94244 - Work and Orientation Psychology

Learning outcomes

By the end of the course, students will: - demonstrate knowledge of key theoretical models, methods, and tools for designing guidance interventions aimed at preventing early school leaving; - demonstrate knowledge of key theoretical models, methods, and tools for designing guidance interventions that support educational and career transitions; identify and apply relevant methods and tools (e.g., skills assessment frameworks) for designing guidance pathways that promote the social and occupational integration of vulnerable groups (e.g., former inmates, migrants, individuals experiencing social disadvantage); analyze the psychosocial variables involved in the guidance process; critically evaluate guidance initiatives aimed at preventing social distress and marginalization; design orientation and job placement programs for individuals facing vulnerable or disadvantaged conditions.

Course contents

The course aims to introduce and explore the main topics in work psychology and career guidance, integrating theoretical perspectives, research findings, and practical implications. The goal is to provide students with knowledge and tools to understand the psychological processes related to work and to design effective educational and career guidance interventions.

Specific contents:

In particular, the course addresses the following topics:

• Emerging work scenarios and organizational changes, with reference to digitalization, globalization, job insecurity, and the transformation of occupational models.

• Demands and resources in contemporary work, with a focus on the subjectivity of work experience and motivational dynamics.

• The psychological link between workers and work, conceived as a dynamic relationship influencing identity, well-being, and personal development.

• The functions of educational and career guidance, considered as informational, formative, and counseling activities, and the competencies required for their effective delivery.

• Group-based guidance, including its objectives, facilitation methods, phases, and working tools.

• Guidance actions for entry, re-entry, and career development, with a focus on supporting transitions and promoting employability.

• Career anchors, as expressions of individual values that guide professional choices, and the main methods for identifying them.

• Career development and the role of organizations, from a perspective of professional growth and sustainability.

• The Individual Placement and Support (IPS) model, aimed at promoting employment for individuals with psychological vulnerabilities, including its core principles, operational phases, and application experiences.

• The gains and costs of work, from an integrated perspective that considers psychological, organizational, and economic factors related to both individual and collective well-being.

Readings/Bibliography

The exam will cover selected chapters from the following texts:

1) Guglielmi, D. & Chiesa, R. (2021). Orientamento scolastico e professionale. Bologna: Il Mulino

• Capitolo I. Nuove sfide per l’orientamento
• Capitolo III. Funzioni dell’orientamento e competenze per attuarle
• Capitolo V. L’orientamento di gruppo
• Capitolo VI. Azioni orientative per l’inserimento, il reinserimento e lo sviluppo nel lavoro
  
  

2) Toderi, S. & Sarchielli, G. (2013). Sviluppare la carriera lavorativa. Bologna: Il Mulino

• Capitolo III. Teoria delle ancore di carriera
• Capitolo IV. Metodi per le ancore di carriera
• Capitolo V. Ancore di carriera e sviluppo delle persone nelle organizzazioni
  
  

3) Fioritti, A. & Albano, F. (Eds.). (2025). Individual Placement and Support. Manuale italiano del metodo per il supporto all'impiego delle persone con problemi di salute mentale (Ediz. riveduta e ampliata). Bologna University Press

PARTE PRIMA. Salute mentale e lavoro

• Capitolo I.1. Lavoro, disoccupazione e salute. Una relazione complessa
• Capitolo I.2. Lavoro e salute mentale in un mondo in rapida trasformazione
• Capitolo I.3. La strada da percorrere per l’IPS in Europa
• Capitolo I.4. Le politiche attive del lavoro in Italia

PARTE SECONDA. Paradigma, modello e metodo IPS, una pratica evidence-based

• Capitolo II.1. Dalla riabilitazione psichiatrica agli interventi orientati al recovery. Il caso IPS
• Capitolo II.2. Il metodo IPS: principi e aspetti metodologici
• Capitolo II.3. Le evidenze di efficacia dell’IPS nel mondo
  
  

4) Sarchielli, G. & Fraccaroli, F. (2023). Introduzione alla psicologia del lavoro. Bologna: Il Mulino

• Capitolo II. Nuovi scenari per il lavoro
• Capitolo III. Lavorare oggi: domande e risorse
• Capitolo IV. Il legame psicologico tra individuo e lavoro
• Capitolo VII. Ricavi e costi del lavoro
  

 

Reading list for students who elect to sit the exam in English

Students who choose to prepare the course entirely in English are required to study the following texts, which together offer a concise yet comprehensive introduction to Work Psychology, career development and Individual Placement and Support (IPS) model:

TEXTBOOK:

• Dean, L., & Cousans, F. (2023). Work psychology: The basics. Routledge.

