In this course it will be discussed issues concerning the psychological development, with particular reference to temperament and self-regulation.
The course is aimed at providing students with knowledge and assessment materials about the psychological development of individual differences, with particular reference to the construct of self-regulation, understood as the set of control processes aimed at the regulation of behavior, whose development results from the increased ability to control of impulses, attention, and emotions.
The course allows:
The course will take place through lectures and opportunities for discussion, supplemented by individual exercise as follows: administration of questionnaire, analysis and summary of the responses (scoring), brief discussion about results. The results about the different individual profiles will be also discussed in class. At the end of the course there is an additional written exercise modulated on the basis of the exam questions assigned in the state certification exam for Psychologist. The exercise will focus on the topics presented in the course, but the students should also integrate these with the knowledges previously achieved.
Different theoretical approaches that explain temperament and self-regulation will be introduced. A selection of contributions aimed at illustrating specific aspects related to the emotional and social development will be presented. During the course will be presented some questionnaires for the assessment of temperament. Students have to complete an exercise that will lead to discuss different temperamental profiles .
R.F. Baumeister, K.D. Vohs, Handbook of Self-Regulation: Research, Theory, and Applications (Paperback), Guilford Publications, 2007 (capp. da 1 a 4, da 13 a 18, più uno a scelta tra 19, 20, 21 o 22), G. Axia, QUIT, Trento, Erickson, 2002. O. Albanese, P. Molina, Lo sviluppo della comprensione delle emozioni e la sua valutazione, Milano, Unicopli, 2008. M.D. Lewis, R.M. Todd (2007). The self-regulating brain: Cortical-subcortical feedback and the development of intelligent action. Cognitive Development, 22, 406–430
A book chosen among the following: J. Bowlby, Costruzione e rottura dei legami affettivi, Milano, Raffaello Cortina, 1982. J. Dunn, L’amicizia tra bambini, Milano, Raffaello Cortina, 2006. S. Lecce, E. Cavallini, A. Pagnin, La teoria della mente nell’arco di vita, Bologna, Il Mulino, 2010. R. Plomin, Natura ed esperienza, Milano, Raffaello Cortina, 1998. V. Reddy, Cosa passa per la testa di un bambino, Milano, Raffaello Cortina, 2010.
Ricevimento: On wednesday 11-13, room 4A9. During the COVID-19 emergency period, students will be received by appointment via the Teams platform.
MARIA CARMEN USAI (President)
MIRELLA ZANOBINI
PAOLA VITERBORI (Substitute)
2nd semester
DEVELOPMENT OF INDIVIDUAL DIFFERENCES
Oral examination. Before taking the exam, students will have to prepare a critical summary of a scientific article in English language about the course contents. The article must be found independently and must be previously submitted to the teacher. The essay must be loaded in Aulaweb 15 days before the exam.
The oral examination allows to assess the theoretical knowledges acquired and the ability to read the individual profiles from the questionnaire on temperament compiled by parents, other familiars or teachers. The essay allows to assess the understanding of a scientific paper.
Students with certified learning disabilities can contact the teacher for any measures aimed at supporting the learning process. Foreign students may contact the teacher to substitute the suggested bibliography in Italian with books or articles in English.
