Università Roma Tre

Analyzing and designing didactic paths.
General aim of the course is to provide the theoretical and methodological knowledge of developmental psychology and education on the school inclusion and the promotion of well-being in educational contexts.
In particular, will be deepened the social, emotional and cognitive determinants of school adjustment and maladjustment, the inclusion of students with special educational needs and / or foreign, the school-based intervention models of Social-Emotional Learning.
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:
- Social skills, emotional and cognitive;
- Adaptive and maladaptive behaviors in the classroom;
Teacher’s competences for school inclusion.