C8458 - COMMUNITY INTERVENTIONS

Learning outcomes

At the end of the learning activity, the student: • has acquired knowledge of the key concepts related to community interventions (including community needs, empowerment, participation) and of the main theoretical models that guide community interventions (e.g., ecological model, social determinants of health, community development); • is able to identify the most typical community interventions and their purposes (e.g., health promotion, risk prevention, social support, improvement of environmental conditions); • is able to outline a community intervention project (objectives, target population, strategies, activities, timeline, resources); • is able to critically reflect on and evaluate the limitations of existing interventions.

Course contents

Community interventions seek to improve health, well-being, social inclusion, and quality of life by acting not only on individuals but also on the social, organizational, and environmental contexts in which people live. Drawing on the principles of Community Psychology, this course introduces students to ecological and participatory approaches to understanding social problems and designing evidence-informed interventions.

The course combines theoretical lectures with active learning. Each thematic unit begins with a lecture introducing key concepts and research evidence, followed by student-led journal clubs and presentations analyzing empirical articles and real-world intervention projects. Through this format, students learn to critically evaluate community interventions and connect theory with practice.

 

Lectures will take place during the first cycle (beginning on September 21st, 2026) in the Psychology building of P. Sciascia

Readings/Bibliography

Jason, L. A., Glantsman, O., O'Brien, J. F., & Ramian, K. N. (Eds.). Introduction to Community Psychology. Oxford University Press. (available online Introduction to Community Psychology – Simple Book Publishing [https://press.rebus.community/introductiontocommunitypsychology/] and on Virtuale platform)

Additional readings (empirical articles and intervention reports) will be made available on Virtuale platform.

Teaching methods

The course adopts a flipped classroom approach.

Part A - During the first lectures (week 1), we will address how to understand communities needs and problems and design interventions according to the principles of Community psychology. Moreover, a workshop will offer information on how to read and analyse empirical articles and intervention projects, and instructions will be provided on presentations guidelines. Students’ groups will be formed and topics will be assigned.

Part B - The subsequent part of the course (weeks 2 to 7) will focus on thematic blocks addressing specific community issues. Each thematic block consists of:

Lecture introducing concepts and theoretical frameworks.

Journal Club, during which student groups present and critically discuss an empirical article.

Project Analysis, in which students present and evaluate a real community intervention.

Part C - The last part of che course (week 8) includes a final integration and wrap-up session, in preparation for the oral exam.

Students will work in groups of 4–5 members throughout the semester. Each group will be assigned one intervention domain. Within their domain, students will prepare and discuss in class:

1. Journal Club Presentation. Presentation and critical discussion of one empirical article (20 minutes)

2. Intervention Analysis. Analysis, presentation and discussion of an existing intervention (20 minutes)

Moreover, groups will prepare a short written report of approximately 2,500 words, integrating the empirical article and the intervention project.

Instructions will be provided during the presentation of the course.

Assessment methods

The final grade will be the sum of two grades:

1)Group presentation (Journal Club + Intervention Analysis + short written report): 40%

2)Individual oral examination: 60%

The oral examination focuses on:

• theoretical foundations and concepts
• ecological analysis;
• intervention principles and approaches;
• critical discussion of examples presented during the course
  

it will be possible to have the oral examination at the end of the course (information will be provided)

 

Students who do not attend classes regularly may take the oral exam on the course readings during official exam dates (from January 2027)

Teaching tools

Use of AI.

It is acceptable to make limited, transparent, and non-substantial use of AI for support activities (e.g., summarizing or rephrasing), with reference to the activities of journal club, intervention analysis and short report writing. Substantial use of AI to complete any part of the assessment is not permitted (Scenario 3)

Students with learning disorders and\or temporary or permanent disabilities:

please, contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students ) as soon as possible so that they can propose acceptable adjustments. 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, taking into account the teaching objectives.

Office hours

See the website of Elvira Cicognani