73327 - LABORATORIO DI SPECIALIZZAZIONE PROFESSIONALE IN PREVENZIONE E CURA EDUCATIVA DEL DISAGIO SOCIALE I (G.I)

Learning outcomes

At the end of the workshop the student: - is able to move autonomously in applying the specific techniques learnt autonomously or within projects organised by the institutions; - is able to compare with others on how to use and document the techniques learnt; - is able to place the specific knowledge learnt in different types of service; - is able to assess the limits and merits of the technical tools learnt; - is able to transfer the technologies learnt into different contexts by making personal modifications and additions.

Course contents

Prevention of social distress: planning and interventions

The workshop has three main objectives:

1. to promote knowledge of forms of youth distress and their analysis within the framework of psychodynamic theories of developmental age and in relation to the contexts of reference - from the school, family and community environments - to include the socio-economic and cultural dimension of the reference territory.

2. To increase project management skills using different reference models, including:

• the multidisciplinary, multi-professional and cross-sectoral approach to health promotion

• primary, secondary and tertiary prevention strategies and stepped care planning, which contemplates different levels of intervention in relation to the severity of the situations

• institutional humanisation through cultural welfare, promoting cultural activities as a tool for growth and care;

• the training of link workers and the activation of local proximity networks

• the mapping and interconnection of social and health services, educational communities, third sector organisations and associations, taking into account what currently guides services ;

• the models underlying local and regional social regulations and policies (ecological, dialogical, participatory models)

3. expanding transversal and professional skills:

• ability to read the social context through demand analysis tools

• knowing how to work in networks and within multidisciplinary teams

• enhancing emotional, cognitive and social life skills

Readings/Bibliography

- W. Bion, Attention and Interpretation, Armando Editore, Rome, 1996.

- D. Biondo, R. Patalano C. Rotondo (eds.), Psychoanalysis at school. Assessing and preventing early school leaving, Vecchiarelli Editore, Rome, 2022.

- G. Mancini, Tools and planning for psychologists at school, il Mulino, Bologna, 2023.

- C. Mucci, Repairing the Future. How to Create Resilience Across Generations, Raffaello Cortina Editore, Milan, 2024.

- C. Mucci, Trauma and Forgiveness. An Intergenerational Psychoanalytic Perspective, Raffaello Cortina Editore, Milan, 2014.

- G. Pietropolli Charmet, Mysterious Adolescents, Mimesis, Milan, 2024.

- G. Pietropolli Charmet, Stolen Youth. What the pandemic has taken away from adolescents and how we can give our children back their future, Rizzoli, Milan, 2022.

- G. Pietropolli Charmet, School and contemporary intergenerational relationships, in Fenizia E., Ferraioli S., Gentile R. (eds.), Care, Beauty and Dreams: The Roots of Education, Associazione Onlus Maestri di Strada, Naples, 2021.

- G. Pietropolli Charmet, The Engine of the World. How Feelings Have Changed, Solferino, Milan, 2020.

- G. Pietropolli Charmet, Alliance, in Domenico Squillace (ed.), Lexicon of the new school. 28 entries for thinking about and designing it, Enrico Damiani Editore, Brescia, 2020.

- G. Pietropolli Charmet, The unsustainable need for admiration, Laterza, Bari, 2018.

- G. Pietropolli Charmet, Adolescents and the emergency of care needs, in Fabio Vanni (ed.), Come out. Intercepting, guiding and including difficult adolescents in the care process, Emilia Romagna Region, General Department of Personal Care, Health and Welfare, Emilia-Romagna Region Press Centre, 2017.

- G. Pietropolli Charmet, M. Aime, The struggle of growing up. The disappearance of rites of passage, Einaudi, Turin, 2014.

Metropolitan City of Bologna, How are you at school? Results of the participatory process on well-being at school carried out with the Provincial Student Council of Bologna, 2025.

- Municipality of Bologna, Education, Instruction and New Generations Area, Adolescence Plan, 2023.

D.G.R. no. 590/2013, Guidelines on the promotion of wellbeing and risk prevention in adolescence.

Emilia Romagna Region, Social withdrawal in adolescence. Trends in the phenomenon in the first survey by the Services and Vocational Training Bodies of Emilia-Romagna. Year 2023. Emilia-Romagna Region Press Centre, May 2023.

Teaching methods

Participatory teaching methods are preferred, in particular:

- Social design models:

Community Lab, Thinking design, Procede Proceed, use of Project work, World café, Focus groups, Photovoice, Experiential groups (Barreto's Wheel), role-playing (Role model), case simulations, group games.

- Laboratory-based, active, integrated teaching methods:

• Brainstorming

• Debate

• Idea trial (with jury, prosecution and defence)

• Story telling

• Teal - technologies for active learning - aimed at creating service maps

• ICT lab - Kahoot (real-time quiz), Mentimeter (live survey); canvas (interactive graphic presentations); Google forms for questionnaires and statistics

• Spaced learning, including active breaks or group games

• Scenario-based teaching

• Cooperative learning for the development of empowerment, participation and engagement

• Independent learning and tutoring

Assessment methods

Assessment will consider individual participation and the product of the group work.

Teaching tools

Slides, texts, documentaries, films, plus any documents and project work will be made available via email or through internet searches for the exercises.

Office hours

See the website of Maura Avagliano