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

Course Content

This course is designed to introduce and deepen understanding of key themes in work and vocational psychology, integrating theoretical perspectives, research findings, and practical applications. The objective is to provide students with essential knowledge and tools for understanding psychological processes related to work and for designing effective career and educational guidance interventions.

Specific Content Areas

The course addresses the following specific topics:

• New developments in the world of work and organizational changes, with reference to digitalization processes, globalization, job insecurity, and transformation of occupational models.
• Work-related demands and resources in contemporary settings, with attention to the subjective experience of work and motivational dynamics.
• The psychological relationship between individual and work, understood as a dynamic interaction that influences identity, well-being, and personal development.
• The functions of educational and career guidance, including informational, educational, and counseling activities, and the core competencies required to implement them effectively.
• Group-based guidance, its objectives, facilitation methods, phases, and working tools.
• Guidance actions for job placement, re-entry, and professional development, with focus on supporting transitions and promoting employability.
• Career anchors, understood as expressions of individual values that guide professional choices
• Career development and the role of organizations, from a perspective of professional growth and sustainability.
• The Individual Placement and Support (IPS) method, aimed at job placement of people with mental health vulnerabilities, with in-depth analysis of basic principles, operational phases, and implementation experiences.
• The gains and costs of work, explored through an integrated lens that considers psychological, organizational, and economic factors related to 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
  

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
  

Teaching methods

Teaching Methods

The course is conducted through lectures, supported by PowerPoint presentations and integrated, where possible, with classroom discussions and practical exercises, aimed at applying and consolidating the concepts covered.

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

All teaching materials (slides, readings, supplementary links, exercises) will be made available on the course's Virtual platform: https://virtuale.unibo.it/

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.

Guidelines and Rules for Effective Teaching

Active and conscious student participation is an integral part of the educational experience. Therefore, everyone is invited to contribute to creating an open, respectful, and collaborative learning environment.

In particular, it is recommended to:

• maintain a respectful attitude towards instructors, colleagues, and the university context;
  
• regularly consult the Virtual platform for updates, materials, and communications;
• use shared resources and teaching materials responsibly;
• contribute constructively to discussions, valuing dialogue and different perspectives.

The university is an environment where professional working methods are also experienced: for this reason, the course promotes behaviors consistent with an ethics of responsibility, correctness, and collaboration.

Assessment methods

Evaluation Criteria

The exam consists of 40 multiple-choice questions, each with 4 or 5 response alternatives. The total duration is 40 minutes. The exam is passed with at least 23 correct answers.

The exam is also designed to take into account the consistency of responses, in relation to the content of the texts and materials presented in class.

Assessment Elements and Preparation Guidelines

The exam requires preparation focused on: understanding key concepts present in the chapters indicated in the bibliography; assimilation of the technical language of the discipline and mastery of theoretical-methodological references.

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.

Note

It is recommended to check the "Avvisi" (Announcements) section on the instructor’s web page and the virtual space for any additions to guidelines or other information that may arise during the year.

Teaching tools

Teaching tools

The main tools used throughout the course will include:

• Keynote 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

Office hours

See the website of Gaetano Vincenzo Giovanni Martorano

See the website of Giulia Paganin