BRIEF COURSE OVERVIEW
Psychological/emotional suffering.
Functional and dysfunctional emotions.
Introduction to Clinical Psychology.
The main mental disorders according to DSM-5.
An integrated model of etiopathology: the diathesis-stress paradigm.
Definition of stress, its causes, prevention, options of intervention.
Time management.
Third-wave protocols for stress management: the Mindfulness-based stress reduction program-MBSR.

•Sanavio, E. and Cornoldi, C. (2010). Psicologia Clinica. Il Mulino.
•Kabat-Zinn, J. (2013). Full catastrophe living, revised edition: how to cope with stress, pain and illness using mindfulness meditation. Hachette UK.
•Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. 25th Anniversary edition. Simon & Schuster, New York.

ERASMUS students are expected to undertake the same workload as local students, and to study on the same three textbooks, although they may choose to take the exam either in Italian, English or Spanish.

Two of the three mandatory textbooks are also available in English and in Spanish:
Covey, S.R. 7 Habits of Highly Effective People, The: 25th Anniversary Edition
Covey, S.R. Los 7 habitos de la gente altamente efectiva. Edición conmemorativa 25 aniversario
Kabat-Zinn, J. Full Catastrophe Living (Revised Edition): Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness
Kabat-Zinn, J. Vivir con plenitud las crisis (ed. Revisada y actualizada): como utilizar la sabiduria del cuerpo y de la mente para enfrentarnos al estres, el dolor y la enfermedad

Object: Programme of academic year 2016 - 2017

Methodologies s of vocational training (Laboratory)


First part - Theory

Learning theories

• Learning psychology and learning psychology for adult people
• Pedagogy and methodology for the education study
• Knowledge construction

Learning and training in the information society

• Knowledge and training in the information society
• Competences and strategic competences
• Lifelong learning and lifewide learning


Second part – Theories and methods of training

Training models and professional training

• Training plan
• Methodologies of training
• Professional training
• The whole cycle of a training project
• The integrated project of training


Third Part – Models and strategies for the training in the information society

Relationship between ICT and training

• The influence of ICT in the training
• E-learning
• On-line training
• Blended training

Training and learning in the information society

• Individual learning and collaborative learning in the web
• The on-line training and the blended learning in the constructive theory
• FabLab: training for the development of computational thinking and digital fabrication

Suggested books

V. Castello e D. Pepe (eds.), Apprendimento e nuove tecnologie. Modelli e strumenti, FrancoAngeli, Milano, 2010.

D. Lipari e S. Capogna (eds.), Nuove parole della formazione, Palinsesto, Roma, 2014



Web site

D. Pepe “Innovazione e inclusione sociale”, testo consultabile al sito:
www.isfol.it/temi/Inclusione_sociale/rete-innovazione-e-inclusione-sociale/

Newletter Fondazione Mondo Digitale www.mondodigitale.org/it/newsletter/

The pedagogical reflexion is rooted in the philosophical tradition of educational sciences. Nevertherless the practical involvemnt of educators in the field is nowadays more and more demanding.
Especially by facing the transformation of society, regarding old and new families, multicultural issues, different kind of learning and social issues in schools, disability, the theoretical reflexion needs to come to terms with educational reality.
Pedagogical counseling schould bridge theory and practice and support professionals involved in the educational field in order to empower the services users, they work with.
The first part of the course clarifies the origin and the meaning of educational counseling refering also to the tradition of participatory action research and the second part analyses activities of counseling for individuals or groups, stressing the specificity of the pedagogical attitude in accompanying social and educational processes and the work of professionals.

First part
1) Simeone D. (2002) La consulenza Educativa. Dimensione Pedagogica della relazione d’aiuto. Vita e Pensiero
2) AAVV (2015) L’intervento sociale tra gestione del rischio e partecipazione Carocci
3) Buber M. I discorsi sull’educazione Armando
4) Un testo a scelta tra i testi consigliati

Second part
5) Negri S. (2014) La consulenza educativa, Carocci
6) AAVV (2014) Il colloquio nel servizio sociale; Carocci
7) Un testo a scelta tra i testi consigliati
8) Visionare in modo critico e utilizzando le schede FILM 3 film a scelta tra i seguenti
a. Ti amerò Per sempre
b. Si può fare
c. La pazza gioia
d. Miele

Another texts
De Gregorio C, Malamore. Esercizi contro il dolore
Emmeline Goulden Pankhurst (2015) Suffragette. La mia storia” , Castelvecchi.
Sorgato A. (2014) Giù le mani dalle donne, Mondadori .
Sara Vanni, (2005) La bella e la bestia. Una storia come tante, "Saggistica", Sidebook, 2015, 288 p.
Tomisich (2006) Risorsa Famiglia. Nuove modalità di intervento per l’infanzia a rischio
Bastianoni P. e C. Baiamonte (2015) Le famiglie omogenitoriali in Italia. Relazioni familiari e diritti dei figli, a cura di, Edizioni Junior, Bergamo.

Title:
The women's oblivion

M.C. Leuzzi, Erminia Fuà Fusinato. Una vita in altro modo, Roma, Anicia, 2008.

Autori Vari, Donne della Repubblica, Bologna, Il Mulino, 2016.

