First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
PSYCHOLOGY OF COMMUNITY, WELLNESS PROMOTION, AND SOCIAL CHANGE
Course unit
PEER RELATIONS AND INTERVENTION IN SCHOOL SETTINGS
PSP4065262, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
PSYCHOLOGY OF COMMUNITY, WELLNESS PROMOTION, AND SOCIAL CHANGE
PS2381, Degree course structure A.Y. 2017/18, A.Y. 2019/20
N0
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination PEER RELATIONS AND INTERVENTION IN SCHOOL SETTINGS
Department of reference Department of Developmental Psychology and Socialisation
E-Learning website https://elearning.unipd.it/scuolapsicologia/course/view.php?idnumber=2019-PS2381-000ZZ-2018-PSP4065262-N0
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge GIANLUCA GINI M-PSI/04

Mutuated
Course unit code Course unit name Teacher in charge Degree course code
PSP4065262 PEER RELATIONS AND INTERVENTION IN SCHOOL SETTINGS GIANLUCA GINI PS1090

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/04 Psychology of Development and Psychology of Education 6.0

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 42 108.0 No turn

Calendar
Start of activities 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
2 2019 01/10/2019 30/09/2020 GINI GIANLUCA (Presidente)
LANFRANCHI SILVIA (Membro Effettivo)
POZZOLI TIZIANA (Membro Effettivo)

Syllabus
Prerequisites: Good knowledge of social development is required. Students must also be able to understand an scientific article written in English.
Target skills and knowledge: During the course, students will gain an understanding of (i) the most recent theories about peer relationships and about children and adolescents’ ability to adjust to the social world, (ii) the evidence-based approach to school-based interventions, (iii) the most recent approaches to the prevention of aggressive behavior and the promotion of social-emotional skills and social adjustment. Moreover, students will have the opportunity to learn methodological and professional competencies useful for a psychologist who works with schools and the broader community.
Examination methods: There is a written exam, with three open ended questions. Students must pass all three open ended questions. The exam lasts 90 minutes.
Assessment criteria: Students’ preparation will be assessed through open ended questions that do not require mnemonic study of information, rather they assess students’ understanding of key aspects of the curriculum as well as students' ability to descrive them in a clear, complete and coherent form. Answers to the open ended questions will be assessed for content, clarity and coherence, ability to synthesize, lexical appropriateness, critical thinking and ability to make comparisons.
Course unit contents: Models of peer relationships in children and adolescents
Social-emotional skills, aggressive and prosocial behavior
Methods for the assessment of peer relationships
The evidence-based approach in school-based interventions
Psychosocial interventions in schools
Bullying prevention programs
New media education and cyberbullying prevention
Planned learning activities and teaching methods: Class lessons, with slides and video presentations. Possibility of small groups works depending on the total number of students. If possible, external experts will be invited to teach specific content.
Additional notes about suggested reading: Slides and other learning materials (articles, websites, etc.) will be downloadable from the course site.
Suggested readings:
- Gini, G. (2012). Psicologia dello sviluppo sociale. Laterza, Bari-Roma.
- Krahè, B. (2005). Psicologia sociale dell’aggressività. Il Mulino, Bologna.
Textbooks (and optional supplementary readings)
  • Bonino, S., Cattelino, E., La prevenzione in adolescenza: percorsi psicoeducativi di intervento sul rischio e la salute. Gardolo: Trento, Erickson, 2008. Solo la prima parte Cerca nel catalogo
  • Gini G., Pozzoli T., Gli interventi anti-bullismo. --: Carocci, 2018. Cerca nel catalogo
  • Gini G., Il clima scolastico. Psicologia e Scuola, 33, 19-26: --, 2014.

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Working in group
  • Problem solving
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education Gender Equality