The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field.
Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field.

Second semester
Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer).

Bronfenbrenner U. Rendere umani gli esseri umani
Negri S. La consulenza pedagogica Carocci
Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero.
Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci
Pulcini E. Le passioni tra cura e giustizia
Cohen- Emerique Il metodo degli shock culturali ; MAnuale di formazione per il lavoro sociale e umanitario

Film da visionare: due a scelta tra
Si può fare
La pazza gioia
Le invisibili

English speaking students and German French and Spanish students should contact the lecturer

Education, Training, Instruction as ways to impact on being.
The course aims to investigate the role of pedagogy in the existential crossing of the threshold that separates appearance from being.

Baldacci M., Colicchi E. (Eds.). (2020). I concetti fondamentali della pedagogia. Avio Edizioni.
Ducci E. (1999). Approdi dell'umano. Anicia.
Scaramuzzo G. (2013). Così è (se vi pare). Una lettura pedagogica. Anicia.
Scaramuzzo G. (2010). Paideia mimesis. Anicia.
Scaramuzzo G. (Ed.) (2011). Mimopaideia. Buone pratiche per una pedagogia dell'espressione
Plato. The Republic (qualunque edizione con testo greco a fronte).

Introduction to Social and Intercultural Education: Origins, Developments, Theories and Methods.
Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship.
From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants
Culture, culture and identity
School and the Difference of Cultures.
Educational strategies for social inclusion.

1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano
2013.
2. GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.
3. CATARCI M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e
cambiamento sociale, Franco Angeli, Milano 2016.
4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato,
Raffaello Cortina, Milano 2001;
5. FIORUCCI M. (a cura di), Un’altra città è possibile. Percorsi di integrazione delle famiglie Rom e
Sinte a Roma: problemi, limiti e prospettive delle politiche di inclusione sociale, Geordie Onlus,
Roma 2010 (il testo è disponibile gratuitamente al seguente link:
http://www.creifos.org/pdf/altra_citta_possibile.pdf);
6. RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi,
ETS, Pisa 2014.

First part - Theory

Skills and training models for knowledge society development

• 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 Society 4.0
• Competences and strategic competences
• Lifelong learning and lifewide learning
• Skills for the future works


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 Society 4.0

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
• Training for digital skills: Artificial Intelligence, Internet of thinks, big data

Textbooks:

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

C. Montedoro & D. Pepe (eds) La riflessività nella formazione. Modelli e metodi, Isfol, Rome, 2007. Read in particular chapters 4 and 5 and the introduction by Enzo Rullani. You can download the book totally free from http://isfoloa.isfol.it/xmlui/handle/123456789/1484

3. Some papers from D. Pepe can also be downloaded free from https://www.agendadigitale.eu/giornalista/dunia-pepe

During the lessons, the teacher will distribute materials useful for exam preparation

The course on "Educational research, teaching of writing and handwriting" is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills.

- Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499

- Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141.

the trauma
Potential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva

Siegel, D. J., Bryson, T. P., & Amadei, G. (2012). Dodici strategie rivoluzionarie per favorire lo sviluppo mentale del bambino. Raffaello Cortina.
Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.

In the perspective of school inclusion, as promoted by international bodies and Italian legislation, the course will deal with the organization of special education and special teaching as a fundamental variable to guarantee the quality of inclusive processes in the various contexts of life (family, school, free time, work).
The course:
• proposes music therapy as an example of an effective way to promote participation in school and social life;
• highlights the importance of the study method as a mastery to be developed for learning and, more generally, for inclusion;
• offers an overview about the most effective ways to carry out an inclusive lesson.

- L. Chiappetta Cajola, A. L. Rizzo (2016). Didattica inclusiva e musicoterapia. Proposte operative in ottica ICF-CY ed EBE, FrancoAngeli, Milano.
- L. Chiappetta Cajola, M. Traversetti (2017). Metodo di studio e DSA. Strategie didattiche inclusive, Carocci, Roma.
- Chiappetta Cajola, L. (2020). Come fare Sostegno a scuola. Teoria e pratica per la didattica inclusiva. Roma: Anicia (capp. 1, 2, 3, 12, 13, 14, 16, 17, 19, 20, più un capitolo a scelta della seconda parte).
- Calvani, A. (2018). Come fare una lezione inclusiva. Carocci: Roma.

The situation of educators in some European countries will be presented. The course provides knowledge and skills on the specificity of pedagogical consultancy and accompaniment in the educational field.
Students will be introduced to the methodology of Intervention Research or Action Research and the use of a participatory approach in socio-educational contexts also in light of projects conducted in the field.

Second semester
Students analyze film and cases and bring themselves issues based on their personal and professional educational experiences. They participate in consultancy simulations, first in dyads, under the supervision of the teacher and then in triads (client, consultant and observer).

Bronfenbrenner U. Rendere umani gli esseri umani
Negri S. La consulenza pedagogica Carocci
Olivieri F. Le professioni educative in Italia e in Europa. Percorsi di pedagogia Professionale. Ed. Il Papavero.
Allegri Palmieri Zucca Il colloquio nel servizio sociale Carocci
Pulcini E. Le passioni tra cura e giustizia
Cohen- Emerique Il metodo degli shock culturali ; MAnuale di formazione per il lavoro sociale e umanitario

Film da visionare: due a scelta tra
Si può fare
La pazza gioia
Le invisibili

English speaking students and German French and Spanish students should contact the lecturer

Education, Training, Instruction as ways to impact on being.
The course aims to investigate the role of pedagogy in the existential crossing of the threshold that separates appearance from being.

