B018671 - PRACTISE IN SOCIAL, WORK AND ORGANIZATION PSYCHOLOGY

Italian

1. First module: Group dynamics. Analysis of some of the most important experiments on groups and the application of game theory.
Second module: experiences of empowerment and resilience at the community and context level. Practical exercises on brainstorming techniques, group social support. Third Module: training, team building and creative problem-solving.

For the on-line exams students can use, if necessary, the following articles (available on google schloar)(SCARICABILE DA GOOGLE SCHOLAR)
1. Schetter, C. D., & Dolbier, C. (2011). Resilience in the context of chronic stress and health in adults. Social and Personality Psychology Compass, 5(9), 634-652.
2. Van Ruler, B. (2018). Communication theory: An underrated pillar on which strategic communication rests. International Journal of Strategic Communication, 12(4), 367-381.
3.Diah, U. (2017). Mapping and Developing Students Resilence in A Risk-disaster Area. International Journal of Education and Research, 5(8), 177-188.
4.Hélie, S., & Sun, R. (2010). Incubation, insight, and creative problem solving: a unified theory and a connectionist model. Psychological review, 117(3), 994.
5.Bond, L., & Nolan, T. (2011). Making sense of perceptions of risk of diseases and vaccinations: a qualitative study combining models of health beliefs, decision-making and risk perception. BMC public health, 11(1), 943.
6.Bond, L., & Nolan, T. (2011). Making sense of perceptions of risk of diseases and vaccinations: a qualitative study combining models of health beliefs, decision-making and risk perception. BMC public health, 11(1), 943.
G. Nardone, G. (2009). Problem solving strategico da tasca. L'arte di trovare soluzioni a problemi irrisolvibili. Milano: Ponte alle Grazie

Or:

R. Borgato, "un arancia per due", Angeli, 2014

Articoles (choose one from the following or from workgroup):
Wolf, Scott T.; Cohen, Taya R.; Kirchner, Jeffrey L.; Rea, Andrew; Montoya, R. Matthew; Insko, Chester A. (2009). Reducing intergroup conflict through the consideration of future consequences. European Journal of Social Psychology 831–841

Nadler, Joel T.; Stockdale, Margaret S. (2012). Workplace Gender Bias: Not Just Between Strangers. North American Journal of Psychology. Vol. 14 Issue 2, 281-291.

Foster-Fishman, P.G., Nowell, B., Yang, H. (2007). Putting the system back into systems change: a framework for understanding and changing organizational and community systems. American Journal of Community Psychology, 39, 197-215.

Brown, R., Capozza, D., Licciardello, O. (a cura di) (2007). Immigrazione, acculturazione, modalità di contatto. Milano: Franco Angeli.
Further articles will be indicated during the course

We also recommend referring to the recommended book for the Course "Psychology of groups" “ Speltini, G., Palmonari, A. (2007). I gruppi sociali. Bologna: Il Mulino.

Knowledge and understanding

Students will acquire knowledge in order to analyze and recognize groups dynamics.
The course will allow a better understanding of the structural, functional and communicative aspects .

Applying knowledge and understanding
Students will acquire specific knowledge by means cases analysis, tutorials and seminars.
Students will be able to apply the knowledge acquired in different contexts such as: social and community, educational, organizational. The ability to design interventions for health promotion, education and training will be supported

Making judgements
Students will develop a critical analyzis skills. They will be able to analyze recent scientific evidence. The independence of judgment will be promoted through the analysis and discussion of research results.

Communication skill
Student will acquire theoretical and practical knowledge which allow them to develop communication skills.

Llearning skills
Students will be able to increase their knowledge in several fields such as: clinical, educational, and organizational

knowledge of the theoretical principles of social psychology, groups and communities

Lectures, role playing, practical experiences

Final oral exam about themes of the course and discussion of the paper related to the work realized during the course.

Knowledge and understanding

Knowledge and the ability to understand key issues will be evaluated trough the discussion of a paper

Applying knowledge and understanding
Applying knowledge will be evaluated analyzing the work of groups realized during the course

Making judgements
making judgements will be evaluated in the final test which require students to express a critical opinion on some scientific evidence discussed during the course.


Communication Skills
Communication skills will be evaluated during the presentation of the work. Ability of synthesis, focusing on key issues with appropriate language, will be also evaluated.

Learning skills
Critical thinking will be evaluated during the course and final exam.

Some of the main issues about groups and relation between groups: observation and discussion about classical experiments.
Communicative and relational processes within the groups and between the groups: leadership, majority/minority, roles and expectations
Trust, communication and cooperation: "The prisoner's dilemma" exercise
Brainstorming management techniques: simulation and exercise
Perceived social support: practical exercise and discussion
Group boundaries and fictitious competitive behavior: exercise, an orange for two
Effective communication: an example of experiential training
Problems management: the creative problem-solving techniques
Group work for the study of the following issues: gender equality, creative problem solving, fake news and critical thinking, resilience, "broken windows" theory; bullying and cyberbullying, prejudice ..