M.C.Leuzzi, Ada Gobetti e l'educazione alla democrazia, Roma, Anicia, 2015.

Blended training enhances an ecological framework; this course refers to social-constructivism epistemology and complex theory and encourages the shared construction of knowledge.
We live in a narrative network: stories help us to understand both the world we live in and our way of thinking, with the aim of sharing passions and meanings.
Stories support the building of both a strong belonging mood and of learning significant paths.
The course requires the development of a project work.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa (Armando editore)

A. Quagliata (a cura di) Digital Storylearning. Narrazione e apprendimento al tempo della Rete (in corso di stampa)

The frontal lessons will concern the description and analysis of the main theories and models of guidance with a special regard to the training needs of adults; the description and analysis of some tools and methodologies for guidance; the analysis of the main territorial structures for guidance and active labour market policies; the evolution of the professional roles engaged in guidance; the analysis of some significant experiences of educational and vocational guidance in Italy.

DI FABIO A., Manuale di psicologia dell'orientamento e career counseling nel XXI secolo, Firenze, Giunti O.S., 2009
ALESSANDRINI G. (a cura di), Apprendistato, competenze e prospettive di occupabilità, Lecce, Pensa Multimedia, 2014
MARGOTTINI M., Informazione e afferenza alle fonti informative, Roma, Monolite, 2002

Course program
To define the notion of communication, while singling out the elements of communicative processes, the communicative devices of social influence, persuasion, and deception in everyday interaction and media communication. To introduce and go in depth into research on the comprehension and production of written text, verbal and multimodal discourse and conversation, with a particular focus on social signals. To analyze the mechanisms of communication at work on the job, in education, entertainment, politics, and other types of social interaction

a. Di Giovanni P.: Psicologia della comunicazione. Zanichelli, Bologna, 2007 (i capitoli da 3 a 7 compresi).
b. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
c. Castelfranchi C. Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma, 1998 (i primi 13 capitoli).
d. One text chosen within the list below

1. CASELLI C., MARAGNA S. e VOLTERRA V.: Linguaggio e sordità. Il Mulino, Bologna 2007.
2. BAUMGARTNER E., DEVESCOVI A. e D'AMICO S.: Il lessico psicologico dei bambini. Carocci, Roma, 2000.
3. GIGLIOLI P.P., CAVICCHIOLI P. e FELE G.: Rituali di degradazione. Anatomia del processo Cusani. Mulino, Bologna, 1997.
4. DIDEROT D.: Paradosso dell'attore. Editori Riuniti, Roma, 1974.
5. ORLETTI F.: La conversazione diseguale. Carocci, Roma, 2000.
6. ORLETTI F. (a cura di): Scrittura e nuovi media. Carocci, Roma, 2004.
7. FELE G. e PAOLETTI I.: L’interazione in classe. Mulino, Bologna, 2003.
8. PARISI D. (a cura di): Per una educazione linguistica razionale. Mulino, Bologna, 1979.
9. POGGI I. (a cura di): Le parole nella testa. Guida a un'educazione linguistica cognitivista. Mulino, Bologna 1987 (fuori stampa; reperibile presso la Biblioteca di Scienze dell’Educazione).
10. POGGI I.: La grammatica del significato. Un itinerario didattico. Mulino, Bologna, 1989.
11. Poggi I. (a cura di): La mente del cuore. Armando, Roma, 2008.
12. LEVORATO M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
13. LAKOFF G.: Non pensate all'elefante. Fusi Orari, Milano, 2006.
14. Pierro A. (a cura di): Potere e leadership. Carocci, Roma 2004.
15. Bara B.: Pragmatica cognitiva. Bollati Boringhieri, Torino 1999.
16. Mazzara B. (a cura di): Metodi qualitativi in psicologia sociale. Carocci, Roma 2002.
17. Fiormonte D.: Scrittura e filologia nell'era digitale. Bollati Boringhieri, Torino 2004.
18. Battistelli P. (a cura di): Io penso che tu pensi… Le origini della comprensione della mente. Franco Angeli, Milano1997.
19. Lakoff G. e Johnson M.: Metafora e vita quotidiana. Bompiani, Milano 1998.
20. Nicolai F.: Argomenti di Neurolinguistica. Normalità e patologia nel linguaggio. Edizioni del Cerro, Pisa, 2003.
21. Aglioti S. e Fabbro F.: Neuropsicologia del linguaggio. Il Mulino, Bologna 2006.
22. Laudanna A. e Voghera M. (a cura di).: Il linguaggio. Laterza, Bari 2006.
23. Delfino M., Manca S., Persico D. e Sarti L. (a cura di). Come costruire conoscenza in rete. Edizioni Menabò, Ortona 2005.
24. Arcidiacono F. (a cura di): Conflitti e interazione in famiglia. Carocci, Roma 2007.
25. Cedroni L. e Dell’Era T.: Il linguaggio politico. Carocci, Roma 2006.ù
26. Russo Cardona T. e Volterra V.: Le lingue dei segni. Carocci, Roma 2007.
27. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
28. Pennisi A. e Perconti P. (a cura di): Le scienze cognitive del linguaggio. Il Mulino, Bologna 2006.
29. an oral report, in Italian, of 4 presentations (in English), freely chosen within the Workshop “Foundation of Social Signals. An Outline”, Roma, 3-5, December, 2009. on the following link:
http://sspnet.eu/virtual-learning-centre/sspnetrome09/
30. n oral report, in Italian, of 4 presentations (in English), freely chosen within the Workshop “Political Speech”.
http://sspnet.eu/2010/11/international-workshop-political-speech-%E2%80%93-il-parlato-politico-roma-italy-2/

