PSYCHOLOGY OF LEARNING AND ADAPTATION PROCESSES IN THE SCHOOL CONTEXT

Single discipline educational activity

Course Sheet

Course code:

PSISVI05

Academic Year of enrolment:

2019

Year of supply:

2019/2020

Type of Course:

Characterising

Degree:

Course of 2nd Cycle Degree in PSYCHOLOGY

Disciplinary Sector:

Psychology of Development and Psychology of Education

Language:

Italian

Location:

CHIETI

Credits:

Programme Year:

Professor and Collaborators:

DI SANO Sergio

Cycle:

Second semester

Hours of classroom activity:

Individual study hours:

136

Prerequisites:

This is an advanced course that requires a basic understanding of developmental psychology.

Objectives

LEARNING OBJECTIVES
Educational objectives: The course is divided into three parts. The first part aims to provide a reasonably in-depth knowledge of School Psychology with reference to both the theoretical bases and the use of the results of national and international learning surveys to define improvement projects, with particular reference to school inclusion. The second part aims to provide a reasonably detailed knowledge of the main areas of intervention of the school psychologist. The third part allows to acquire operational skills in the construction of projects for school inclusion, based on the application of the Index for inclusion.

LEARNING OUTCOMES
A) Knowledge and understanding
At the end of the course the student must know:
o Know the framework of school psychology
o Know the main characteristics of national and international surveys for the assessment of learning (INVALSI, PISA, PIRLS)
o Know the psychology of inclusion
o Know the main areas of intervention of the school psychologist

B) Autonomy of judgment
At the end of the course the student must know:
o Reflect on the contribution of the school psychologist to face a variety of problems that occur in the school environment
o Reflect on the characteristics of an effective project for inclusion in the school environment

C) Communication skills
At the end of the course the student must know:
o Present and discuss the choices made in the preparation of a project for inclusion in the school environment

Contents

The course provides a framework for School Psychology. presents the main national and international surveys on learning (INVALSI, OECD, IEA) and illustrates how to build projects to improve the school, with particular reference to the theme of inclusion. Finally, it illustrates the main areas of intervention of the school psychologist

Extended Syllabus

A) FIRST PART
School psychology
• An ecological vision: Bronfenbrenner's theory
• A gradual intervention perspective: RTI and MTSS models
• A project to change society
• The INVALSI tests
• The IEA tests
• The OECD tests
• Build improvement projects in the school environment
• A project to improve reading literacy
• A project to improve the school climate

B) SECOND PART
Areas of intervention of the school psychologist
• Psychological help desk at school
• Learning difficulties
• Risk behaviors
• Classroom management
• Emotions in the classroom
• School organization
• School evaluation
• New technologies at school

C) THIRD PART
Building improvement projects in the school environment using the Index for inclusion
• The theoretical model of the Index for inclusion
• The three dimensions: inclusive cultures, inclusive policies, inclusive practices
• Self-assessment and planning with the Index
• From the RAV to the PAI: good practices for the application of the Index

Recommended Bibliography

A) First part: School psychology
• Di Sano S. (2020). Psicologia della scuola: dalla teoria alla pratica. L’analisi dei risultati delle valutazioni nazionali e internazionali per costruire progetti di inclusione scolastica. Roma: Carocci.
B) Second part: Areas of intervention of the school psychologist
• Cornoldi C. e Molinari, L. (2019) (a cura di) Lo psicologo scolastico: competenze e aree di intervento. Bologna: il Mulino
C) Third part: Building improvement projects in the school environment using the Index for inclusion
• Demo, H. (2017). Applicare l’Index per l’inclusione. Strategie di utilizzo e buone pratiche nella scuola italiana. Trento: Erickson

Methods of Provision

Conventional

Teaching Methods

The course consists of 64 hours of teaching based on lectures, discussion on the results of Italian and international surveys, case studies and group activities.

Evaluation methods

Verification of learning:

Written test with open questions for the first and second part of the program. Oral interview, for the third part. The written test involves two open questions, one for the first and the other for the second part of the program; for each of which a score from 0 to 10 will be assigned (and therefore a maximum of twenty points, for the written test). The oral exam involves a report based on a project for inclusion to be discussed at the oral ("Project Work"). The project will have to be articulated in four phases: 1) self-evaluation of the degree of inclusion; 2) designing change; 3) implement change strategies; 4) assess the effectiveness of the course (as reported in Demo, 2017, chapter 2). The report can describe either a project actually carried out by the student, or a project simply prepared at the table, the important thing is that it refers to a really existing school. The project report must be delivered to the teacher at least one week before the exam. The overall score for the third part goes from 0 to 10.

Contacts/More Information

For Erasmus students a specific program based on texts in English can be agreed and the tests for the exam can be carried out in English

Università degli Studi
"G. d'Annunzio"

Chieti - Pescara

Aree