Baldacci M., Colicchi E. (Eds.). (2020). I concetti fondamentali della pedagogia. Avio Edizioni.
Ducci E. (1999). Approdi dell'umano. Anicia.
Scaramuzzo G. (2013). Così è (se vi pare). Una lettura pedagogica. Anicia.
Scaramuzzo G. (2010). Paideia mimesis. Anicia.
Scaramuzzo G. (Ed.) (2011). Mimopaideia. Buone pratiche per una pedagogia dell'espressione
Plato. The Republic (qualunque edizione con testo greco a fronte).

Introduction to Social and Intercultural Education: Origins, Developments, Theories and Methods.
Intercultural Education in School and Society. Educational policies in an intercultural perspective. Multilingualism, Interculturalism and Citizenship.
From multicultural society to intercultural society: the role of education. Models and types of integration: assimilation, coexistence, partner coexistence. The notion of integration of immigrants
Culture, culture and identity
School and the Difference of Cultures.
Educational strategies for social inclusion.

1. CATARCI M., Le forme sociali dell’educazione. Servizi, Territori, Società, Franco Angeli, Milano
2013.
2. GIANTURCO G., L’intervista qualitativa. Dal discorso al testo scritto, Guerini, Milano 2005.
3. CATARCI M., La pedagogia della liberazione di Paulo Freire. Educazione, intercultura e
cambiamento sociale, Franco Angeli, Milano 2016.
4. SAYAD A., La doppia assenza. Dalle illusioni dell'emigrato alle sofferenze dell'immigrato,
Raffaello Cortina, Milano 2001;
5. FIORUCCI M. (a cura di), Un’altra città è possibile. Percorsi di integrazione delle famiglie Rom e
Sinte a Roma: problemi, limiti e prospettive delle politiche di inclusione sociale, Geordie Onlus,
Roma 2010 (il testo è disponibile gratuitamente al seguente link:
http://www.creifos.org/pdf/altra_citta_possibile.pdf);
6. RICCARDI V., L’educazione per tutti e per tutta la vita. Il contributo pedagogico di Ettore Gelpi,
ETS, Pisa 2014.

The course of Orientation Education in a European perspective (12 CFU) includes a basic module (6 CFU), a Seminar (3 CFU) and a Laboratory (3 CFU)

Basic module program (6CFU)
Orientation understood in the double meaning of the subject's ability to "orientate himself" in the construction of his own life plan and actions aimed at promoting full awareness of his choices, is characterized as a continuous training process.
The course "Didactics of guidance in a European perspective", starting from an analysis of the models that have characterized the evolution of guidance practices in the last century, deepens the characteristics of the "training orientation" model, highlighting its connections with a modular and flexible organization of teaching with particular reference to the theme of developing strategic skills. It also analyzes the “life design” model as the current paradigm for the construction of professional life. Finally, through a comparative analysis, it deals with the study of guidance activities and services in some countries of the European Union.

Seminar title (3 CFU): The temporal perspective for orientation
The seminar is based on the analysis of the volume by Zimbardo P. Boyd J., Il paradosso del tempo, Milan, Oscar Mondadori, 2009 (the text is not easily available in bookstores, therefore extracts will be provided during the lessons and on the online platform)

Laboratory: 3 CFU
Title of the Workshop: Questionnaires for the assessment and self-assessment of strategic skills
The workshop takes place on the faculty e-learning platform http://formonline.uniroma3.it/ within which teaching materials and questionnaires will be available for the self-assessment of strategic skills.
It ends with the delivery of a written report on the activities carried out.

Di Fabio A., Manuale di Psicologia dell'orientamento e Career counseling nel XXI secolo, Firenze, Giunti OS, 2009
Savickas M., Career counselling. Guida teorica e metodologica per il XXI secolo, Trento, Erickson, 2014
VAIRA M. (a cura di), Dalla scuola all’università. Politiche e pratiche di orientamento in sei paesi europei, Milano, LED edizioni, 2007
PELLEREY M., MARGOTTINI M., OTTONE E., (a cura di), Dirigere se stessi nello studio e nel lavoro. Competenzestrategiche.it: strumenti e applicazioni. Roma, RomaTre-Press, 2020

Seminar: Time perspective in orientation
Testo: Zimbardo P. Boyd J., Il paradosso del tempo, Milano, Oscar Mondadori, 2009

On-line laboratory: Self-assessment of strategic skills.
Educational materials and questionnaires available free of charge on the formonline.uniroma3.it platform

The ecological framework for by the blended training environments - which refer to the paradigms of socio-cultural constructivism and complexity - identifies the shared construction of knowledge as the key to the educational and training success of a learning pathway.
The didactic method proposed for the course will favour a virtuous integration between in-presence training activities and online training activities. The reference teaching and training model is “I-learning”, an operational model inspired by the methodological framework of social constructivism. Blended training intends to enhance its two constituent moments, the traditional in-presence one and the online one: both are functional to the pursuit of the course objectives and their virtuous interaction constitutes an important added value. The experiential environments for the shared construction of knowledge - Moodle platform, Prezi software and Microsoft Teams - are consistent with socio-constructivist epistemology. Blended learning is particularly effective for the university context, encouraging the participation of the many students who cannot attend classes for work or personal reasons. The blended "formula" also allows students to have long time to build their own network of consistent meanings with their aptitudes and life stories and to participate in multiple opportunities for discussion and sharing with teachers, tutors and colleagues, opportunities that facilitate the construction of a solid educational relationship and the development of meaningful learning.
Teaching activities will be carried out in the second semester, with 3 hours of lessons per week and participation for 10 weeks in the training activities offered on the Department's Moodle platform: this ACTIVE participation is necessary for the acquisition of the 12 CFUs foreseen.

