B2809 - Practicum Training 6 CFU - Internal

Learning outcomes

The training programme aims to foster knowledge and professional competencies in the fields of Community Psychology, Developmental Psychology, and Developmental Psychopathology. Particular emphasis will be placed on developing the ability to identify and appropriately use the methodologies and assessment tools typically employed by psychologists working with children and adolescents in educational and school settings.

At the end of the TPV, the student is able to integrate the knowledge and autonomously exercise the skills acquired in the CdS course, with particular reference to:

• choice and use of assessment tools for case analysis within classroom and school settings;
• design and implementation of psychological interventions;
• drafting and return of reports;
• acting with professional autonomy in accordance with the code of ethics.

Course contents

According to the agreement between the University of Bologna and the Order of Psychologists of Emilia-Romagna of 23/6/2023 and Law 56/89, the master's degree internship has as its main objective the development of basic professional skills for prevention, diagnosis, habilitation and psychological support interventions aimed at individuals, groups, organizations and communities, as well as research in psychology

The TPV is structured into two parts. The first part (30 hours) focuses on cross-disciplinary competencies shared across the fields of Community Psychology, Developmental Psychology, and Developmental Psychopathology.

The second part (120 hours) allows trainees to choose one of three specialised tracks: Community Psychology, Developmental Psychology and Developmental Psychopathology.

The specific contents of each track are the following:

COMMUNITY PSYCHOLOGY

The trainee will be integrated into the network of psychologists working in schools within the framework of the established protocol. Following an initial familiarisation phase with the network and its objectives, the trainee will assist network psychologists in their professional activities and contribute to the planning of interventions addressed to the classes and schools in which these psychologists provide school psychological services.

Where circumstances allow, the trainee may also observe the psychologist during individual and/or small-group counselling sessions conducted as part of routine professional practice.

The activities assigned to the trainee will be agreed upon jointly within the network and will be supervised by the designated university tutor through dedicated supervision meetings.

The professional context(s) of application is/are as follows: school and community context(s).
The area(s) of intervention is/are as follows: community psychology and applied research in psychology.
The target audience for the activity is as follows: students, families, teaching and school staff; professionals and services collaborating with schools, young people, and adults.
The professional tools that the intern will acquire are as follows: individual and group interview techniques and methods to encourage active participation (participatory planning), observation of classroom and group dynamics, contextual analysis, design, implementation and evaluation of interventions aimed at promoting participation and psychological well-being in school settings; evidence-informed participatory methodologies such as Circle Time and Peer Education.

DEVELOPMENTAL PSYCHOLOGY

The internship activities within this track will include:

• Clinical observation of the implementation of individualised educational programmes and small-group interventions for children and adolescents with Autism Spectrum Disorder (ASD) and/or other developmental disorders;
• Participation in professional training projects designed for teachers at all educational levels;
• Participation in inclusion projects for children aged 3–6 and 6–10 years;
• Participation in training sessions and shadowing of the tutor during professional development courses and seminars delivered by the tutor;
• Co-facilitation of focus groups, mutual support groups, and supportive counselling sessions for caregivers and professionals working in the field of disability.

The specific activities will be selected according to the training opportunities available at the time the internship begins.

The professional context(s) of application is/are as follows: schools; local social cooperatives; non-profit associations; educational and professional training settings.

The area(s) of intervention is/are as follows: Developmental Psychology; Educational and School Psychology; Work and Organizational Psychology.

The target audience for the activity is as follows: teachers and students; children; adolescents; families; groups; the local community.
The professional tools that the intern will acquire are as follows: clinical observation techniques; functional assessment tools; fundamental principles of Applied Behavior Analysis (ABA); professional competencies required for the design and delivery of educational and professional training activities.

DEVELOPMENTAL PSYCHOPATHOLOGY

The internship activities within this track will include the following.

In the presence of the tutor, the trainee will acquire: theoretical knowledge and practical tools for the assessment of psychological well-being, emotional regulation in children aged 0–10 years, and teacher–child relational dynamics in educational and school settings; theoretical and applied knowledge of Outdoor Education (OE) in educational and school contexts, focusing on the psychological processes involved and their implications for children's well-being and development; ability to critically discuss research findings and their implications for the design of interventions promoting children's mental health within educational settings; competencies in preparing professional reports on Outdoor Education activities, with particular attention to risk and protective factors for child development and mental health; competencies in integrating and communicating assessment findings to educational stakeholders, including educators, teachers, psycho-pedagogical coordinators, pedagogists, and parents.

- In progressive autonomy with the supervision of the tutor: the following activities are planned: further study of the theoretical and applied foundations of Outdoor Education in educational and school contexts; analysis of the effects of Outdoor Education on children's psychological well-being, teachers' well-being, and child development; observation of Outdoor Education sessions conducted in educational settings; administration of qualitative and/or quantitative assessment instruments; preparation of professional reports describing the intervention context, objectives, methods, assessment tools, and outcomes; preparation of informed consent documentation and data protection forms for participants involved in Outdoor Education activities and observational studies.

The professional context(s) of application is/are as follows: educational and school settings; Healthcare and research contex.

The area(s) of intervention is Developmental Psychopathology.