31. two papers in English on the following links:
http://host.uniroma3.it/docenti/poggi/
http://www.comunicazione.uniroma3.it/it/page/25/_/___22

To see the teacher, write to isabella.poggi@uniroma3.it

The students must choose two or three classical masterwork consistent with their curriculum, preferences, studies and vocational path.
By means of what they will understand and interpretate, they are asked to develop their own reflection about the stage and the final part of their course.
This activity will be supported by the Professor by means of:
lessons about keywords and relevant concepts of philosophy and pedagogy
suggestion of literature to interpretate the classical texts chosen

Two masterwork chosen in the list below:

Plato:
Socrates' Apology

Crito
Phaedo
Repubblic
Phedrus
Laws

Aristotle
Politic
Etica

Agostino d’Ippona:
De doctrina Christiana (L'istruzione cristiana)
Confessiones (Le confessioni)
De magistro

Tommaso d'Aquino
De magistro (Il maestro)

Rousseau J. J., Emilio, v.e..
Komensky J. A., Didactica magna, v.e..
Heidegger M., Ernst Jünger, Oltre la linea, Milano, Adelphi, 1989.
Jünger E., L’operaio, Parma, Guanda, 2004.
Jünger E., La mobilitazione totale, Bologna, il Mulino, 1985.
Jünger E., Nelle tempeste d’acciaio, Parma, Guanda, 2007.
Pestalozzi J. H., Leonardo e Geltrude, v.e..
Froebel F., L’educazione dell’uomo, v.e..
Gentile G., La riforma della scuola in Italia, v.e..
Gentile G., La riforma dell’educazione
Montessori M., Il metodo della pedagogia scientifica applicata all'educazione infantile, v.e..
Montessori M., L'autoeducazione nelle scuole elementari, v.e..
Vygotskij L. S., Pensiero e linguaggio, Roma-Bari, Laterza, 1992.
Vygotskij L. S., Storia dello sviluppo delle funzioni psichiche superiori, Firenze, Giunti-Barbera, 2009.
Theodor Wiesengrund Adorno, Minima moralia, Torino, Einaudi, 2005.
Theodor Wiesengrund Adorno, Scritti sociologici, Torino, Einaudi, 1976.
Bruner, J., La cultura dell’educazione, Feltrinelli, Milano 2002.
Bruner, J., Verso una teoria dell'istruzione, Roma, Armando, 1982
Michel Foucault, Del governo dei viventi. Corso al Collège de France (1979-1980), Milano, Feltrinelli, 2014.
Michel Foucault, Sorvegliare e punire. Nascita della prigione, Milano, Feltrinelli, 2005.
Michel Foucault, Nascita della biopolitica. Corso al Collège de France (1978-1979), Milano, Feltrinelli, 2012.

.The course aims to trace the history of the contemporary era, proposing a marked NO MORE READING FROM WARS AND CONFLICTS BUT ONLY FOCUSED ON CHANGE ECONOMIC, SOCIAL AND CULTURAL PEACE THAT ALLOWS, STIMULATE AND PRESERVES. THE COURSE IS ALSO TO PROVIDE INFORMATION ON THE CONTENT OF LODGING AND METHODS OF RESEARCH STUDY CALLED PEACE RESEARCH.

1. C. F. Casula, Le ACLI. Una bella storia italiana, Anicia 2008
2. Materiale di studio che sarà reso disponibile on line nella bacheca del docente nel secondo semestre.

Time and Imagination.


Time and imagination can represent the aesthetic form of human identity in the real meanings of its authentic freedom. The course will explore the aesthetic dimension of time as an insuppressible and fundamental condition of narrative identities and social coexistence between humans. The keyword of the curriculum offered by the reading of basic texts, will be the relationship with time: relationship which is understood as a constant and essential qualification of human activity.

• AUGUSTINE, Confessions, X-XI Books, any edition.

• SENECA, On the Shortness of Life, any edition.

• THOMAS MANN, Buddenbrooks, any edition.

Description of the course: - This course is meant to provide a cultural analysis of the texts studied, a reflection on English (and Englishes) and a study of the language itself in the context of the emergence of Cultural Studies in the UK starting from the 19th century to the present. The texts provided focus on cultural issues related to a culture-bound use of English and are related to the development and importance of a language for a consequent cultural and social development of a country. Students will have to deal with these texts in order to read, understand and interpret them from a linguistic, sociological, historical and cultural point of view.
- Lessons will be held in English and in Italian. Activities such as cloze tests, reading / comprehension and listening / comprehension exercises will be part of the course. Authentic materials will be used in order to provide different models of the use of English. Video and audio materials will be used to enhance listening skills.
- Exam: the exam consists in a short grammatical written test (cloze) followed by an oral exam in English on the books indicated in bibliography.