A. Quagliata (2014), I-learning. Storie e riflessioni sulla relazione educativa (Armando editore)


L. Bianchi (2019), Un piano d’azione per la ricerca qualitativa. Epistemologia della complessità e Grounded Theory costruttivista. Franco Angeli

The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation.
The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics.

G. Duby, M. Perrot (a cura di), Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, I sensi e il pudore. L'Italia e la rivoluzione dei costumi, Donzelli, Roma 2018
L. Azara, L. Tedesco (a cura di), La donna delinquente e la prostituta, Viella, Roma 2019: the last five chapters, namely, Mary Gibson (pp. 107-122), Laura Schettini (pp.123-148), Anna Carla Valeriano (pp. 169-192), Annalisa Cegna (pp.149-168), Liliosa Azara (pp.193-216).

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 on 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).

Emotions: definition, biological and social functions, types, regulation, expression and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment.
In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

Teaching material for students who take the whole course, 12 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.

OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I. e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
E. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
F. Un testo o insieme di testi, a scelta fra i punti del seguente elenco:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
10. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
11. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
12. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
13. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019
14. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
15. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
16. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino.
17. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
18. Bambini V. Il cervello pragmatico. Roma, Carocci.
19. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
20. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

21. Both the following books:
Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
Riva G.: I social network. Bologna, Il Mulino

22. Both the following books:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

23. 4 papers on emotions (different from those possibly chosen as to point B above) to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi

24. 4 papers on multimodal communication to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi



Other texts can be substituted for those at item F. upon agreement with the teacher.


Teaching material for students who only take the course of “Psychology of Emotions”, 6 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. One text or set of texts, chosen among the following:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019

13. 4 papers about emotions (different from those possibly chosen as to point B above), among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Teaching material for students who only take the course of “Psychology of Multimodal Communication”, 6 Credits
The items to be studied for the oral exam are the following:


A. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): except for chapters 3, 4, 5, 10, 11.
B. Poggi I. and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere.. Carocci, Roma 2020.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
D. One text or set of texts, chosen among the following items:

1. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
2. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
3. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
4. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
5. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
6. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino
7. Both of the following texts:
8. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
9. Riva G.: I social network. Bologna, Il Mulino.
10. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
11. Bambini V. Il cervello pragmatico. Roma, Carocci.
12. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
13. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

14. Both the following texts:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

15. 4 papers about multimodal communication, chosen among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.


Teaching material for students who take the course of “Psychology of Emotions and Multimodal Communication” for 6 credits only

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.

Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems.
12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme.

Piccione V.A., The new pedagogical settings (pp. 11-116)
Piccione V.A., Minors and new universal rights (pp. 37-62, 251-282)
Piccione V.A., Present youngsters' educational needs and innovative approaches in teaching, "Revista de Psicología y Educación”, 2016, XI, II, pp. 65-83

Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate.
Thematic cores:
- research and educational professions
- theoretical foundations and peculiarities of didactic research
- the reference paradigms of research in education (quantitative approach and qualitative approach)
- research planning
- methods and strategies of didactic research
- techniques and tools for data collection

- CALONGHI L. (a cura di) (Ristampa 2017). NEL BOSCO DI CHIRONE. Contributi per l’identificazione della ricerca didattica. Napoli: TECNODID
- BENVENUTO G. (2015). Stili e metodi della ricerca educativa. ROMA: CAROCCI

The 6 credits course offers a survey of central themes and problems of cultural and social anthropology. After retracing some research points - the concept of culture, the overcoming of "race", relativism / ethnocentrism, ethnic identity, the analysis of the historical-social processes of contact that from the colonial situation reach the current realities of globalization, Some lines of research will then be explored: the first linked to technological transformation and the notion of crisis, the second dedicated to genres, body and humanitarian discourse.

1. F. Pompeo, 2018, Elementi di antropologia critica, Meti, Torino,
2. A Appadurai, N. Alexander, 2020, Fallimento, Raffaello Cortina, Milano
3. M. Fusaschi, 2011, Quando il corpo è delle altre, Bollati Boringhieri, Torino

The twentieth century was the most violent century in history. The century of the genocides, that of the world wars, of the nuclear weapon, of the ideological clash. Faced with so many conflicts, men, societies, cultures, religions have produced answers and actions to restore peace and coexistence and to promote development: paths of reconciliation - sometimes inadequate, sometimes courageous -, institutions, social and legal innovations. After analyzing the factors underlying collective violence - nationalism, authoritarianism, racism, propaganda, economic inequality - The course will reconstruct some of the pacification paths by placing them in the geopolitical and cultural scenarios in which they were produced, from post-World War II Europe to the non-European world of decolonisation.

