Unit HEALTH AND SAFETY

Clinical and Dynamic Psychology

Code	A001956
CFU	5
Teacher	Claudia Mazzeschi
Teachers	Claudia Mazzeschi
Hours	36 ore - Claudia Mazzeschi
Learning activities	Caratterizzante
Area	Scienze umane, sociali, psicologiche ed economiche
Academic discipline	M-PSI/07
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian.
Contents	The course in Dynamic Psychology aims to introduce students to the study of a historical-conceptual pathway of the main models of the mind and human functioning elaborated in the area of psychoanalysis and Infant Research; to the main developmental models in psychoanalysis and dynamic psychology; to the understanding of the applicative (clinical) implications of these models; to the study of normal and pathological functioning with an eye to the encounter and integration of psychoanalytic-psychodynamic and neuroscience theoretical models.
Reference texts	Lis, A., Mazzeschi, C., Zennaro, A. (2002). La psicoanalisi. Un percorso concettuale tra tradizione e attualità. Carocci Auchincloss, E. (2016). Il modello psicoanalitico della mente. Raffello Cortina Editore. Mitchell S.A., Black, M.J. (1995), L'esperienza della psicoanalisi: Storia del pensiero psicoanalitico moderno. Bollati Boringhieri, Torino 1996. A BOOK OF YOUR CHOICE FROM NEW TEXTS. TO EXTEND •Bowlby, J. (2012). Cure materne e salute mentale. Giunti Editore. •Eagle, M.N. (2012). Da Freud alla psicoanalisi contemporanea. Raffaello Cortina Editore. •Stern, D. (1987). Il mondo interpersonale del bambino. Torino: Bollati Boringhieri •Lichtenberg, J.D. (1995). Psicoanalisi e sistemi motivazionali. Raffaello Cortina Editore •Main, M. (2008). L’attaccamento. Dal comportamento alla rappresentazione. Raffaello Cortina Editore. Chapters 1, 2, 5, 6, 7, 9, 11 •Ainsworth, M. (2006). Modelli di attaccamento e sviluppo della personalità. Scritti scelti. Raffaello Cortina Editore. Chapters: 1, 3, 4, 5, 6, 8, 12, 14 •Kandel, E. (2007). Psichiatria, psicoanalisi e nuova biologia della mente. Raffaello Cortina Editore. Chapters: 3, 6 e 8 •Van der Horst (2012). John Bowbly, Dalla Psicoanalisi all’Etologia. Raffaello Cortina Editore Eagle, M. (2013). Attaccamento e psicoanalisi. Teoria, ricerca e implicazioni cliniche. Raffello Cortina Editore Other material will be made available on the basis of the teaching activities that will be carried out during the lectures. The reference texts are valid for all students who will be taking the exam, attending, non-attending, working, students with disabilities and/or DSA.
Educational objectives	The course objectives are defined as follows concerning the following domains: Knowledge and understanding skills: To enable the student to become acquainted with the basic principles of classical and contemporary psychoanalytic thought, the main psychodynamic models of the mind, and development. Application of knowledge: to enable the student to acquire skills in the psychodynamic reading of events relating to human functioning (uni and bi-personal) through the (clinical) application of these models in collective discussions of clinical cases in the classroom. Autonomy of judgment: the student will be able to integrate knowledge acquired on a theoretical level with the specificity of concrete cases for understanding human functioning. Communication: the student will acquire specific terminology that will enable him/her to communicate with specialists (and non-specialists) in the field and/or in an interdisciplinary manner; Ability to learn: the student will develop the competence to study independently and to research specialized material in the sector also and through the use of bibliographic research in sector databases.
Prerequisites	To understand the theoretical intervention models proposed in the lecture, it is important that the student has listening and comprehension skills.
Teaching methods	Lectures. Invited expert seminars (if possible). Participatory activities with students in the classroom (if possible).
Other information	During the course, the student can check the course material and any announcements/notices from the lecturer on UniStudium.
Learning verification modality	There is a final assessment consisting of a written examination 1 hour and 5 minutes in two parts: Part 1: 30 multiple-choice questions on the syllabus (20 minutes) Part two: 3 open questions on the syllabus (45 minutes) Assessment criteria: - Closed questions: 1 point for a correct answer/ 0 points for a wrong or not given answer - Open questions: each question is marked in thirtieths; assessment criteria: correctness of the answer (relevance), coherence of the answer centering of the answer Final grade: average of marks obtained on closed and open questions. Students with disabilities and/or SLDs will have up to a maximum of 30% more time to take the test and may use any compensatory tools. Students with disabilities and/or SLDs are invited to visit the page on tools and measures and to agree in advance on what is necessary with the Professor (https://www.unipg.it/disabilita-e-dsa) If the student intends to sit the exam a year before the year scheduled in the study plan, it is recommended that he/she attends the cycle of lectures and takes the exam in the first useful call after the lectures have ended, thus respecting the semester in which the course is scheduled.
Extended program	The course in Dynamic Psychology aims to offer students approaching the study of this subject for the first time, a historical-conceptual path through the study of the main models of the mind and human functioning developed in the area of psychoanalysis and more recently in the area of Infant Research (Module II). Attention is given to the study of the main models of development in psychoanalysis and dynamic psychology as well as to the applicative (clinical) implications of these models. Attention is given to both the study of normal functioning and pathology and also to the encounter between psychoanalytic-psychodynamic theoretical models and neuroscience.
Obiettivi Agenda 2030 per lo sviluppo sostenibile	Goal 3. Ensure healthy lives and promote well-being for all at all ages.

