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, examining the role of protective and risk factors.

The first part of course describes some theoretical models, which allow to explain the complex interaction between risk and protective factors during development.

The second part outlines observation methodologies that can be used in educational contexts to detect risk and protection factors and to analyze possible changes.

The third part involves school (Porf. Matteucci) and community planning.

The last part of the course highlights some contexts in which the interaction between risk and protective factors clearly emerges. In particular, the following topics will be addressed: the school environment of learning and scholastic discomfort connected to it (Prof. Matteucci), preterm birth and hospitalized child; attention deficit hyperactivity disorder;  autism; the study of the consequences of social exclusion (different cultural and ethnic factors, etc.) in the short and long term.

Readings/Bibliography

Theoretical background:

• Valenza E., Turati C. (2019). Promuovere lo sviluppo della mente. Un approccio neurocostruttivista. Bologna: Il Mulino (cap. 1).
• 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 (parte prima: pag. 32-62; parte seconda; parte terza: cap. 5 lo sviluppo sociale).
  

Social planning:

• Emanuela M. Torre (2014). Dalla progettazione alla valutazione. Modelli e metodi per educatori e formatori. Roma: Carocci Faber

• Matteucci M.C. (2023). Lo psicologo scolastico. Carocci – capp 2 e 3

Different contexts:

• Discomfort at school/SLD: Matteucci, M. C., Scalone, L., Tomasetto, C., Cavrini, G., & Selleri, P. (2019). Health-related quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. Research In Developmental Disabilities, 87, 43-53.
  
  
• School as a protective factor: Butler, N., Quigg, Z., Bates, R., Jones, L., Ashworth, E., Gowland, S., & Jones, M. (2022). The contributing role of family, school, and peer supportive relationships in protecting the mental wellbeing of children and adolescents. School Mental Health, 14(3), 776-788. - Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology. 62, 1–10. https://doi.org/10.1016/j.jsp.2017.04.002
  
  
• 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)
  
  
• 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.
  
  
• Autism: Khachadourian et al. (2023). Comorbidities in autism spectrum disorder and their etiologies. Transational Psychiatry, 1-7.
  
  
• Disability and migration: Caldin R. (2012). Alunni con disabilità, figli di migranti. Approcci culturali, questioni educative, prospettive inclusive. Napoli: Liguori (cap. 2, 3, 4, 13, 16).
  
  
• 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
  
  
• Substance use and abuse in adolescence: Emiliani, F. (2011). A proposito di consumo di sostanze in adolescenza. Psicologia Clinica dello Sviluppo, 2, pp. 281-286; Mameli, C., Melotti, G., Emiliani, F., (2014). Uso di cannabis in adolescenza: da un assunto psicopatologico a una tesi di normalizzazione. Psicologia Clinica dello Sviluppo, 18, 349 - 375.

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

https://acnpsearch.unibo.it

Teaching methods

The lessons will be integrated with group discussions in the classroom and case analyses, video analyses, testimonials, exercises, simulations and group work.

Assessment methods

The exam consists of a written paper that each student must submit to the instructor in advance, and an oral exam. The final grade will be out of thirty. The student will be asked 4 questions: one on the theoretical reference models, one on the observation methodology, one on planning/design, and one on the different application contexts, with an in-depth discussion of the submitted paper. Each answer will be assessed based on the following criteria:

completeness of the answer;

consistency of the answer;

ability to personally elaborate on the content.

The written paper (maximum 5 pages – 3 pages may be sufficient) should address a topic from the course that is of interest to the student. It should include a project highlighting risk and protective factors. The paper may be theoretical or based on a real case. A template will be provided during the course. The paper must include the following elements: a brief theoretical introduction or a brief presentation of the case, identification and description of risk and protective factors, and a proposed plan or intervention that considers the interaction of these factors.

The paper must be submitted strictly no later than 7 days before the exam date, to the course instructor’s email.

The purpose of the exam is to assess the achievement of the following learning objectives:

knowledge of the different developmental continuity and discontinuity paths, and of the risk and protective mechanisms that may influence these developmental paths, as well as strategies for planning and intervention; knowledge of observation methodology to identify risk and protective factors and to analyze possible changes.

There are 2 exam sessions per period (Jan/Feb, Jun/Jul, Sep/Oct). Exam registration must be completed through the Almaesami system (https://almaesami.unibo.it).

If the exam is not passed, students are allowed to take the next available session.

Teaching tools

The lectures will be supported by the use of Power Point.

Slides of the lessons will be provided on the Virtual platform. 

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/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 Mariagrazia Zuccarini

See the website of Maria Cristina Matteucci