** Texts:
- C. PAGETTI, O. PALUSCI, The Shape of a Culture – Il dibattito sulla cultura inglese dalla Rivoluzione industriale al mondo contemporaneo, Carocci, Roma, 2004, pp. 1-86 e 139-188. Roberta Facchinetti, Anna Belladelli, English for Educators, CEDAM, Milano, 2011 (4 Units – students’ choice).
** Testi di base: - Michael VINCE, Lelio PALLINI, English Grammar Practice for Italian Students, Macmillan & Heinemann.
** Testi di consultazione: - Dictionaries: Hazon Garzanti , Nuova Edizione, oppure F.Picchi, Grande dizionario Inglese-Italiano/Italiano-Inglese, Hoepli. - Macmillan English Dictionary for Advanced Learners or Oxford Advanced Learner’s English Dictionary, or Collins COBUILD Advanced Learner’s English Dictionary

The course, held in the first half, suggests a survey of issues and problems related to the complexity of contemporary globalization from the perspective of critical anthropology. In addition to the basics of anthropological debate, we will be explored in detail the realities of the transformations of urban reality, the complex reality of transnational migration, and the issue of new trends associated with family and kinship.

Reference Text:

A curriculum chosen from those suggested below:

Urban Anthropology

Pompeo F., Introduzione. Roma: politiche e (non) poetiche della periferia eterna. Panorami etnografici, in F. Pompeo, a cura, Paesaggi dell’esclusione. Politiche degli spazi, re-indigenizzazione e altre malattie del territorio romano, UTET, Milano. pp. IX-XLIII;
Bourgois P., Cercando rispetto. Drug economy e cultura di strada, Derive Approdi, 2005;

Transational migrations

Cingolani, P., 2005, “Bibliografia ragionata”, in FIERI, Camera di Commercio di Torino, Imprenditori stranieri nella provincia di Torino, pp. 183-217; http://www.integrazionemigranti.gov.it/archiviodocumenti/lavoro/Documents/Imprenditori%20stranieri%20provincia%20di%20Torino_FIERI_2005_IT.pdf
Portes, A., 1997, Globalization from Below: The Rise of Transnational Communities, Working Paper, Princeton University; http://www.transcomm.ox.ac.uk/working%20papers/portes.pdf
Rivista Antropologia (online), N° 15 (2013) Migrazioni e Asilo Politico, http://www.ledijournals.com/ojs/index.php/antropologia/issue/view/20

Family and Kinship

Sahlins M., La parentela: cos’è e cosa non è, Milano, Elèuthera;
Rivista ANUAC (online) Vol 4, N.2, 2015 Sahlins, Kinship, to be and not to be (articoli in italiano) http://ojs.unica.it/index.php/anuac/issue/view/58

The psychological approach to the arts: the artist, the artwork and the viewer. Methods of study: the psychoanalysis of the art, Gestalt psychology, experimental aesthetics and neuroesthetics. Art, perception and visual communication: symmetry, balance, rhythm, dynamics, expression. The relationship between visual and auditory perception, images and music. The museum fruition.

Mastandrea S. (2015). "Psicologia dell’arte". Carocci, Roma.
Gilli G. e Rozzi F. M. (2013). "Smart museum: La psicologia della fruizione artistica". Franco Angeli, Milano.
Ligozzi M. M. e Mastandrea S. (2016, a cura di). "Lo sguardo del pubblico". Anicia, Roma.

In addition to the study of the text books is required that the student chooses two photographs taken from the book "Lo sguardo del pubblico", one in black-and-white and the other in color. To start, the student will have to apply to these two photographs an analysis the image as reported in the book "Psicologia dell’arte"(chapter 2). Afterward she/he can propose an analysis of the images on the basis of a personal approach.

Program SPE LM 2016-2017 (2° Sem-March 2017)
History and historiography of the modern age
(Giorgio Rossi)
"THE FEAR IN THE WEST. THE CITY UNDER SIEGE "
The course ("The Fear in the West. The besieged city ") is organized around the subject of fear, theme of great interest and relevance for the student engaged in the study of socio-historical-pedagogical aspects in daily life.
Jean Delumeau, started a systematic historical study of the argument of fear with the work “Fear in the West (14TH-18th centuries) The besieged city”. Delumeau says that, once again, the L. Febvre’s assertion, according to that the “Story is daughter of its time” is true. Which means that we study the past with the concerns of the present. Today continuously we speak of fear, and maybe too much.
According to Delumeau it was not possible to study this investigation without the help of social sciences such as psychology, sociology, psychiatry, Ethnology, history of medicine. The main interpretative key was the distinction between fear and anguish, taken up to the present day by Bauman.
Delumeau dedicated large space to the “Plague in Europe”, for its strong influence on European life in the modern age. The link between the medieval, modern and contemporary age is the well known work of the sociologist Zygmunt Bauman, “Liquid fear”, reflecting the suggestions of the past to study the elusive and multiform fear of man today.