Sheltered Housing

Code	A001954
CFU	8
Teacher	Giovanna Ramaccini
Teachers	Giovanna Ramaccini
Hours	64 ore - Giovanna Ramaccini
Learning activities	Caratterizzante
Area	Design e comunicazioni multimediali
Academic discipline	ICAR/16
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian
Contents	The course aims to convey the role assumed by interior design in promoting personal well-being, with specific reference to living spaces for frail persons.
Reference texts	Arthur, P., Passini, R. (1992). Wayfinding: People, Signs, and Architecture. New York: McGraw-Hill. Hall, H.T. (1968). La dimensione nascosta. Milano: Bompiani. Ku, B., Lupton, E. (2020). Health design thinking. Creating products and services for better health. New York: Cooper Hewitt. Meuser, P. (Eds.) (2019). Consruction and Design Manual. Accessibility and Wayfinding. Berlin: DOM. Pilozzi, F., Torresan, M. (eds.) (2018). La comunicazione visiva per la salute. Wayfinding, pittogrammi e health literacy nello spazio ospedaliero. Milano: FrancoAngeli. Spinelli, F., Bellini, E., Bocci, P., Fossati, R. (1994). Lo spazio terapeutico. Un metodo per il Progetto di umanizzazione degli spazi ospedalieri. Firenze: Alinea. Turillazzi, B. (2007). Edilizia Sanitaria Territoriale. Il Progetto e la realizzazione di strutture sanitarie destinate all’assistenza, la cura palliative e la lungodegenza. Santarcangelo di Romagna: Maggioli Editore.
Educational objectives	The course aims to provide students with the tools to analyse, understand and modify the interior environments of living spaces for frail persons. To this end, the teaching mainly aims: to provide the student with theoretical and analytical knowledge, mainly aimed at acquiring knowledge of the evolution of residential healthcare structures and the acquisition of a rigorous analysis methodology; to provide the student with technical and design knowledge, mainly aimed at acquiring a knowledge of the minimum design requirements as well as a critical capacity for their application in specific contexts.
Teaching methods	The course is divided into theoretical lectures and design activities.
Other information	The professor will communicate with students for exam results and/or course materials via www.unistudium.unipg.it
Learning verification modality	The examination includes an individual oral test focusing on the discussion of theoretical content and the presentation of design activities. These tests are aimed at checking the level of cognitive, critical and relational skills.
Extended program	Acquire a basic knowledge of the history of the evolution of healthcare structures associated with the evolution of the concept of care; acquire knowledge of the different types of housing for frail persons, both in the national and international contexts; acquire a basic knowledge of the regulations for the design of healthcare facilities, with specific reference to those intended for frail persons; learn the criteria for analysing and evaluating design solutions; acquire knowledge of the principles of Universal Design and the emotional aspects associated with them; acquire knowledge of design criteria and strategies to improve living conditions and the use of interior spaces; develop an awareness of the centrality assumed by the issue of housing for fragile individuals, both in the national and international context; develop an awareness of the potential social role of interior design for frail persons.
Obiettivi Agenda 2030 per lo sviluppo sostenibile	Questo insegnamento concorre alla realizzazione degli obiettivi ONU dell'Agenda 2030 per lo Sviluppo Sostenibile

Safety Fashion Design

Code	A001955
CFU	6
Teacher	Simona Ottieri
Learning activities	Caratterizzante
Area	Design e comunicazioni multimediali
Academic discipline	ICAR/13
Type of study-unit	Obbligatorio (Required)
Language of instruction	italian
Contents	The SAFETY FASHION DESIGN course, aims to provide the student with the knowledge for the design of fashion garments according to the principles of health, well-being and safety. These criteria represent a possibility to play a central role in the testing of new materials and the application of advanced technologies.
Reference texts	Fiorani E., Moda, corpo, immaginario. Il divenire moda del mondo fra tradizione e innovazione, POLI. DESIGN, 2009¿ Bertola P., La moda progettata. Le (sette meno una) vie del design. Editore: Pitagora, 2009¿. Sbordone M. A., Work Dress Design, Alinea, Firenze, 2007 Sbordone M. A., Discronie. Fenomeni del contemporaneo nella moda e nel design. Alinea, Firenze, 2012.¿
Educational objectives	The objectives of the course are oriented to provide students with operational tools for the implementation of their previous design skills and critical in the safety fashion design sector with the design of a technical garment or a wearable.
Prerequisites	Acquired knowledge, in part already settled, in stylistic representation, in the culture of design for technical clothing and in technical knowledge for the use of innovative textile materials are required
Teaching methods	The course will be organized in workshops and frontal lessons. Seminars and lectures will be organised on the topics covered by the programme, by experts in the field and emerging technologies.
Other information	The final assessment shall be made on the basis of the past and final tests.
Learning verification modality	The checks corresponding to the educational objectives will be conducted in the classroom through the delivery of specific works in free format, accompanied by a multimedia presentation, and by any prototypes. Monthly checks will be carried out (elapsed tests).
Extended program	The Safety Fashion Design course, aims to provide the student with the knowledge for the design of technical garments for safety and wellness. Representing this a still little explored possibility in the fashion world, it is called to play a central role in the experimentation of innovative materials and advanced technologies to meet the needs of specific user categories. The course will be structured according to a path that starting from the analysis of the existing, will lead to the evaluation of new needs, in reference to specific sectors. It will be developed therefore a design methodology that will place on the same plan the instances of the targeted planning to commodity, facility and utility.