Università Roma Tre

From the theoretical standpoint, students will gain knowledge related to:
- Individual differences (temperament, personality traits, values);
- Social development (peer relationships, social skills, prosocial behaviors and aggressive, bullying;
- Emotional development (emotion regulation, emotional skills, emotional self-efficacy);
- Cognitive development (metacognition, self-learning, self-efficacy education, prosocial moral reasoning);
- Intervention models of Social and Emotional Learning for promoting prosocial behaviors and preventing aggressive behaviors in the classroom;
- Teacher’s competences in promoting the well-being at school.

From the methodological standpoint, students will gain knowledge on instruments for assessment of:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
- Teacher’s competences for school inclusion.

Books
- Schaffer, H. R. (2005). Psicologia dello sviluppo. Milano, Raffaello Cortina (Chapter 4. Creare le relazioni; Chapter 5. Lo sviluppo emotivo).
- Caprara, G.V., Gerbino, M., Luengo Kanacri, P., Vecchio, G.M. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano - Torino: Pearson Italia.

Chapters and articles (“FORMONLINE”)
- Caprara, Cervone (2003). Personalità. Determinanti, dinamiche, potenzialità. Milano: Raffaello Cortina (Chapter 5. Lo sviluppo della personalità nel corso della vita; pp.145-176).
- Gillibrand, Lam, O'Donnell, Tallandini (2010). Psicologia dello sviluppo. Milano, Torino: Pearson (Chapter 10. Temperamento e sviluppo del comportamento nei bambini).
- Dweck, C. (2000). Teorie del Sé. Trento: Centro Studi Erickson (Chapter 10: Credere nei tratti sociali fissi: effetti sulla competenza sociale; Chapter 11. Giudicare ed etichettare gli altri: un altro effetto delle teorie implicite; Chapter 13. Possedere e formarsi degli stereotipi).
- Articles 1: Personality development: stability and change. Caspi, A., Roberts, B.W. & Shiner, R.L. (2005). Annual Review of Psychology, 56, 453–84.
- Article 1.bis: Personality and Coping. Carver, C.S. & Connor-Smith, J.(2010). Annual Review of Psychology, 61, 679-704.
- Article 1.ter: Becoming a self-regulated learner: An Overview. Zimmerman B.J. (2002). Theory into Practice, 41 (2), 64-70.
- Article 2: Caring about Caring: What Adults Can Do to Promote Young Children’s Prosocial Skills. Hyson, M. & Taylor, J.L. (2011). Young Children, July, 74-83.
- Article 2.bis: The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Jennings, P.A. & Greenberg, M.T. (2009). Review of Educational Research, 79, 1, 491-525.
- Article 3: Academic and social-emotional learning. Report: Educational Practices – 11, The International Academy of Education - IAE. 2003. Autore: Maurice J. Elias.
- Article 4: Social and emotional learning. In G.G. Bear & K.M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1-13). Bethesda, MD: National Association of School Psychologists. 2006. Autori: J.E., Zins, & M.J. Elias.
- Article 4.bis: Social and Emotional Learning in Schools. From Programs to Strategies. Jones, S.M. & Bouffard, S.M. (2012). Sharing child and youth development knowledge, 26, 4.
- Article 4.ter: “Plays nice with others”: Social–emotional learning and academic success. S.A. Denham, C. Brown (2010). Early Education and Development, 21(5), 652–680.