TEXTBOOKS

1. LA PAURA, IL PECCATO E LA COLPA. Recensione di: Jean Delumeau, La Paura in Occidente (secoli XIV-XVIII). La città assediata. A cura di Armando Comi (cfr. https://governarelapaura.unibo.it/article/download/2513/1884diA.Comi-2008)
2. Delumeau Jean, Una storia della paura. Il Mulino - Segnalo.it (cfr. sic in internet, oppure cfr. J. Delumeau, Una storia della paura, in Le rivoluzioni del benessere, a cura di P. Melograni e S. Ricossa, Laterza, Bari 1988, pp. 183-196))
3. W. Naphy - A. Spicer, La peste in Europa, il Mulino (Universale Paperbacks), Bologna 2006
4. Z. Bauman, Paura liquida, Laterza, Bari 2008

a) You and I: Human person as a relational being
c) Different ways of relating: love, friendship, gift, domain
d) The care of ties in human life and in the work
e) What does communicate well
f) The Art of Dialogue: talk and listen
g) Why an ethics of communication: words are stones?

• A. FABRIS, Etica della comunicazione, Carocci, Roma 2014
• J. PIEPER, Sull’amore, Morcelliana, Brescia 2012
• E. BORGNA, Parlarsi: la comunicazione perduta, Einaudi 2015
• A. FAVORINI-F. RUSSO (a cura di), Relazioni e legami nell’esistenza umana, Franco Angeli 2015.
• M. T. RUSSO- L. VALERA, Invito al ben-essere. Lineamenti di etica, edizioni Aracne, Roma 2015 (per i non frequentanti)

GENERALE ASPECT. The psychic trauma. Collettive trauma. The Repression of the psychic traumas Process of elaboration. On Resilience. Mourning and melancholia. Trauma and memory.


SPECIFIC ASPECTS. Process of elaboration of the Holocaust mourning.

FREUD SIGMUND, IL DISAGIO DELLA CIVILTÀ, IN OPERE COMPLETE SIGMUND FREUD, BOLLATI BORINGHIERI, TORINO.
FREUD SIGMUND, I TRE SAGGI SULL’UOMO MOSÈ E LA RELIGIONE MONOTEISTA, BOLLATI BORINGHIERI, TORINO.
MEGHNAGI DAVID, Ricomporre l'infranto, Venezia. Marsilio, 2010.
MEGHNAGI DAVID (A CURA DI). SCRITTURA E TESTIMONIANZA. FIRENZE. LIBRI LIBERI. 2004.

The class offers a brief overview of the theoretical concepts of social psychology applied to group processes.
Theoretical and methodological notions as well as the study of group processes will be examined.
Among the main arguments:
- The study of the groups in social psychology perspective.
- Roles, rules, status and functions in the groups.
- The group dynamics phenomena.
- Power and leadership.
- The interaction into groups and between social groups.
- Inter-group relations and social categorization.
- Communication and social influence processes in groups.
- Verbal and non-verbal communication.

BROWN (2000). Psicologia sociale dei gruppi, Il Mulino, Bologna
BONAIUTO, MARICCHIOLO (2009). Comunicazione non verbale. Seconda Edizione. Carocci Editore, Roma.
A research article to be chosen from an updated list published on the website of the Department

The texts studied deal with the following themes:
1) Narration et éducation
2) Le sens de la Francophonie
3) Être citoyen de l’Europe
Students need at least an elementary level in French (A2) to attend the course (most of the lectures are held in French) and to access the examination. It is strongly recommended that they have already passed the French exams of the Laurea Triennale and/or that they proceed with a systematic review of the grammatical and linguistic topics in which they have gaps (with the help of CLA www.cla.uniroma3.it, if necessary). You can use the following websites in order to check and improve your knowledge of the French language:
Français facile [http://www.francaisfacile.com] (exercises, explanations, etc.);
Le Point du FLE [http://www.lepointdufle.net] (exercises, explanations, songs, audio files, vidéos, etc.;
Lexilogos [http://www.lexilogos.com] (French-Italian and Italian- French Dictionaries; etc.);
Le conjugueur [http://www.leconjugueur.com] (for resolving all problems of French Verbs Conjugation)
Littérature audio [http://www.litteratureaudio.com] (for listening online a lot of French texts and novels; for training oral understanding and pronunciation in French).
Exercises, trainings and communication on Departmental digital platform http://formonline.uniroma3.it/

Reference texts and websites for attending and non-attending students:
1) For the study and the practise of the grammar: any high school handbook can be used to revise the grammar topics. The websites indicated below can be use for the exercises.
2) Material for thematic studies will be indicated online or provided in digital form by the teacher. It will be available on the professor's notice board or in the “formonline” system. Students will print by themselves what is needed.
A good Italian/French bilingual and/or monolingual dictionary is required (little pocket-sized dictionaries are not acceptable). Mp3 players or smart phones will be useful for listening to the podcasts recommended in order to practise one's listening skills. Moreover, a computer and Internet access are needed for research and group work.

The course is divided into a grammatical part and a cultural part

it requires previous knowledge of Spanish language at A2 level:

The grammar is based on Spanish verbal syntax and vocabulary building, specifically:

use of the indicative;
use of the subjunctive;
use of the conditional;
use of the gerund;
use of the participle;
use of the imperative;
use of the infinitve;
main phrasal verbs.