R. Morozzo della Rocca, Fare pace. La diplomazia di Sant'Egidio, Ed. San Paolo 2018;
M. Giro, Guerre nere. Guida ai conflitti nell'Africa contemporane, Guerini e Associati, 2020

The teaching of History of Europe and of the Community institutions aims at deeping the historical, cultural and legal foundations of the European Union and at promoting a critical reflection on the EU, its governance and its democratic participatory processes. By using audiovisual sources, the course analyzes, in a transnational and comparative key, the main socio-cultural dynamics that have determined the formation of a common European identity from 1945 so far.

Attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019

Angelo Bolaffi, Guido Crainz (a cura di), Calendario civile europeo. I nodi storici di una costruzione difficile, Donzelli, 2019

One to choose from:
I. Warburg, Il tempo della coscienza. Ricordi di un'altra Germania (1910-1989), Il Mulino, 1994
U. Hirschmann, Noi senza patria, Il Mulino, 1993

Non-attending students

Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Il Mulino 2019
Leonardo Rapone, Storia dell'integrazione europea, Carocci, ristampa 6^, 2021
Francesco Bartolini, Bruno Bonomo, Alessio Gagliardi, L' Europa del Novecento. Carocci Una storia, 2020

From the Soul to the Self: our idea of Subjectivity and of the Person.

The course aims to focus on the formation of the modern self and our way of conceiving ourselves as subjects and as people. Indeed, our society is undoubtedly based on the individual, conceived as "Self" that emerges from a complex path, which implies a certain way of living the interior, of conceiving one's own subjectivity, of putting the sense of Self in a new way in relation to others.
The path will be divided into two parts:
1) a more strictly historical-philosophical moment, in which to analyze the development of the notions of Soul, Self, Subject;
2) an analysis of how, today, we conceive the notion of Person.

About the first part, the following texts will be addressed:
Platone, La Repubblica, Bompiani, Milano 2009.
Tommaso d'Aquino, L'anima dell'uomo (testi messi a disposizione dal docente sulla piattaforma).
J. Locke, Saggio sull'intelligenza umana, l. II, cc. 1-2, 9, 20-21,23-27, tr. it. C. Pellizzi, G. Farina, Laterza, Roma-Bari 2011, pp. 93-115, 145-151, 242-310, 325-403.
About the second part:
R. Speamann, Persone. La differenza tra qualcosa e qualcuno, tr. it. L. Allodi, Laterza, Roma-Bari 2005.

Other complementary texts will be made available during the course.

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- BROWN. Psicologia sociale dei gruppi, Il Mulino, Bologna.
- Monografia:
- for LM 38, LM 57, LM 85 students:
Bonaiuto, M. & Maricchiolo, F. (2009). La comunicazione non verbale (seconda edizione). Carocci, Roma.
- for LM 81 students:
Alberto Voci – Lisa Pagotto. Il pregiudizio. Che cosa è, come si riduce. Laterza

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

- 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 and Post Colonial Studies from the 19th century to the present. The texts provide 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 texts in English from a linguistic, sociological, historical and cultural perspective.
- 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.

All texts and video are available at Formonline (e-platform). All texts deal with the five main areas covered by our course: industrilization and the concept of modernity / gender studies and gender equality / language and culture / post-colonialism and multiculturalism / pop culture

The most relevant theoretical and methodological topics for the Psychology of the arts will be treated.
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 aesthetic experience. The museum fruition.

I testi per la preparazione dell'esame sono i seguenti

1. Mastandrea, S. (2015/21), "Psicologia dell’arte", Carocci (TUTTO); assieme a Mastandrea, S. (2017), "Psicologia della percezione", Carocci (di questo libro sono da studiare i capitoli 2, 3, 6 e 7).
2. Kandel, E. (2017). "Arte e neuroscienze. Le due culture a confronto". Raffaello Cortina Editore, Milano. Il libro va studiato TUTTO, TRANNE i seguenti paragrafi e capitoli: NON sono da studiare, del capitolo 3, le pagine 38-48; Non è da studiare tutto il cap. 4.

In addition to the textbooks, the student is required to choose an image (any type of image: a work of art, a graphic or advertising image, an image taken from picture books / books for children, a logo etc.) and apply a perceptive reading of the image according to what is reported in the book "Psychology of Art", Chap.2, "The perceptual analysis of images". You can then propose a personal explanation.
For the presentation of the chosen image and its reading, the student must use the Power Point program, with 3 slides. Below is an indication on how to structure the presentation: 1) the chosen image will be inserted in the first slide (possibly of good digital quality and large size) with a description of the work in which the author, year, title, technique will be reported , size of the work and current place of conservation; 2) the second slide will show the image on the left and on the right, in a column, the structural characteristics considered; 3) in the third and last slide, the image on the left and on the right the elements of the composition. If desired, the student can insert or superimpose the structural skeleton or lines that highlight the presence of the structural and compositional characteristics taken into consideration in the images of the second and third slides.
For the presentation of the exercise the student must upload the file, in Power Point format, on a stick (for the exam) and send the same file to my email (stefano.mastandrea@uniroma3.it) the day before the examination.

a) You and me: human person as a relational being
b) Relational virtues: gratefulness, friendship, pietas, sincerity
c) Codes of human life: motherhood, fatherhood, sonship, brotherhood
d) Philosophical aspects of “conversationalism”
e) The importance of trust in interpersonal relationships

