73309 - PSICOLOGIA DELL'ORIENTAMENTO E DELLE TRANSIZIONI IN ETÀ ADULTA

Learning outcomes

By the end of the course, the student will:

• be familiar with the concept of a ‘skills assessment’;
• be familiar with the concepts of ‘individual counselling’ and ‘group counselling’;
• be familiar with and understand the concept of social transitions in adulthood;
• be familiar with the main European regulations on career guidance and vocational training;
• be familiar with the main national regulations governing career guidance and vocational training;
• be familiar with the main regulations of the Emilia-Romagna region governing career guidance and vocational training;
• be able to manage information desks in practice;
• be able to manage career guidance, mentoring and monitoring services in practice;
• be able to manage the evaluation of career guidance projects in practice;
• is able to design evaluation activities for career guidance projects;
• is able to coordinate evaluation activities for career guidance projects;
• is able to design and/or coordinate school and/or vocational guidance activities;
• is able to undertake self-development activities;
• is able to carry out critical and regular self-assessment and self-monitoring activities.

Course contents

The course focuses on some of the key social transitions that occur throughout the life cycle. The transitional events to be examined mainly concern educational and professional development (entering the world of work, unemployment, changes in role, retirement). Psychosocial transitions are regarded as delicate moments because, by their very nature as events of change—involving the assumption of new roles and social positions—they entail a temporary deconstruction of the self and of familiar frames of reference.

The course aims to provide a scientific and methodological framework covering four content areas, each of which is organised into a module within the blended learning programme:

Theoretical models concerning personal development and the school–work transition (Module 1 – Guidance today: guidance functions, career skills and guidelines);

Theoretical models concerning career development, with particular attention to defining transitions into and socialisation within a work role, and transitions out of a work role (Module 2 – Employability: case studies, identification of areas for improvement and capacity building); 

The types of guidance activities (information – guidance – counselling/skills assessment), with particular reference to practices aimed at adults (Module 3 – Guidance counselling: stages, tools, methods);

The main methodologies and tools used within the various guidance practices (Module 4 – The group as a guidance setting: methodologies, experiences, tools).

The content is organised into four themes that integrate face-to-face activities, guided asynchronous online activities (eTivities) and synchronous remote sessions, in accordance with the blended learning model adopted by the degree programme.

Readings/Bibliography

Main text (compulsory): Guglielmi, D., & Chiesa, R. (2021). Educational and Career Guidance. Bologna: Il Mulino.

One e-book of your choice from the following:

Gruppo Orientamento nell’Arco della Vita (2021). Shaping Tomorrow – Theories and Practices for Guidance. OPRS.
Ancora, A., Bartoli, G., & Maiorano, A. (2024). Guidance and university: between new needs and new skills. INAPP Working Paper No. 120.
Caputo, A. (ed.) (2023). Thinking about the future. Guidance pathways for post-secondary choices. FrancoAngeli Open Access.
Bertolini, S., Borgna, C., & Romanò, S. (eds.) (2022). Work is changing – what are young people doing? Between structure, aspirations and perceptions. FrancoAngeli Open Access.
Additional material (slides, papers, infographics, videos) will be distributed via the virtual platform.

Erasmus students may contact the lecturer to identify texts and/or further reading materials in English, if they prefer.

Teaching methods

The course adopts the blended learning approach set out in the degree programme, integrating face-to-face and online activities to encourage active participation and provide ongoing support for the acquisition of knowledge, skills and competences. The course combines lectures and classroom-based activities with guided asynchronous online activities (eTivities), accompanied by feedback from the lecturer, and opportunities for synchronous remote discussion and support.

For each eTivity, a dedicated support forum for the remote activity and a space for synchronous support and discussion are set up on the Virtuale platform, with details of the scheduled sessions provided. Two multiple-choice tests are also planned for educational and self-assessment purposes (5 questions halfway through the course, 10 questions at the end of the course), available on Virtuale.