The cultural part is based on the life and work of Antonio Machado and Federico Garcia Lorca through the reading and translation of their works.
exams

Grammatical part:
assessment of knowledge of verbal syntax through the translation of short
phrases from Italian

Cultural part:
After demonstrating knowledge of the lives and poetry of the two authors, the candidates will be required to read and translate poems on the list accompanied by a reflection on the poetic message. A short essay in Spanish on one of the two authors chosen by the student is also required.

The poems can be downloaded from the website:
http://www.poesia-inter.net/index.htm

For the life and work of Antonio Machado consult the following websites:
http://html.rincondelvago.com/antonio-machado_7.html
http://html.rincondelvago.com/soledades-galerias-y-otros-poemas_antonio-machado_1.html
http://213.4.108.140/lengua/thesaurus/pdf/11/TH_11_123_322_0.pdf

For the life and work of Federico García Lorca consult the following websites:
http://literatura.rincondelvago.com/generaci%C3%B3n-del-27/Romancero-gitano
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_2.html
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_11.html
http://html.rincondelvago.com/romancero-gitano_federico-garcia-lorca_14.html

BRIEF COURSE OVERVIEW
Psychological/emotional suffering.
Functional and dysfunctional emotions.
Introduction to Clinical Psychology.
The main mental disorders according to DSM-5.
An integrated model of etiopathology: the diathesis-stress paradigm.
Definition of stress, its causes, prevention, options of intervention.
Time management.
Third-wave protocols for stress management: the Mindfulness-based stress reduction program-MBSR.

•Sanavio, E. and Cornoldi, C. (2010). Psicologia Clinica. Il Mulino.
•Kabat-Zinn, J. (2013). Full catastrophe living, revised edition: how to cope with stress, pain and illness using mindfulness meditation. Hachette UK.
•Covey, S. R. (2013). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. 25th Anniversary edition. Simon & Schuster, New York.

ERASMUS students are expected to undertake the same workload as local students, and to study on the same three textbooks, although they may choose to take the exam either in Italian, English or Spanish.

Two of the three mandatory textbooks are also available in English and in Spanish:
Covey, S.R. 7 Habits of Highly Effective People, The: 25th Anniversary Edition
Covey, S.R. Los 7 habitos de la gente altamente efectiva. Edición conmemorativa 25 aniversario
Kabat-Zinn, J. Full Catastrophe Living (Revised Edition): Using the Wisdom of Your Body and Mind to Face Stress, Pain, and Illness
Kabat-Zinn, J. Vivir con plenitud las crisis (ed. Revisada y actualizada): como utilizar la sabiduria del cuerpo y de la mente para enfrentarnos al estres, el dolor y la enfermedad

Object: Programme of academic year 2016 - 2017

Methodologies s of vocational training (Laboratory)


First part - Theory

Learning theories

• Learning psychology and learning psychology for adult people
• Pedagogy and methodology for the education study
• Knowledge construction

Learning and training in the information society

• Knowledge and training in the information society
• Competences and strategic competences
• Lifelong learning and lifewide learning


Second part – Theories and methods of training

Training models and professional training

• Training plan
• Methodologies of training
• Professional training
• The whole cycle of a training project
• The integrated project of training


Third Part – Models and strategies for the training in the information society

Relationship between ICT and training

• The influence of ICT in the training
• E-learning
• On-line training
• Blended training

Training and learning in the information society

• Individual learning and collaborative learning in the web
• The on-line training and the blended learning in the constructive theory
• FabLab: training for the development of computational thinking and digital fabrication

Suggested books

V. Castello e D. Pepe (eds.), Apprendimento e nuove tecnologie. Modelli e strumenti, FrancoAngeli, Milano, 2010.

D. Lipari e S. Capogna (eds.), Nuove parole della formazione, Palinsesto, Roma, 2014



Web site

D. Pepe “Innovazione e inclusione sociale”, testo consultabile al sito:
www.isfol.it/temi/Inclusione_sociale/rete-innovazione-e-inclusione-sociale/

Newletter Fondazione Mondo Digitale www.mondodigitale.org/it/newsletter/

Title:
The women's oblivion

M.C. Leuzzi, Erminia Fuà Fusinato. Una vita in altro modo, Roma, Anicia, 2008.

Autori Vari, Donne della Repubblica, Bologna, Il Mulino, 2016.

M.C.Leuzzi, Ada Gobetti e l'educazione alla democrazia, Roma, Anicia, 2015.

Blended training enhances an ecological framework; this course refers to social-constructivism epistemology and complex theory and encourages the shared construction of knowledge.
We live in a narrative network: stories help us to understand both the world we live in and our way of thinking, with the aim of sharing passions and meanings.
Stories support the building of both a strong belonging mood and of learning significant paths.
The course requires the development of a project work.

A. Quagliata, I-learning. Storie e riflessioni sulla relazione educativa (Armando editore)

A. Quagliata (a cura di) Digital Storylearning. Narrazione e apprendimento al tempo della Rete (in corso di stampa)

The frontal lessons will concern the description and analysis of the main theories and models of guidance with a special regard to the training needs of adults; the description and analysis of some tools and methodologies for guidance; the analysis of the main territorial structures for guidance and active labour market policies; the evolution of the professional roles engaged in guidance; the analysis of some significant experiences of educational and vocational guidance in Italy.

