AIMS AND CONTENT

LEARNING OUTCOMES

To understand and acquire the theories, methods and values of group psychology. Allow to recognize the processes and aspects that characterize the group dynamics and to provide skills for reading and managing groups. Analyze the group as a work tool and present the application contexts and different intervention methods.

AIMS AND LEARNING OUTCOMES

The course aims to develop knowledge and skills related to the analysis, management, and dynamics of work groups, as well as to the facilitation and leadership of groups in educational and socio-educational settings. Particular attention will be devoted to participatory and reflective group methodologies, group consultation and listening tools, techniques for facilitating collaborative processes within work groups, and the use of group-based tools designed to promote participation and change.

Through individual study, attendance, and active participation in the proposed learning activities, students will be expected to:

• acquire adequate theoretical and methodological knowledge of group dynamics, as well as of group-based tools that support participation, facilitation, and listening processes, with particular attention to analytical frameworks and strategies for managing relationships within work groups;

• apply the knowledge acquired to understand and address issues related to the management of work groups;

• use the acquired knowledge both conceptually and operationally, demonstrating independent judgment and the ability to apply it in a variety of professional contexts;

• acquire the technical terminology specific to the discipline in order to communicate clearly and effectively with both specialist and non-specialist audiences;

• develop appropriate learning skills that enable them to continue exploring the main topics of the discipline independently, particularly within the professional contexts in which they will operate;

• demonstrate effective written and oral communication skills and the ability to adapt communication strategies to different contexts;

• demonstrate awareness of their own abilities, concentration and critical reflection skills when addressing tasks, as well as the capacity to manage complexity, make autonomous decisions, perform tasks independently, cope with stress, and show resilience;

• manage social interactions collaboratively, using constructive communication in a variety of contexts;

• demonstrate awareness of their own learning strategies and the ability to organize, monitor, and evaluate their learning process based on acquired knowledge and experience.

TEACHING METHODS

The course consists of lectures and small-group activities for a total of 36 hours (equivalent to 6 ECTS credits), during which the main theoretical aspects related to work groups and group dynamics will be presented. Active learning methods will be employed, including practical exercises, case studies, cooperative learning, and the World Café methodology.

Lecture slides will be uploaded weekly to Aulaweb. Additional materials may occasionally be provided and will serve as the basis for discussion and reflection during subsequent classes. Students will also be encouraged to propose relevant materials (e.g., literary works, films, or documentaries) to the class, which will be used as a starting point for reflection on the topics addressed in the course.

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that, in order to request examination accommodations, they must first submit the relevant certification to the University’s Student Inclusion Services for Students with Disabilities and SLD.

Subsequently, students with disabilities or SLD who wish to request examination accommodations must complete the form available on the following webpage: Services for Students with Disabilities or SLD | UniGe | University of Genoa.

Students with SEN, on the other hand, must send an email to the course instructor, copying both the School Contact Person for the Inclusion of Students with Disabilities and SLD (laura.traverso@unige.it) and the Student Inclusion Services Office (inclusione.studenti@info.unige.it).

The email must specify:

• the course title;

• the date of the examination session;

• the student's surname, first name, and student ID number;

• the requested compensatory tools and/or dispensatory measures deemed necessary and appropriate.

For all students, requests for accommodations must be submitted well in advance of the examination date (at least 7 working days before the exam). Requests submitted after this deadline may not be accommodated.

Erasmus students are invited to contact the instructor at the beginning of the course in order to agree on teaching and assessment arrangements that, while respecting the learning objectives of the course, take into account their specific academic pathway and individual needs.

SYLLABUS/CONTENT

The course aims to provide students with knowledge and skills related to the management of work groups within organizational settings. The management of group relationships and dynamics will therefore be explored in order to identify both challenges and potential strengths, fostering the ability to analyze group processes and develop coping and management strategies that enable the group dimension to become a valuable resource for the work team.

The course will also introduce a range of group consultation and listening techniques, including Focus Groups, Group Interviews, and Photovoice; participatory methods for consensus building, such as the World Café and the Nominal Group Technique; and reflective and professional learning groups, including Supervision, Intervision (peer consultation), Debriefing, and Communities of Practice.

RECOMMENDED READING/BIBLIOGRAPHY

• Quaglino G.P.; Casagrande S., Castellano A.M. (1992). Gruppo di lavoro lavoro di gruppo. Raffaello Cortina editore, Mulino, Bologna. 
• Rania, N., Coppola, I. (2023). The community participatory voice method and places of the heart: Using Photovoice to foster dialogue about enhancement landscapes. J-Reading, 2, 67–81.
• Rania, N., Coppola, I., Pinna L., (2021). Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups. Frontiers in Psychology, 12:786754. doi: 10.3389/fpsyg.2021.786754
• Rania, N., Coppola, I., Pinna, L. (2021). Adapting Qualitative Methods during the COVID-19 Era: Factors to Consider for Successful Use of Online Photovoice. The Qualitative Report, 26(8), 2711-2729. https://doi.org/10.46743/2160-3715/2021.4863
• Rania, N., Marci, A., & Coppola, I. (2025). World Café between research and teaching: Individual and community empowerment. Encyclopaideia, 29(71), 31–44.

• Materiali forniti a lezione e/o caricati su aulaweb.

TEACHERS AND EXAM BOARD

Exam Board

NADIA RANIA (President)

EMANUELA ABBATECOLA (President Substitute)

LESSONS

LESSONS START

Semester I

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

For attending students, assessment consists of ongoing evaluations based on the materials and activities presented during the course, through the submission of individual or small-group assignments, as well as a final oral examination covering the topics addressed in class. To be eligible for assessment, students must register during the course.

For non-attending students, assessment consists of an oral examination based on the prescribed readings. To take the examination, students must register online through the University portal.

ASSESSMENT METHODS

Learning outcomes will be assessed through direct questions designed to evaluate students’ theoretical and methodological knowledge and/or through the presentation and critical analysis of case studies. This assessment format requires students to demonstrate their ability to present concepts concisely, identifying and synthesizing the key elements related to the topics under evaluation, as specified in the course syllabus.

Assessment will be based on the relevance and completeness of students’ responses and/or written assignments in relation to the specific concepts and constructs being examined.