F. BREZZI-M. T. RUSSO, Oltre la società degli individui. Teoria ed etica del dono, Bollati Boringhieri 2017
A. MILAN, Educare all'Incontro. La pedagogia di Martin Buber (disponibile su formonline, in quanto esaurito)
M. SCHOEPFLIN, L’amore secondo i filosofi, Città Nuova (disponibile su formonline, in quanto esaurito)
J. PIEPER, Sull’amore, Morcelliana, Brescia 2012

CLINICAL PSYCHOLOGY AND STRESS MANAGEMENT
Academic Year 2021-2022

Second cycle degree in Pedagogical Sciences LM 85 and Science of Adult Education and Continuing Education LM 57 (SPE-SEAFC)

The course is an introduction to Clinical Psychology and Stress Management in organizations and education. Basics of Clinical Psychology and of the main mental disorders will be illustrated, along with a presentation of stress management strategies. Stress stems from the perceived discrepancy between the environmental demands and the individual resources. It is well known that in the field of organizations chronic stress contributes to the deterioration of physical and mental health, reduces productivity and increases absenteeism in all fields of work.
The notions of “stress” and “stressor” will be analysed, as well as Seyle’s model of general adaptation syndrome. Individuals are not defenceless subjects when confronted with stress: what is really meaningful is the way in which events, internal and external threats, and one’s own resources to cope with them, are evaluated.
The main mental disorders will be illustrated, as well as the aetiopathological model diathesis-stress. Finally, the most effective current techniques and strategies of stress management will be presented.

Giorni di lezione
Corso 2021-2022
PSICOLOGIA CLINICA E GESTIONE DELLO STRESS

Mercoledì 2 marzo 2022 ore 8.00-10.00

Martedì 8 marzo 2022 ore 8.00-10.00

Mercoledì 9 marzo 2022 ore 8.00-9.00

Martedì 15 marzo 2022 ore 8.00-10.00

Mercoledì 16 marzo 2022 ore 8.00-10.00

Martedì 22 marzo 2022 ore 8.00-10.00

Mercoledì 23 marzo 2022 ore 8.00-10.00

Martedì 29 marzo 2022 ore 8.00-10.00

Mercoledì 30 marzo 2022 ore 8.00-10.00

Martedì 5 aprile 2022 ore 8.00-10.00

Mercoledì 6 aprile 2022 ore 8.00-10.00

Martedì 12 aprile 2022 ore 8.00-10.00

Mercoledì 13 aprile 2022 ore 8.00-10.00

Martedì 26 aprile 2022 ore 8.00-10.00

Mercoledì 27 aprile 2022 ore 8.00-10.00

Martedì 3 maggio 2022 ore 8.00-10.00

Mercoledì 4 maggio 2022 ore 8.00-10.00

Martedì 10 maggio 2022 ore 8.00-10.00


Eventuali variazioni ai giorni di lezione saranno comunicate agli studenti tramite la piattaforma Formonline.

• Si raccomanda l’iscrizione alla pagina E-learning del corso e la sua consultazione regolare per visionare comunicazioni utili agli studenti.

• Students are required to study two textbooks:
1) "Psicologia Clinica", by Ezio Sanavio and Cesare Cornoldi (DSM-5 updated edition), IL MULINO
2) "La mente liberata", by Steven Hayes, GIUNTI EDITORE

• L’esame è orale e consiste in un’approfondita e dettagliata interrogazione su gli argomenti d’esame. Per i disturbi mentali presentati nel programma, è richiesta la conoscenza di tutti i criteri diagnostici.

• Durante lo svolgimento delle lezioni sarà proposta la partecipazione a una ricerca. Gli studenti che parteciperanno nei modi indicati, avranno diritto a un’attribuzione di punteggio da aggiungere al voto d’esame.

The course will focus on reading Albert Camus' book The First Man, with in-depth studies on topics of interest to the pedagogical sciences (colonial contexts, interculturalism, French-speaking, family relations, the role of schools, the mechanisms and usefulness of storytelling, the teaching of A. Camus, etc.). Some passages of the book will be the subject of a guided reading in French, in order to acquire basic skills for the understanding and translation of short texts in French.

Albert Camus, The First Man, Bompiani publisher

The French-language pieces will be provided by the Teacher during the course. For those not attended, they can request them from the Teacher from the beginning of the second semester.
Further reference bibliography will be indicated during the course, added later on the notice board and can be requested from the Teacher in the same way.
ATTENTION : In case the lessons are held remotely on Teams and with recording on Stream, the lessons recorded and accessible to all members through Formonline, even deferred, will be considered as an integral part of the program even for those who do not attend synchronously.

