OVERVIEW

The course is aimed at presenting the conceptual and methodological foundations of vocational psychology declining them through the major constructs and tools used in the intervention practices. The various guidance functions (information, advice, support) will be contextualized within the services and operational contexts in which you play the skills of guidance practitioners.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to:

1. present the evolution of the discipline and the current multidisciplinary and integrated orientation model.
2. analyze the processes underlying the various transitions of the individual life cycle and related to decision-making strategies in the school and work environment
3. focusing attention on interventions to help the choice and support of the person both at individual and group level.

AIMS AND LEARNING OUTCOMES

The course aims to introduce students to:

1. the evolution of theoretical approaches to vocational guidance and career counseling with particular attention to new perspectives;
2. the main constructs on which the history of guidance is founded: from that of attitude and personality to the most recent of professional adaptability, employability, life skills, resilience, optimism;
3. some tools / methods used in intervention practices, both individual and group;
4. the map of the services / operational contexts of vocational guidance and career counseling.

At the end of the course the student will be able to:

1. to recognize the technical-methodological process that qualifies some examples of vocational guidance and career counseling practices presented in class, with particular reference to the contribution that the psychologist can offer to their planning, implementation and evaluation;
2. use criteria for reading, analyzing and decoding the guidance needs that the different case studies discussed in class will allow to focus.

PREREQUISITES

The knowledge acquired in the following areas is considered prerequisites:

1. work and organizational psychology;
2. general psychology;
3. developmental psychology;
4. testing, interview and questionnaire methods.

TEACHING METHODS

The teaching method alternates lectures with individual training exercices within small group. In particular, at each teaching unit of four hours will follow two hours of analysis and discussion of case studies, planning exercises done in subgroups and discussed in plenary, role -play and  movies.

SYLLABUS/CONTENT

The course has nine teaching units:

1. the evolution of the main theories in vocational psychology
2. the new perspectives of vocational psychology and career counseling
3. the main concepts-constructs used in vocational guidance : interests, values, coping, self-efficacy, adaptability, resilience, skills, life design, employability and social inclusion, ...
4. the psycho-social transitions (training and employment), choice and career trends
5. map services, operating environments and professional skills
6. actions / guidance functions in accordance with national guidelines orientation
7. analysis systems, validation and certification of skills
8. the design and evaluation of guicance interventions in the context of school-educational contexts
9. the design and evaluation of guidance for action in the workplace and professional.

RECOMMENDED READING/BIBLIOGRAPHY

PROGRAM FOR THE ATTENDING STUDENTS

1. Di Fabio, A. (2009). Manuale di psicologia dell’orientamento e career counseling nel XXI secolo. Giunti O.S., Firenze.
2. Verrastro, V. (2015) Psicologia dell'orientamento in adolescenza. Teoria, metodi e strumenti. Franco Angeli, Milano.

A CHAPTER CHOSEN BY THE FOLLOWING TEXT:

Di Nuovo, S., Magnano, P. (2013) Competenze trasversali e scelte formative. Strumenti per valutare metacognizione, motivazione, interessi e abilità sociali per la continuità tra livelli scolastici, Erikson, Trento.

SLIDE OF LESSONS SUBMITTED TO LESSON AND RENEWABLE ON AULAWEB

PROGRAM FOR NON-ATTENDING

In addition to the two exam texts, it is required to choose two in-depth chapters and an article chosen from the following:

1. Grimaldi A., Bosca M.A., Porcelli R., Rossi A. (2015) AVO: lo strumento Isfol per l’occupabilità dei giovani. Dalle premesse culturali ai criteri generativi, Osservatorio Isfol, V, n. 1-2, pp. 63-86.
2. Grimaldi A., Porcelli R., Rossi A. (2014) Orientamento: dimensioni e strumenti per l’occupabilità: la proposta dell’Isfol al servizio dei giovani, Osservatorio Isfol, IV, n.1-2, pp.  45-63.
3. Howard, H.A.S.., Ferrari. L., Nota. L., Solberg, V.S., Soresi, S. (2009) The relation of cultural context and social relationships to career development in middle school, Journal of Vocational Behavior  Vol. 75, pp. 100-108.
4. Pombeni, M.L. (2007) La consulenza di orientamento. In A. Grimaldi, M.L. Pombeni (a cura di) Dall’analisi della domanda alla valutazione della consulenza di orientamento Val.Ori.: uno strumento Isfol, Isfol, Roma, pp.25-38.
5. Savickas, M.L., Nota, L., Rossier, J., Dauwalder, J.P., Duarte, M.E., Guichard, J., Soresi, S., Van Esbroeck, R., Van Vianen, A.E.M. (2009). Life designing: A paradigm for career construction in the 21st century. Journal of Vocational Behavior, Vol. 75, pp. 239-250.

SLIDES OF THE LECTURES (MADE AVAILABLE ON AULAWEB BY THE TEACHER)

TEACHERS AND EXAM BOARD

Exam Board

ALESSIA ANTONELLA ROSSI (President)

NADIA RANIA

LESSONS

LESSONS START

Classes begin September 26 with hours from 10 to 14 p.m.

Class schedule

METHODS AND TOOLS IN PSYCHOLOGY ORIENTATION

EXAMS

EXAM DESCRIPTION

Oral

Exam schedule