The target audience for the activity is as follows: children aged 0–10 years; families; educators and teachers working with children aged 0–10 years; pedagogists; psycho-pedagogical coordinators.

The professional tools that the intern will acquire are as follows: administration and interpretation of semi-structured interviews and standardised psychological tests; observation and assessment of children's behaviour in educational and school settings; psychological interviewing techniques; design of Outdoor Education activities aimed at promoting the psychological well-being of both children and teachers; planning and conducting monitoring meetings with educational staff and psycho-pedagogical coordinators; preparation of professional reports.

Readings/Bibliography

COMMUNITY PSYCHOLOGY

· Arcidiacono C., De Piccoli N., Mannarini T., Marta E. (2021). Psicologia di comunità. Volume 1 e 2. Franco Angeli

· Francescato D. Putton A. (2023) Star bene insieme a scuola. Carocci

· Matteucci M.C. (a cura di) (2023) Lo psicologo scolastico. Aree e strumenti per l'intervento. Carocci

DEVELOPMENTAL PSYCHOLOGY

· Benvenuti M., Mazzoni E. (2019). Developmental Technologies: Evoluzione Tecnologica e Sviluppo Umano. Apogeo Education.

· Grimaldi R. (2022). La società dei Robot. Mondadori Education.

· Marchetti, A., Massaro, D. (2023). Robot Sociali e Educazione: interazioni, applicazioni e nuove frontiere. Raffaello Cortina Editore.

· Matteucci, M.C. (2023) Lo psicologo scolastico: aree e strumenti per l'intervento. (Carocci Editore).

· Anita Woolfolk (Autore), Maria Assunta Zanetti (a cura di), Andrea Vincre (a cura di) (2020). Psicologia dell'educazione. Teorie, metodi, strumenti. Pearson

DEVELOPMENTAL PSYCHOPATHOLOGY

· Bortolotti A. (2019). Outdoor Education. Storia, ambiti, metodi. Guerini Scientifica.

· Farnè R., Agostini F. (2026). Outdoor Education. L'educazione si-cura all'aperto, Edizioni Junior, Reggio Emilia.

· Lingiardi V., McWilliams N. (2025). PDM-3 Manuale Diagnostico Psicodinamico. Raffaello Cortina Editore, Milano.

· Mancini G., Naldi A., Agosta R. (2023). Strumenti e progettualità dello psicologo a scuola. Il Mulino, Bologna.

· Mantovani S. (1995). Le Tavole di sviluppo di Kuno Beller. Junior Edizioni.

Teaching methods

COMMUNITY PSYCHOLOGY

The methods used to achieve the skills include: observation of school psychologists during their professional practice; participation in discussions with the tutor and/or in teams, collaborative planning of psychological interventions; development of assessment and observational tools; contextual and organisational analysis of school environments;supervised activities conducted by school psychologists, particularly those involving whole-class interventions; progressively autonomous professional activities with deferred supervision provided by the academic tutor, involving both classroom-based interventions and activities addressed to school staff.

The location(s) where the activity takes place is/are as follows: Community Psychology Laboratory, University of Bologna (Cesena Campus), schools participating in the collaboration protocol, the Department of Public Health (Unit of Hygiene and Public Health).

DEVELOPMENTAL PSYCHOLOGY

Observation of tutor during professional practice; participation in discussions with the tutor and multidisciplinary teams; practical demonstrations; role-playing activities; collaborative work with fellow trainees and educational professionals; guided activities under the tutor's supervision; progressively autonomous professional activities with deferred supervision provided by the tutor.

The activities will take place at: tutor's professional practice in Cesena; the homes of selected service users; schools; social cooperatives operating within the Province of Forlì–Cesena.

DEVELOPMENTAL PSYCHOPATHOLOGY

Discussions with the tutor, practical demonstrations, collaborative learning activities with other trainees, tutor-guided and supervised professional activities; progressively autonomous work with deferred supervision provided by the tutor.

The activities will take place at: the Developmental Psychodynamics Laboratory, Department of Psychology "Renzo Canestrari", University of Bologna (Cesena Campus, Via Rasi e Spinelli 176, Cesena), and at the 0–10 Educational Campus of Fratta Terme (Forlì-Cesena), with which the Department has an active collaboration agreement on the research and intervention themes of Psychological Well-being and Outdoor Education.

 

Assessment methods

The tutor will evaluate the skills acquired by the intern during and at the end of the internship using a standardized procedure prepared by the Department of Psychology which will result in an assessment valid to access to the Practical Evaluation Test (PPV).

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

Teaching tools

COMMUNITY PSYCHOLOGY

Individual and group supervision; analysis of professional materials; group discussions; structured observation activities.

DEVELOPMENTAL PSYCHOLOGY

Slides; textbooks and scientific articles; assessment checklists for evaluating students' skills and competencies; specialised technical equipment where appropriate.

DEVELOPMENTAL PSYCHOPATHOLOGY

Slides; textbooks and scientific articles; psychological assessment instruments; statistical software.

Office hours

See the website of Cinzia Albanesi

See the website of Beatrice Mariani

See the website of Francesca Agostini

See the website of Francesca Agostini

See the website of Francesca Agostini