First part - Theory

Skills and training models for knowledge society development

• 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 Society 4.0
• Competences and strategic competences
• Lifelong learning and lifewide learning
• Skills for the future works


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 Society 4.0

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
• Training for digital skills: Artificial Intelligence, Internet of thinks, big data

Textbooks:

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

C. Montedoro & D. Pepe (eds) La riflessività nella formazione. Modelli e metodi, Isfol, Rome, 2007. Read in particular chapters 4 and 5 and the introduction by Enzo Rullani. You can download the book totally free from http://isfoloa.isfol.it/xmlui/handle/123456789/1484

3. Some papers from D. Pepe can also be downloaded free from https://www.agendadigitale.eu/giornalista/dunia-pepe

During the lessons, the teacher will distribute materials useful for exam preparation

First part - Theory

Skills and training models for knowledge society development

• 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 Society 4.0
• Competences and strategic competences
• Lifelong learning and lifewide learning
• Skills for the future works


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 Society 4.0

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
• Training for digital skills: Artificial Intelligence, Internet of thinks, big data

Textbooks:

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

C. Montedoro & D. Pepe (eds) La riflessività nella formazione. Modelli e metodi, Isfol, Rome, 2007. Read in particular chapters 4 and 5 and the introduction by Enzo Rullani. You can download the book totally free from http://isfoloa.isfol.it/xmlui/handle/123456789/1484

3. Some papers from D. Pepe can also be downloaded free from https://www.agendadigitale.eu/giornalista/dunia-pepe

During the lessons, the teacher will distribute materials useful for exam preparation

The course on "Educational research, teaching of writing and handwriting" is worth 6 ECTS. Starting from doodling in preschoolers and writing at school, the course will focus on the neurophysiological aspects of the graphic gesture with regards to the correct teaching and learning of writing. Besides, through a focus on research on handwriting, models and methodologies of empirical and experimental research will be proposed in order to analyse and improve handwriting skills.

- Angelini, C.; Bocci, F. (a cura di), "L'arte di scrivere. Prospettive a confronto", Milano, Franco Angeli, 2019. Freely downloadable at the following link: https://ojs.francoangeli.it/_omp/index.php/oa/catalog/book/499

- Vertecchi, B. (a cura di), "I bambini e la scrittura. L'esperimento Nulla dies sine linea", Milano, Franco Angeli, 2016, pp. 7-141.

the trauma
Potential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva

Siegel, D. J., Bryson, T. P., & Amadei, G. (2012). Dodici strategie rivoluzionarie per favorire lo sviluppo mentale del bambino. Raffaello Cortina.
Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.

The course aims at revisiting the history of women’s condition in the XX century. In particular, it will be highlighted as two events which deeply marked the XIX century opening with a revolution and closing with a war, both involving women, but giving men the chance to play between inclusion/participation and exclusion/repulsion of women from questions concerning the State and the Nation.
The XX century sanctions an ineludible process towards women’s emancipation. The western women have access to modernity. In particular, the issues the course aims to deal with are the following: the Great War and the question whether or not it has been the era of women or the triumph of the gender difference; the Twenties and the modern woman in the United States; women under totalitarian regimes; women in the political sphere; feminism in the Sixties/Seventies; procreation and bioethics.

G. Duby, M. Perrot (a cura di), Storia delle donne. Il Novecento, Laterza, Roma-Bari
L. Azara, I sensi e il pudore. L'Italia e la rivoluzione dei costumi, Donzelli, Roma 2018
L. Azara, L. Tedesco (a cura di), La donna delinquente e la prostituta, Viella, Roma 2019: the last five chapters, namely, Mary Gibson (pp. 107-122), Laura Schettini (pp.123-148), Anna Carla Valeriano (pp. 169-192), Annalisa Cegna (pp.149-168), Liliosa Azara (pp.193-216).

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 on 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).

Emotions: definition, biological and social functions, types, regulation, expression and communication. Basic emotions, image, cognitive, social, moral emotions. Their relationships with interpersonal interaction and relations, on the job, in teaching and learning, politics, art, music, entertainment.
In-depth study and research on the psychological processes (cognitive, affective, relational) of communication in all of its modalities: verbal and body (words and sentences, prosody and intonation, gestures, facial expression, gaze, touch, posture, proxemics, music), and technological media. Analysis and detection of sincere and deceptive, cooperative and aggressive communication, and its uses in interpersonal interaction, at work, in education, politics, entertainment.

Teaching material for students who take the whole course, 12 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.

OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I. e D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere. Carocci, Roma 2020.
E. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
F. Un testo o insieme di testi, a scelta fra i punti del seguente elenco:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
10. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
11. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
12. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
13. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019
14. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
15. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
16. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino.
17. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
18. Bambini V. Il cervello pragmatico. Roma, Carocci.
19. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
20. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

21. Both the following books:
Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
Riva G.: I social network. Bologna, Il Mulino

22. Both the following books:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

23. 4 papers on emotions (different from those possibly chosen as to point B above) to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi

24. 4 papers on multimodal communication to download from the following links:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi



Other texts can be substituted for those at item F. upon agreement with the teacher.


Teaching material for students who only take the course of “Psychology of Emotions”, 6 Credits
The items to be studied for the oral exam are the following:

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. One text or set of texts, chosen among the following:

1. Castelfranchi C.: Che figura. Emozioni e immagine sociale. Il Mulino, Bologna 2005.
2. Nussbaum, M.: L’intelligenza delle emozioni. Il Mulino, Bologna 2013.
3. Matarazzo O. e Zammuner V. (a cura di): La regolazione delle emozioni. Il Mulino, Bologna 2012.
4. Ledoux J.: Il cervello emotivo. Baldini e Castoldi, Milano 2005.
5. Damasio A.R.: Emozione e coscienza. Adelphi, Milano 2010.
6. Miceli M. e Castelfranchi C.: Expectancy and Emotion. Oxford University Press, Oxford 2013.
7. D’Amico A.: Intelligenza emotiva e metaemotiva. Il Mulino, Bologna. 2018.
8. Palvarini P.: Le emozioni che rendono forti. Il lavoro con le emozioni in psicoterapia. Alpes Italia.
9. Levorato M.C.: Le emozioni della lettura. Mulino, Bologna, 1999.
10. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
11. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
12. Mado Proverbio A.: Neuroscienze cognitive della musica. Il cervello musicale tra arte e scienza. Bologna, Zanichelli 2019

13. 4 papers about emotions (different from those possibly chosen as to point B above), among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.

