Unit EVOLUTIONARY PROCESSES IN THE LIFE CYCLE
- Course
- Assessment of individual functioning in clinical and health psychology
- Study-unit Code
- A005957
- Curriculum
- Curriculum i
- Teacher
- Andrea Baroncelli
- Teachers
-
- Andrea Baroncelli
- Hours
- 30 ore - Andrea Baroncelli
- 24 ore -
- CFU
- 9
- Course Regulation
- Coorte 2025
- Offered
- 2025/26
- Learning activities
- Caratterizzante
- Area
- Psicologia dello sviluppo e dell'educazione
- Sector
- M-PSI/04
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- The course guides future psychologists in the theoretical and applied understanding of complex developmental processes related to human development across the lifespan, with particular emphasis on the context of family, the context of school, and chronic illness.
- Reference texts
- Tong, P., & An, I. S. (2024). Review of studies applying Bronfenbrenner’s bioecological theory in international and intercultural education research. Frontiers in Psychology, 14, 1233925. https://doi.org/10.3389/fpsyg.2023.1233925
Baiocco, R., Barone, L., & Pistella, J. (2024). Relazioni e tipologie familiari nel ciclo di vita. Processi e legami. Editore Il Mulino.
Cornoldi, C., & Molinari, L. (2019). Lo psicologo scolastico. Competenze e aree di intervento. Editore Il Mulino.
Tomberli, L., & Ciucci, E. (2020). Crisi e transizioni in condizioni di malattia. Conoscere e affrontare la malattia cronica nel ciclo di vita. Editore McGraw Hill.
Slides or other materials provided by the professors on Unistudium are study materials. - Educational objectives
- KNOWLEDGE AND UNDERSTANDING: starting from an interactionist, systemic, and epigenetic framework, the course aims to provide foundational knowledge on: (a) psychological processes and transitions within the family context; (b) psychological processes and transitions occurring in school settings; and (c) processes and transitions associated with chronic illness.
APPLYING KNOWLEDGE AND UNDERSTANDING: the course aims to provide a set of applied competencies enabling future psychologists to effectively operate within developmental contexts such as the family and school, as well as in situations involving chronic illness.
MAKING JUDGMENTS: promotion of a critical reflection that goes beyond the notional knowledge of the topics.
COMMUNICATION SKILLS: promotion of a technical language to communicate clearly with specialist and non-specialist interlocutors.
LEARNING SKILLS: stimulate interest in discipline and in-depth study. - Prerequisites
- To successfully engage with the course, students are expected to have a solid background in developmental psychology, such as the knowledge typically acquired through a bachelor's degree in psychological sciences and techniques.
- Teaching methods
- Frontal lessons, individual exercises, and/or group exercises. Also, the frontal lessons encourage students’ discussion and active participation.
- Other information
- -
- Learning verification modality
- Written Examination The written examination consists of open-ended questions to be completed within a maximum time of 90 minutes. The exam includes five questions: four require concise and specific answers, while one requires a more extended and structured answer. Specifically, students will be presented with five short-answer questions, from which they must choose four. Each of these answers carries a maximum score of 2.5 points. In addition, two long-answer questions will be provided, and students must choose one to answer. The long-answer response will be evaluated with a maximum of 20 points. The final evaluation is calculated by summing the scores obtained on each selected question. The examination is designed to assess the student’s level of knowledge and understanding of the theoretical and methodological contents covered in the course. The short-answer questions are primarily intended to evaluate the acquisition of core knowledge and the ability to understand and recall specific concepts. The long-answer question is aimed at evaluating the student’s ability to communicate effectively using appropriate academic language and methodology, demonstrate the ability to establish connections between topics, and engage in a personal and critical reflection on the material, showing independent judgment. Students with disabilities and/or specific learning disorders (SLD) are encouraged to visit the dedicated webpage outlining the available tools and support measures, and to make prior arrangements with the professors regarding any necessary accommodations (https://www.unipg.it/disabilita-e-dsa)
- Extended program
- The systemic, interactionist, and epigenetic foundations of development across the life span, with a focus on Bronfenbrenner’s ecological model.
Family processes and transitions, based on the family life cycle model; the psychologist’s role in working with diverse family structures.
School as a developmental context; beyond traditional school counseling: functions and roles that psychologists may assume within educational environments.
Psychological dimensions of chronic illness across the life span, and the psychologist’s role in working with individuals and families.
ATTENTION: The extended program will result in specific thematic lessons (frontal lessons, individual exercises, and/or group exercises), organized in a calendar, and shared on Unistudium at the beginning of teaching. The final program actually carried out will be uploaded to Unistudium at the end of the teaching. - Obiettivi Agenda 2030 per lo sviluppo sostenibile
- Good health and well-being.
Quality education.