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 parental relationships. 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

PREREQUISITES

As this is a course within the Master's Degree Program (LM-51 R) in Psychology, students are expected to have acquired, during their undergraduate studies, foundational knowledge in the main areas of psychology and psychological research methodology, which is necessary to adequately engage with the course content.

In particular, students are expected to have prior knowledge of:

• General Psychology;
• Developmental Psychology;
• Social Psychology;
• Dynamic Psychology;
• Clinical Psychology;
• Work and Organizational Psychology;
• Health and Well-being Psychology;
• Psychobiology and Cognitive Neuroscience;
• Educational Psychology and Learning Processes;
• Personality Psychology and Individual Differences;
• Psychometrics and Research Methodology;
• Quantitative and Qualitative Data Analysis Techniques;
• Fundamentals of Psychopathology and Psychological Assessment;
• Major Theoretical and Applied Models of Psychological Assessment and Intervention.

Students are also expected to possess:

• the ability to read and understand scientific texts in both Italian and English;
• the ability to use the specialized terminology of the discipline;
• basic skills in the critical analysis of scientific literature;
• the ability to connect theoretical models, empirical findings, and applied contexts;
• familiarity with the ethical and professional principles governing psychological practice.

These competencies provide the essential foundation for understanding the topics covered in the course and for successfully completing the related assessment activities.

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

LESSONS

LESSONS START

Second semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

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.

FURTHER INFORMATION

Lessons will be held in Italian. Erasmus students are invited to contact the lecturer to agree on examination methods and texts.

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

Subsequently, to request exam accommodations, students with disabilities or SLDs must complete the form available on the following page: Services for Students with Disabilities or SLDs | UniGe | University of Genoa.

Students with SEN, on the other hand, must send an email to the course instructor, copying the School Contact Person for the inclusion of students with disabilities and SLDs (laura.traverso@unige.it) and the “Student Inclusion” Office (inclusione.studenti@info.unige.it).

The email must specify:

• the name of the course;
• the date of the examination session;
• the student’s surname, first name, and student ID number;
• the compensatory tools and dispensatory measures considered appropriate and requested.

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