Teaching material for students who only take the course of “Psychology of Multimodal Communication”, 6 Credits
The items to be studied for the oral exam are the following:


A. Lotto L. and Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): except for chapters 3, 4, 5, 10, 11.
B. Poggi I. and D’Errico F.: Comunicazione multimodale e influenza sociale. Il corpo e il potere.. Carocci, Roma 2020.
C. Castelfranchi C. e Poggi I.: Bugie, finzioni, sotterfugi, per una scienza dell’inganno, Carocci, Roma 2012.
D. One text or set of texts, chosen among the following items:

1. Bazzanella C.: Linguistica cognitiva. Un’introduzione. Laterza, Bari 2014.
2. Gallese V. e Guerra M.: Lo schermo empatico. Cinema e neuroscienze. Raffaello Cortina, Milano 2015.
3. Boulez P., Changeux J.P. e Manoury P.: I neuroni magici. Musica e cervello. Carocci, Roma 2016.
4. Cavalieri R. e Chiricò D.: Parlare, segnare. Introduzione alla fisiologia e alla patologia delle lingue verbali e dei segni. Bologna, Il Mulino.
5. Benedetti F.: L’effetto placebo. Breve viaggio tra mente e corpo. Roma, Carocci 2018.
6. Viale R.: Oltre il nudge. Libertà di scelta, felicità e comportamento. Bologna, Il Mulino
7. Both of the following texts:
8. Arielli E. e Bottazzini P.: Idee virali. Perché i pensieri si diffondono. Bologna, Il Mulino.
9. Riva G.: I social network. Bologna, Il Mulino.
10. Mortara Garavelli B. Il parlar figurato. Manualetto di figure retoriche. Bari, Laterza.
11. Bambini V. Il cervello pragmatico. Roma, Carocci.
12. Nobile L. e Lombardi Vallauri E.: Onomatopea e fonosimbolismo. Roma, Carocci.
13. Ferrari M e Paladino P.: L'apprendimento della lingua straniera. Roma, Carocci.

14. Both the following texts:
Cavazza N.: Pettegolezzi e reputazione. Bologna, Il Mulino.
Riva G.: Fake news: vivere e sopravvivere in un mondo post-verità. Bologna, Il Mulino

15. 4 papers about multimodal communication, chosen among the following, to download from:
http://host.uniroma3.it/docenti/poggi/inglese2.htm
https://www.researchgate.net/profile/Isabella_Poggi


Other texts can be substituted for those at item C. upon agreement with the teacher.


Teaching material for students who take the course of “Psychology of Emotions and Multimodal Communication” for 6 credits only

A. D’Urso V. e Trentin R.: Introduzione alla psicologia delle emozioni. Laterza, Bari 2006.
B. Poggi I. (a cura di): La mente del cuore. Armando, Roma 2008.
OR ELSE, in case book B is sold out:

Castelfranchi C.: Che figura. Emozioni e immagine sociale
+
3 papers downloaded from:
https://www.researchgate.net/profile/Isabella_Poggi

C. Lotto L. e Rumiati R. (a cura di). Introduzione alla psicologia della comunicazione. Il Mulino, Bologna 2019 (nuova edizione): esclusi i capitoli 3, 4, 5, 10, 11.
D. Poggi I.: Le parole del corpo. Introduzione alla comunicazione multimodale. Carocci, Roma 2006.

Methodological, ethical, technical problems concerned with education and training; valorisation of human resources as a professional model; the educational communication as an active strategy in different cultural, social, professional settings and processes. Transferrable professional models in socio-educational settings. Organizational and projectual strategies based on the network model. Performance flexibility and expertise in programming and interacting within systems.
12 scheduled seminars are concerned with specific issues; these seminars have a different and specific work programme.

Piccione V.A., The new pedagogical settings (pp. 11-116)
Piccione V.A., Minors and new universal rights (pp. 37-62, 251-282)
Piccione V.A., Present youngsters' educational needs and innovative approaches in teaching, "Revista de Psicología y Educación”, 2016, XI, II, pp. 65-83

Doing research is an essential knowledge tool in the educational professions. The course aims to give knowledge and skills related to the methodologies and techniques of empirical research in the educational-teaching field in order to find the most appropriate and effective solutions to the problems that educators and trainers encounter in the context in which they operate.
Thematic cores:
- research and educational professions
- theoretical foundations and peculiarities of didactic research
- the reference paradigms of research in education (quantitative approach and qualitative approach)
- research planning
- methods and strategies of didactic research
- techniques and tools for data collection

- CALONGHI L. (a cura di) (Ristampa 2017). NEL BOSCO DI CHIRONE. Contributi per l’identificazione della ricerca didattica. Napoli: TECNODID
- BENVENUTO G. (2015). Stili e metodi della ricerca educativa. ROMA: CAROCCI