This teaching approach aims to respond more effectively to students’ needs by promoting continuous and meaningful interaction throughout the learning journey. The blended model supports the learning process, encourages active participation and offers opportunities to catch up, consolidate and enhance the skills acquired. For detailed information on the organisation of teaching activities and how to participate, please consult the course page on the Virtual Platform, as well as the lecture timetable.

The course includes in-person classes, synchronous online sessions, and asynchronous activities (eTivities, to be completed individually), with materials and exercises provided by the instructor. In addition, there will be several hours of synchronous online instruction during which the instructor will be available for individual and group feedback, as well as in-depth discussions.


Individual responsibility: Students are expected to adopt a progressive approach to their studies, accompanied by a consistent commitment to keeping up to date with any updates provided during lessons or published on the lecturer’s website (including any changes to the programme or activities). Working students and non-attending students: we recommend that you contact the lecturer or the tutor if you have any queries or encounter difficulties.

Assessment methods

eTivities are a compulsory part of the course and contribute to the final assessment of the module, accounting for 20 per cent of the final mark. Each eTivity is associated with a maximum score set by the lecturer and communicated to students via Virtuale. The total score achieved in the eTivities contributes to the determination of the final exam mark, expressed out of thirty, together with the assessment of the final examination. Should a student fail to complete or submit the activities by the deadlines agreed with the lecturer (for example, students sitting the exam in a different academic year from that in which the course was delivered, or who fail to meet the specified deadlines), and in any case by the last final exam session of the academic year, they may be required to undertake supplementary study, to be agreed with the lecturer.

NB. The submission date for the e-Tivities will be indicated on Virtuale for those wishing to participate in the classroom discussion. Otherwise, they must be submitted at least 20 days before the date of the exam session in which the student intends to sit the exam.

The final assessment consists of an oral examination on the content covered during the course and the texts listed in the bibliography (max 9 marks), including a discussion of a case study relating to typical situations encountered when supporting people undergoing change or seeking direction in adult life (max 15 marks). During the oral examination, realistic scenarios relating to typical situations that may be encountered when supporting people undergoing change or seeking direction in adult life will be presented. Students will be required to explain how to address these cases, demonstrating their ability to apply the knowledge acquired during the course in a practical manner.

With regard to students’ use of Artificial Intelligence in carrying out and designing activities (eTivities and/or Project Work), limited, declared and non-substantial use of AI is permitted for support activities (summarising, rephrasing). Substantial use to carry out parts of the activity is not permitted.

With regard to assessment, the use of AI is prohibited. Any use constitutes a breach of academic integrity. For further information, please refer to the University Guidelines (https://www.unibo.it/it/ateneo/statuto-norme-strategie-bilanci/intelligenza-artificiale/Casi-uso-GenAI-comunita-studentesca-valutazione).

Students with specific learning difficulties or temporary or permanent disabilities:

You are advised to contact the relevant University office in good time (https://site.unibo.it/studenti-con-disabilita-e-dsa/it); which will be responsible for proposing any necessary adjustments to the students concerned; these must,
however, be submitted for approval by the lecturer at least 15 days in advance, who will assess their appropriateness, taking into account the course’s learning objectives.

NB. Please note that the material contained in the Virtual Learning Environment is compulsory (e.g. videos, case studies, etc.). Such materials may therefore be included in the examination.

 

 

Teaching tools

Durante le lezioni in presenza gli strumenti utilizzati a supporto della didattica consistono nell'uso di PowerPoint e di esercitazioni connesse alle tematiche affrontate. Le attività a distanza sono supportate dalla piattaforma Virtuale (materiali, eTivities, forum, test di autovalutazione) e da Microsoft Teams per i momenti sincroni e i feedback. Documenti e articoli saranno condivisi con gli studenti attraverso Virtuale.

Office hours

See the website of Dina Guglielmi