OVERVIEW

Today's families compose an increasingly heterogeneous and differentiated framework by structure, by founding processes and by the circumstances of life in which they develop. However between change and continuity, between variants and unchanged family relationships represent a very significant relational field to respond to the fundamental need of the human being: to create and maintain ties.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen and investigate family relations through theoretical models, research and intervention tools related to the couple, family and the parental relationship. In terms of methodologies and tools, measuring scales and graphical methods for the study and the intervention will be explored in the context of family relationships.

AIMS AND LEARNING OUTCOMES

The course intends to deepen and investigate family relationships through theoretical models, constructs, research and intervention tools related to family ties and parenting. In the light of the most important theoretical models present in the literature, the salient aspects of family life and of the parenting dimension will be analyzed in order to understand their resources and fragility. Furthermore, the course intends to provide skills for both reading family relationships and defining and activating strategies to enhance family resources and resilience.
At the end of the course the student will be able to:
• know and identify the main theoretical and methodological approaches to the study of family relationships,
• critically analyze the most relevant constructs in the field of family relationships
• identify possible strengths and weaknesses of study and intervention models in the field of family relationships
• apply a model of reading to family relationships to concrete situations
• design an intervention track to promote family resilience

TEACHING METHODS

 The course will alternate lectures,with slides support, and  group activities  to promote active learning. 

SYLLABUS/CONTENT

The course is divided into two parts: the first deals with the theoretical foundations, the constructs and the tools for study and research in the field of family relationships; the second proposes a model of reading family relationships, examines the processes of family resilience as a theoretical and interventional challenge linked to the fragility of family relationships.

RECOMMENDED READING/BIBLIOGRAPHY

Program for students regularly attending the classes:

• Fruggeri L. (2018) Famiglie d'oggi, Quotidianità, dinamiche e processi psicosociali, Roma, Carocci Editore.
• Scabini E., Cigoli V. (2012) Alla ricerca del familiare, Milano, Cortina (only first part). 
• Walsh F. (2008) La resilienza familiare, Milano, Cortina.
• Slides in aulaweb

Program for students that cannot regularly attending the classes:

• Fruggeri L. (2018) Famiglie d'oggi, Quotidianità, dinamiche e processi psicosociali, Roma, Carocci Editore.
• Scabini E., Cigoli V. (2012) Alla ricerca del familiare, Milano, Cortina. 
• Walsh F. (2008) La resilienza familiare, Milano, Cortina.
• Slides in aulaweb

TEACHERS AND EXAM BOARD

Exam Board

LAURA MIGLIORINI (President)

NADIA RANIA

LESSONS

LESSONS START

Second semester

Class schedule

PSYCHOLOGY OF FAMILY RELATIONS

EXAMS

EXAM DESCRIPTION

The knowledge acquired will be assessed through an oral exam on the contents of the program. Through this mode, we will verify the theoretical and methodological knowledge acquired by the student, the critical look in relation to the main constructs addressed and the ability to translate them in the contexts. To take the exam it is essential to register through the student portal.
 

Assessment methods for attending students:

Attendance at the lessons will allow you to get an overview of the materials in the program, thanks to the slides of the course, available on Aulaweb. Attending students will then give priority to the study of slides, the notes of the lessons and use the texts in the program as a reference in case of further study. The oral exam will focus on the topics addressed in the classroom. In addition, attending students will be able to design an intervention aimed at promoting family resilience, in the manner that will be presented in class, which will be the subject of the oral exam.

ASSESSMENT METHODS

Students, through the oral exam, will be able to demonstrate to possess adequate knowledge of the main theories and constructs in the field of family relations psychology and to be able to apply the acquired knowledge. Moreover, students, in the oral exam, will be able to prove the acquisition of the technical language typical of the discipline.

Exam schedule

FURTHER INFORMATION

For students with disabilities or specific learning disabilities (DSA). 

Students with disabilities or with DSA are reminded that in order to request adjustments for examinations they must first enter their certification on the University website at servizionline.unige.it in the ‘Students’ section. The documentation will be checked by the University's Services for the Inclusion of Students with Disabilities and DSA Sector (https://rubrica.unige.it/strutture/struttura/100111). 

Subsequently, well in advance (at least 10 days) of the exam date, an e-mail must be sent to the teacher with whom the exam is to be taken, with a copy to both the School's Inclusion Services for students with disabilities and with DSA (laura.traverso@unige.it) and the Sector indicated above using one of the following addresses (disabili@unige.it; dsa@unige.it). The e-mail must specify 

the name of the teaching course 

the date of the call 

the student's surname, first name and roll number 

the compensatory tools and dispensatory measures considered functional and required. 

The contact person (Prof. Laura Traverso) will confirm to the teacher that the applicant has the right to request adaptations during the examination and that these adaptations must be agreed upon with the teacher. The lecturer will respond by stating whether the requested adaptations can be used.  

Requests must be sent at least 10 days before the date of the exam in order to allow the lecturer to assess their content. In particular, if concept maps are to be used for the exam (which must be much more concise than the maps used for study), if the submission does not respect the timeframe there will not be the technical time necessary to make any changes, which may be requested by the lecturer. 

For further information on requesting services and adaptations please consult the document: Guidelines for requesting services, compensatory and/or dispensatory measures and specific aids