The course is developed in three parts: an institutional module, an in-depth module; seminars and meetings with the protagonists.
The institutional module aims to provide the basic concepts and the theoretical framework of the sociological work and organizational disciplines and to analyze the interconnections with other disciplines which have as their object the study of work, production organizations, human resource management and industrial relations.
There will be an in-depth analysis of the change of work in the world, in relation to the development of innovative organizational and managerial cultures, with particular attention to the aspects related to the constant demand for an increase in flexibility and productivity and the strategic importance assumed of soft and transversal skills in the new production processes.
The in-depth module, instead, aims to analyze the concepts and evolution of the negotiation and industrial relations in Italy and on an international level:
1. The transformations of work from a sociological point of view and the conceptual framework relative to the evolution of organizational models and cultures: from Taylor-Fordism to Total Quality Management and networking organizations;
2. The evolution of human resource management policies and tools in search of a new paradigm of reference: the person at the center of the processes;
3. Leadership and management of social-organizational processes in innovative enterprises and virtuous Public Administrations: The Strategic Role of Communication and Lifelong Learning;
4. The development of industrial relations in Italy: the sociological dimension of the economic, legal and institutional framework; the actors of industrial relations; the evolution of collective bargaining; industrial relations and participatory model; labour relations in Public Administrations.
In the final part of the course, seminars will be organized with the protagonists (corporate executives and managers of organization and development of human resources, representatives of trade unions) on issues of organization, training and development of skills, negotiation and regulation of employment relationships in innovative companies and virtuous public administrations.

COCOZZA A., Comunicazione d’impresa e gestione delle risorse umane, Franco Angeli, Milano, 2012 (solo Capitoli V, VI e Conclusioni).
COCOZZA A., Organizzazioni. Culture, modelli, governance, Franco Angeli, Milano, 2014.
COCOZZA A., L’Agire inatteso. Etica, razionalità, competenze, Franco Angeli, Milano, 2020.

For students of SDE e FSRU: “Organizzazioni. Culture, modelli, governance” is substituted by COCOZZA A., Persone, organizzazioni, lavori. Esperienze innovative di comunicazione d'impresa e valorizzazione delle risorse umane, Franco Angeli, Milano, 2010.

Study of groups in social psychology
Roles, norms, status and group functions
Phenomena in group dynamics
Power and leadership
Intra-groups and inter-groups interactions
Inter-groups relationships and social categorization
Inter-groups conflicts
Stereotype decostruction and prejudice reduction
Communication and social influence in group

- BROWN. Psicologia sociale dei gruppi, Il Mulino, Bologna.
- Monografia:
- for LM 38, LM 57, LM 85 students:
Bonaiuto, M. & Maricchiolo, F. (2009). La comunicazione non verbale (seconda edizione). Carocci, Roma.
- for LM 81 students:
Alberto Voci – Lisa Pagotto. Il pregiudizio. Che cosa è, come si riduce. Laterza

The syllabus will highlight the changes that have occurred in the organization of work and the effects that these changes have had on organizational, individual and collective behaviors. The main theoretical approaches and some of the current issues in the psychological analysis of the organizations will be presented. Areas of application of this knowledge will also be identified to promote the efficiency of the organizations.
The course deals with two thematic modules: an introductory part on concepts and methods in organizational psychology and a second part on the current topics in organizational psychology.
In the first part, methodological elements will be examined, to show different ways of conducting organizational diagnosis and interventions to produce organizational change. Topics such as the relationship between new technologies and organizations, organizational change, organizational climate and cultures, and organizational socialization will be studied in depth.
In the second part, theoretical tools and intervention methodologies will be provided on topics such as ergonomic work analysis, leadership and motivation, and organizational justice. An in-depth analysis will be dedicated to the topic of the aging workforce in organizations.

1) Chmiel N., Fraccaroli F., & Sverke M. (eds). An introduction to work and organizational psychology. An international perspective. Third Edition. Wiley, 2017. Chapters: 1, 3, 4, 6, 7, 9, 10, 11, 12, 13, 15, 16, 18, 19, 20 and 21.

2) Truxillo, D. M., Cadiz, D. E., & Hammer, L. B. (2015). Supporting the aging workforce: A review and recommendations for workplace intervention research. Annual Review of Organizational Psychology and Organizational Behavior, 2, 351-381.

Historical evolution and tendencies of labour law. Sources.
Constitutional principles. European and International sources.
Trade union freedom and trade unions organisation (inside and outside the firm).
Collective agreements. Strikes and other typologies of trade union disputes.
Repression of anti-union behavior.
Work relationship. The origin of employment relation.
Employment contracts: subordinated, autonomous, flexible contracts.
The duties of employees (cooperation, diligence, obedience, loyalty)
The powers of the employer (directive, control and disciplinary).
The protection of the person, dignity and freedom of employees: the non-discrimination law, wages (wages systems) working hours, breaks, tasks.
The termination of the employment relationship: individual and collective dismissals.
The correlation between work supply and demand Public and private placement services. Selection and hiring of workers.
Requalification and conversion of workers' skills.

G. Santoro Passarelli, Diritto dei lavori e dell’occupazione, Giappichelli, Torino, latest edition (2021)