93581 - Workshop on the Psychology of Disability and Integration (G.G)

Learning outcomes

At the end of the laboratory, the student:

- knows how to apply what was applied in the integrated course within a simulated learning environment;

- knows how to reflect critically in the group on the proposed topics.

Course contents

the main neurophysiological correlates of emotions and the adult's role in emotion co-regulation;

an introduction to psychosomatic mindfulness practices and related experiential sessions, including simulations;

the role of the teacher and the classroom climate in fostering the integration process for children with disabilities.

By the end of the workshop, the student will be able to:

- propose body-based activities that foster emotional literacy and psychophysical balance

- guide individuals in tuning into their bodily sensations in order to name the corresponding emotions.

Readings/Bibliography

Siegel, D. J. (2020). The developing mind: How relationships and the brain interact to shape who we are. Guilford Publications.

Siegel, D. J., & Bryson, T. P. (2011). The whole-brain child: 12 revolutionary strategies to nurture your child's developing mind. Delacorte Press.

Montecucco, N. F. (2005). Psicosomatica olistica. La salute psicofisica come via di crescita personale. Dai blocchi psicosomatici all'unità dell'essere. Edizioni Mediterranee.

 

Teaching methods

Teaching methods

The workshop includes presentations on the course's key themes, experiential sessions, small-group exercises, and activities designed to engage students as active participants.

Assessment methods

The laboratory is subject to an evaluation whose criteria are linked to the degree of participation and commitment during the meetings. The final work will consist of the creation of a mandatory paper, carried out individually, in pairs or small groups.

Passing the exam is a prerequisite for taking the Disability and Integration Psychology exam.

The outcome can be:

-rejected (the laboratory must be repeated the following year);

-1 compared to the mark out of thirty of the final exam;

0 compared to the mark out of thirty of the final exam;

+1 compared to the mark out of thirty of the final exam.

Teaching tools

The lessons will be supported by the use of Power Point presentations, videos and cards with various exercises

Office hours

See the website of Giorgio Antoniazzi