OVERVIEW

Il laboratorio intende favorire la conoscenza e lo sviluppo di competenze interculturali in un‘ottica esperenziale centrata sull’interazione ed empowerment, integrando metodologie tradizionalmente usate in ambito psicosociale basate sul contatto intergruppi con alcune piú recenti, quali in particolare quella dello “shock” culturale, inteso come il disorientamento cognitivo ed emotivo suscitato quando si entra in contatto con persone appartenenti a gruppi culturali diversi dal proprio.

AIMS AND CONTENT

LEARNING OUTCOMES

The workshop aims to address the topic of migration from a psycho-social perspective, first of all by proposing analysis tools and activities to enhance intercultural processes. In addition, from an interactive and applicative perspective, we aim to develop intervention projects based on the contact hypothesis aimed at improving intergroup relations between migrants and natives, as well as intercultural coexistence, stimulating the development of empowerment, with particular attention to the psychological well-being of all individuals involved.

AIMS AND LEARNING OUTCOMES

The laboratory will combine theoretical sessions with practical and experiential activities aimed at encouraging students to reflect on and develop awareness of key constructs essential to intercultural competence—particularly prejudice, stereotypes, and cultural shock—as well as the psychological processes related to them, such as acculturation, decentering, and negotiation.

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

• Acquire sufficient theoretical knowledge on the topics covered and develop awareness of their own social and cultural identity, along with a personal positioning in relation to these themes.
• Apply the acquired knowledge to analyze both their own and others’ experiences of cultural shock, thereby developing new intercultural competences.
• Put into practice knowledge related to prejudice, ethnic stereotypes, and intergroup contact in order to reduce prejudice in educational and organizational settings.
• Develop effective communication skills related to the psychology of migration, intergroup contact, and associated methodologies, enabling clear and unambiguous communication with both specialist and non-specialist audiences in migration-related contexts.
• Cultivate adequate learning skills that allow them to independently deepen their understanding of the main topics addressed, especially in professional contexts in which they will operate.
• Demonstrate the ability to communicate effectively both in written and oral form, and to adapt their communication to the context.
• Demonstrate self-awareness of their skills, the ability to concentrate, and critical thinking in approaching tasks; show the ability to manage complexity, make autonomous decisions, carry out tasks independently, handle stress, and demonstrate resilience.
• Manage social interactions in a collaborative way, with constructive communication in diverse contexts.
• Show awareness of their learning strategies, and demonstrate the ability to organize and evaluate their learning in light of the knowledge and skills acquired.

PREREQUISITES

There are no specific requirements

TEACHING METHODS

The laboratory adopts a participatory and experiential teaching approach, featuring small group activities in which theoretical aspects related to the psychology of migration will be presented and explored through active methods—particularly case studies and practical exercises.

In the first phase, the teacher will present a case study to be analyzed by the students, who, working in subgroups, will then propose possible intervention strategies.

In the second phase, students, prompted by the teacher, will present specific cases of cultural shock they have personally encountered. These will become the subject of group analysis, reflection, and discussion, following the initial examination of instructor-provided cases.

All lecture slides will be uploaded to Aulaweb, along with supplementary materials, which will serve as a basis for discussion and exchange during class sessions.

SYLLABUS/CONTENT

The laboratory is structured in two main parts:
In the first part, students will explore both theoretical and practical competences related to ethnic prejudice and strategies for its reduction, with a particular focus on the Contact Hypothesis and its more recent practical applications.
In the second part, the focus will shift to intercultural competences, with an in-depth examination of a recently introduced methodology in this field—that of cultural shock.

RECOMMENDED READING/BIBLIOGRAPHY

Andrighetto, L., & Vezzali, L. (2020). Il pregiudizio. In L. Andrighetto & P. Riva (2020), Psicologia Sociale: Fondamenti Teorici ed Empirici. Bologna: Il Mulino.

Cohen-Emerique M, & Rothberg A. (2016) Il metodo degli shock culturali. Manuale di formazione per il lavoro sociale e umanitario. Milano: Franco Angeli.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

second semester

EXAMS

EXAM DESCRIPTION

The laboratory will be considered successfully completed upon attendance of the required hours and satisfactory completion of the activities proposed by the instructors.

ASSESSMENT METHODS

Presence, active participation, implementation of the proposed activities/works

Exam schedule