SCIENTIFIC ARTICLES: 

• Bond, G. R., Drake, R. E., & Becker, D. R. (2020). An update on individual placement and support. World Psychiatry, 19(3), 390.

• Feldman, D. C., & Bolino, M. C. (1996). Careers within careers: Reconceptualizing the nature of career anchors and their consequences. Human Resource Management Review, 6(2), 89–112.
  

• Guilbert, L., Bernaud, J.‑L., Gouvernet, B., & Rossier, J. (2016). Employability: Review and research prospects. International Journal for Educational and Vocational Guidance, 16(1), 69–89.

• Schein, E. H. (1996). Career anchors revisited: Implications for career development in the 21st century. Academy of Management Perspectives, 10(4), 80–88.

• Seibert, S. E., Akkermans, J., & Liu, C. H. (2024). Understanding contemporary career success: A critical review. Annual Review of Organizational Psychology and Organizational Behavior, 11, 509–534.
  

• Watts, A. G. (2005). Career guidance policy: An international review. The Career Development Quarterly, 54(1), 66–76.
  

Teaching methods

The course is delivered through lectures supported by PowerPoint presentations and, where possible, integrated with in-class discussions and practical exercises, aimed at applying and consolidating the theoretical concepts presented.

During the lessons, interactive digital tools such as Wooclap and Mentimeter will be used, to collect real-time responses, stimulate discussion, and foster active student engagement.

Teaching materials (slides, readings, supplementary resources, and exercises) will be available on the Virtuale platform: https://virtuale.unibo.it/?lang=en

 

Classroom Etiquette and Participation Guidelines

Active, thoughtful participation is a key element of the learning experience. Students are encouraged to engage constructively and help foster an open, respectful, and collaborative learning environment.

In particular, students are expected to:

• Maintain a respectful attitude toward instructors, classmates, and the university context;
• Attend and engage attentively in face-to-face teaching activities;
• Regularly check the Virtuale platform for updates, materials, and announcements;
• Use shared resources and materials responsibly and appropriately;
• Contribute constructively to discussions, valuing exchange and different perspectives.

The university setting also serves as a training ground for professional behavior. For this reason, the course promotes attitudes rooted in responsibility, integrity, and collaboration.

Assessment methods

The final assessment consists of a written exam based on the materials listed in the "Bibliography" section. The exam includes a total of 6 questions, structured as follows:

• 4 short definitions (maximum 5 lines each), each worth up to 3 points. These questions assess knowledge of key concepts. Responses must be concise, terminologically accurate, and clearly aligned with the discipline’s vocabulary.
• 2 open-ended essay questions, each worth up to 9 points. These require extended, structured responses that demonstrate critical thinking and the ability to apply and connect theories and models.

The maximum score is 30/30. The grade with distinction (cum laude) may be awarded to students who provide exceptionally complete, accurate, and insightful responses, showing full mastery of the course content.

Evaluation Criteria

For the 4 short definitions (max. 5 lines – max. 3 points each):

• Terminological accuracy: Precise use of disciplinary terminology and conceptual language.

• Clarity of expression: Responses must be clear, well-structured, and unambiguous.

• Relevance: Content must directly and appropriately address the question asked.

For the 2 open-ended questions (max. 9 points each):
The same three criteria apply, with the addition of the following:

• Conceptual completeness: the response thoroughly covers the required content, with no significant omissions.
• Argumentative structure: the response shows a coherent and well-organized reasoning process, with examples or links where appropriate.
• Reference to theories and models: relevant theories, authors, or concepts from the assigned readings are correctly cited and integrated.

Students must register for the exam via the AlmaEsami online platform.

Those unable to register due to technical issues are required to notify both the teaching staff and the student office before the registration deadline.

Exam results will be published on AlmaEsami.

Students who wish to review their exam may attend office hours (every Tuesday from 10 to 12).
To request an appointment, students must send an email and are expected to have preliminarily reviewed their own answers, comparing them with the textbook and course materials.

Please check the "Avvisi" (Announcements) section on the instructor’s web page for any changes to the regular office hours.

Teaching tools

The main tools used throughout the course will include:

• PowerPoint presentations
• Interactive digital tools (e.g., Wooclap and Mentimeter)
• Group exercises
• Printed materials provided in class

Whenever possible, downloadable resources will be made available on https://virtuale.unibo.it/?lang=en

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en) 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 Greta Mazzetti

See the website of Giulia Paganin