C8813 - TECNICHE DI CONSULENZA NELLA COMUNITA'

Learning outcomes

Upon completion of the course unit, students will:

• know the main theories and methodologies applied to counselling at the individual and community levels;
• be able to use the main theories and methodologies applied to counselling to promote health and well-being;
• know and be able to design peer support and peer education interventions in schools, organisations, and communities;
• know and understand the main theoretical and applied approaches to intervention in organisational and community contexts;
• know the main methodologies for evaluating the processes and outcomes of community-based counselling programmes;
• know the main intervention methodologies used in organisations and communities to enhance well-being, empowerment, safety, and productivity;
• be able to design, implement, and evaluate interventions aimed at promoting well-being, empowerment, safety, and productivity.

Course contents

The course will address the following topics:

• relational skills in consultation;

• assessment;

• mentoring;

• peer education;

• counselling and risk assessment for recidivism in cases of gender-based violence;

• explanations of crime;

• prevention of criminal behaviour and recidivism;

• promotion of participation, empowerment, and well-being among people belonging to sexual minorities;

• relationship and sexuality education for children and adolescents

• critical thinking.

Readings/Bibliography

-Prati, G. (2026). Psicologia del crimine e dell’investigazione. Bologna: il Mulino.

-Calvo V. (2007). Il colloquio di counseling.Tecniche di intervento nella relazione di aiuto. Bologna: il Mulino.

-Panzeri, M. e Fontanesi, L. (2021). Educazione affettiva e sessuale di bambini e adolescenti. Bologna: il Mulino.

-Pietrantoni L., & Prati G. (2011). Gay e lesbiche. Bologna: Il Mulino.

-Prati, G., Pietrantoni, L., Buccoliero, E., Maggi, M. (2010). Il bullismo omofobico. Manuale teorico-pratico per insegnanti e operatori. Milano: Franco Angeli.

-Bassham, G. et al. (2023) Critical Thinking: A Student’s Introduction. 7th edn. New York: McGraw Hill.

Teaching methods

Lectures

Group discussions

Exercises on methods and techniques presented in class.

Assessment methods

Written exam with open-ended questions.

The final written exam aims to evaluate the following didactic objectives:

- to know the main theoretical models for promoting youth empowerment and psychosocial well being;

- to know the main methodologies of intervention for the promotion of empowerment of adolescents and young people ;

- to be able to critically assess interventions.

The final written exam will include (3/6) open ended questions aimed to assess the acquired basic knowledge in the topics of the course and the critical thinking in the analysis of the psychosocial phenomena. Grade 18 (essential knowledge) will be obtained when answers show basic knowledge, without critical discussions or reference to specific experiences and research exemplifying concepts/topics. Grade 30 (excellent knowledge) will be obtained when answers show critical knowledge of the topic/concept, and good capacity to discuss relevant projects and research analysed during classes and in the texts.

Active participation in class will contribute to the final grade up to 20%.

In order to be admitted to the exam, students must register on the exam session on Almaesami considering the deadline.

Erasmus students may ask to take the written examination in English.

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.

Artificial Intelligence (AI) may serve as a useful tool to support individual study through further exploration, summaries, and self-assessment pathways. With regard to the assessment of learning, however, the use of AI during in-person examinations is prohibited. Any such use constitutes a violation of academic integrity.

Teaching tools

Teaching tools used for lectures: video projector, PC, overhead projector.

Office hours

See the website of Gabriele Prati