DI FABIO A., Manuale di psicologia dell'orientamento e career counseling nel XXI secolo, Firenze, Giunti O.S., 2009
ALESSANDRINI G. (a cura di), Apprendistato, competenze e prospettive di occupabilità, Lecce, Pensa Multimedia, 2014
MARGOTTINI M., Informazione e afferenza alle fonti informative, Roma, Monolite, 2002

Course program
To define the notion of communication, while singling out the elements of communicative processes, the communicative devices of social influence, persuasion, and deception in everyday interaction and media communication. To introduce and go in depth into research on the comprehension and production of written text, verbal and multimodal discourse and conversation, with a particular focus on social signals. To analyze the mechanisms of communication at work on the job, in education, entertainment, politics, and other types of social interaction

a. Di Giovanni P.: Psicologia della comunicazione. Zanichelli, Bologna, 2007 (i capitoli da 3 a 7 compresi).
b. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.
c. Castelfranchi C. Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma, 1998 (i primi 13 capitoli).
d. One text chosen within the list below

1. CASELLI C., MARAGNA S. e VOLTERRA V.: Linguaggio e sordità. Il Mulino, Bologna 2007.
2. BAUMGARTNER E., DEVESCOVI A. e D'AMICO S.: Il lessico psicologico dei bambini. Carocci, Roma, 2000.
3. GIGLIOLI P.P., CAVICCHIOLI P. e FELE G.: Rituali di degradazione. Anatomia del processo Cusani. Mulino, Bologna, 1997.
4. DIDEROT D.: Paradosso dell'attore. Editori Riuniti, Roma, 1974.
5. ORLETTI F.: La conversazione diseguale. Carocci, Roma, 2000.
6. ORLETTI F. (a cura di): Scrittura e nuovi media. Carocci, Roma, 2004.
7. FELE G. e PAOLETTI I.: L’interazione in classe. Mulino, Bologna, 2003.
8. PARISI D. (a cura di): Per una educazione linguistica razionale. Mulino, Bologna, 1979.
9. POGGI I. (a cura di): Le parole nella testa. Guida a un'educazione linguistica cognitivista. Mulino, Bologna 1987 (fuori stampa; reperibile presso la Biblioteca di Scienze dell’Educazione).
10. POGGI I.: La grammatica del significato. Un itinerario didattico. Mulino, Bologna, 1989.
11. Poggi I. (a cura di): La mente del cuore. Armando, Roma, 2008.
12. LEVORATO M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
13. LAKOFF G.: Non pensate all'elefante. Fusi Orari, Milano, 2006.
14. Pierro A. (a cura di): Potere e leadership. Carocci, Roma 2004.
15. Bara B.: Pragmatica cognitiva. Bollati Boringhieri, Torino 1999.
16. Mazzara B. (a cura di): Metodi qualitativi in psicologia sociale. Carocci, Roma 2002.
17. Fiormonte D.: Scrittura e filologia nell'era digitale. Bollati Boringhieri, Torino 2004.
18. Battistelli P. (a cura di): Io penso che tu pensi… Le origini della comprensione della mente. Franco Angeli, Milano1997.
19. Lakoff G. e Johnson M.: Metafora e vita quotidiana. Bompiani, Milano 1998.
20. Nicolai F.: Argomenti di Neurolinguistica. Normalità e patologia nel linguaggio. Edizioni del Cerro, Pisa, 2003.
21. Aglioti S. e Fabbro F.: Neuropsicologia del linguaggio. Il Mulino, Bologna 2006.
22. Laudanna A. e Voghera M. (a cura di).: Il linguaggio. Laterza, Bari 2006.
23. Delfino M., Manca S., Persico D. e Sarti L. (a cura di). Come costruire conoscenza in rete. Edizioni Menabò, Ortona 2005.
24. Arcidiacono F. (a cura di): Conflitti e interazione in famiglia. Carocci, Roma 2007.
25. Cedroni L. e Dell’Era T.: Il linguaggio politico. Carocci, Roma 2006.ù
26. Russo Cardona T. e Volterra V.: Le lingue dei segni. Carocci, Roma 2007.
27. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
28. Pennisi A. e Perconti P. (a cura di): Le scienze cognitive del linguaggio. Il Mulino, Bologna 2006.
29. an oral report, in Italian, of 4 presentations (in English), freely chosen within the Workshop “Foundation of Social Signals. An Outline”, Roma, 3-5, December, 2009. on the following link:
http://sspnet.eu/virtual-learning-centre/sspnetrome09/
30. n oral report, in Italian, of 4 presentations (in English), freely chosen within the Workshop “Political Speech”.
http://sspnet.eu/2010/11/international-workshop-political-speech-%E2%80%93-il-parlato-politico-roma-italy-2/

31. two papers in English on the following links:
http://host.uniroma3.it/docenti/poggi/
http://www.comunicazione.uniroma3.it/it/page/25/_/___22

To see the teacher, write to isabella.poggi@uniroma3.it

The students must choose two or three classical masterwork consistent with their curriculum, preferences, studies and vocational path.
By means of what they will understand and interpretate, they are asked to develop their own reflection about the stage and the final part of their course.
This activity will be supported by the Professor by means of:
lessons about keywords and relevant concepts of philosophy and pedagogy
suggestion of literature to interpretate the classical texts chosen

