.ijlp.2021.101726. PMID: 34924111.

The articles can be found and downloaded from the databases of the University of Bologna

https://acnpsearch.unibo.it

 

Teaching methods

The lectures will be supplemented by group discussion, presentation of short video and case studies.

 

Assessment methods

The final oral exam will consist of four questions (1 on theoretical model, 1 on observation and 2 on different contexts of application).

The mark will be based on the following criteria: 1) completeness of responses; 2) coherence of the responses; 3) ability to integrate bibliographic sources; 4) capacity of personal reflection.

The maximum score  is 30 with honors, and 18/30 is the minimum score to pass the exam.

Students must enroll in the exam on Almaesami website.

If a student does not pass the exam, he/she may enroll in the next.

Teaching tools

The lectures will be supported by the use of Power Point and a videoprojector. The videoprojector will also be used to show  videos in the classroom related to the course topics.

Students with specific learning disorders or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Annalisa Guarini