Two masterwork chosen in the list below:

Plato:
Socrates' Apology

Crito
Phaedo
Repubblic
Phedrus
Laws

Aristotle
Politic
Etica

Agostino d’Ippona:
De doctrina Christiana (L'istruzione cristiana)
Confessiones (Le confessioni)
De magistro

Tommaso d'Aquino
De magistro (Il maestro)

Rousseau J. J., Emilio, v.e..
Komensky J. A., Didactica magna, v.e..
Heidegger M., Ernst Jünger, Oltre la linea, Milano, Adelphi, 1989.
Jünger E., L’operaio, Parma, Guanda, 2004.
Jünger E., La mobilitazione totale, Bologna, il Mulino, 1985.
Jünger E., Nelle tempeste d’acciaio, Parma, Guanda, 2007.
Pestalozzi J. H., Leonardo e Geltrude, v.e..
Froebel F., L’educazione dell’uomo, v.e..
Gentile G., La riforma della scuola in Italia, v.e..
Gentile G., La riforma dell’educazione
Montessori M., Il metodo della pedagogia scientifica applicata all'educazione infantile, v.e..
Montessori M., L'autoeducazione nelle scuole elementari, v.e..
Vygotskij L. S., Pensiero e linguaggio, Roma-Bari, Laterza, 1992.
Vygotskij L. S., Storia dello sviluppo delle funzioni psichiche superiori, Firenze, Giunti-Barbera, 2009.
Theodor Wiesengrund Adorno, Minima moralia, Torino, Einaudi, 2005.
Theodor Wiesengrund Adorno, Scritti sociologici, Torino, Einaudi, 1976.
Bruner, J., La cultura dell’educazione, Feltrinelli, Milano 2002.
Bruner, J., Verso una teoria dell'istruzione, Roma, Armando, 1982
Michel Foucault, Del governo dei viventi. Corso al Collège de France (1979-1980), Milano, Feltrinelli, 2014.
Michel Foucault, Sorvegliare e punire. Nascita della prigione, Milano, Feltrinelli, 2005.
Michel Foucault, Nascita della biopolitica. Corso al Collège de France (1978-1979), Milano, Feltrinelli, 2012.

The class offers a brief overview of the theoretical concepts of social psychology applied to group processes.
Theoretical and methodological notions as well as the study of group processes will be examined.
Among the main arguments:
- The study of the groups in social psychology perspective.
- Roles, rules, status and functions in the groups.
- The group dynamics phenomena.
- Power and leadership.
- The interaction into groups and between social groups.
- Inter-group relations and social categorization.
- Communication and social influence processes in groups.
- Verbal and non-verbal communication.

BROWN (2000). Psicologia sociale dei gruppi, Il Mulino, Bologna
BONAIUTO, MARICCHIOLO (2009). Comunicazione non verbale. Seconda Edizione. Carocci Editore, Roma.
A research article to be chosen from an updated list published on the website of the Department

Arguments considered are: sampling and non sampling error, simple random sampling, cluster and stratified sampling, confidence interval, introduction to simple and multiple regression.

CORBETTA P., GASPERONI G., PISATI M., Statistica per la ricerca sociale, Il Mulino, Bologna, 2001.

Chapters and sections to study the text of Corbetta, Gasperoni and Pisati
Chapter 6: all (except piece-wise linear regression on page. 171) chapter 7: all (not function and use of ratios and not dxy section 5.) Chapter 8: all (except for section 2.3) chapter 10 all (in sections 3.1 e 3.2 excluded the formulas that do not regard the estimate of the population mean).

or alternatively:

AGRESTI A.,FINLAY B., Metodi statistici di base e avanzati per le scienze sociali. Con aggiornamento online, Pearson, Milano, 2015.

Persiani e al. ( a cura di), Fondamenti di diritto del lavoro
Cedam 2015.
Con le seguenti esclusioni
Cap. 1: leggere
Cap. 2: §§ 17,18,19,20,25,26,29,30,31,32,33,34,35
Cap. 3: §§ 43,44
Cap. 4.:§§ 54,56,57,63,64,65,66,67,68,72,76,77,78
Cap. 5: §§ 81,84,86,87,88,89,90,91,94,100,101,102,103,108,109,110,112
Cap. 6: §§ 115,116,117,118,121, 122, 123,124,125,126,127,128,129,130,131,132,133,134,135
Capp. 8,9,10: completamente esclusi

Persiani e al. ( a cura di), Fondamenti di diritto del lavoro
Cedam 2015.
Con le seguenti esclusioni
Cap. 1: leggere
Cap. 2: §§ 17,18,19,20,25,26,29,30,31,32,33,34,35
Cap. 3: §§ 43,44
Cap. 4.:§§ 54,56,57,63,64,65,66,67,68,72,76,77,78
Cap. 5: §§ 81,84,86,87,88,89,90,91,94,100,101,102,103,108,109,110,112
Cap. 6: §§ 115,116,117,118,121, 122, 123,124,125,126,127,128,129,130,131,132,133,134,135
Capp. 8,9,10: completamente esclusi