Relational quality and improvement of Life Skills (No technical Skills)

The provision of health services implicitly involves an emotional load linked to the specific task / service, which, if extended for long periods of time, falls on the operators, placing them in a burn-out risk. Various theories and empirical studies (Mayo, 1933; Maslow, 1943; Herzberg, 1959; Vroom, 1964; Alderfer, 1969; Fontana, 1997; McClellant, 1985) reveal how "motivated" work performances generate a sense of personal fulfillment which can be translated into a positive result for performance in general. Therefore, Healthcare Companies must improve the quality of assistance provided by the operators through motivational, wellness and health promotion’s activities for the staff. In this study we want to demonstrate that psycho-body empowerment © training supported by group psychodynamic proposals with expressive techniques, allows the acquisition of the necessary life skills to support the health worker's perception of well-being. These activities are aimed at developing a healthy and safe work environment, which also considers the psychological, social and relational implications of the organizational context related to the gender gap. In the present study, we wanted to explore whether the experiential methodology presented here, aimed at psycho- corporeal awareness in the relationship with the other, could support a path of psychological well-being perceived by the operators, as imagined and measured by Carol Ryff (1989). In particular, an attempt was made to highlight the difference in the acquisition of skills between male and female health workers, showing that some of them can be more easily acquired by one gender than another. The action research in this presented study, adapted in web mode in compliance with the safety standards imposed by the COVID-19 pandemic, has been supported by e-learning technologies and the results of this further study will be the subject of subsequent publication

The impact of an international online accreditation system on pedagogical models and strategies in higher education

Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula

Salutogenesis Post-Graduate Education: Experience From the European Perspective on the ETC-PHHP Health Promotion Summer Schools (1991–2020)

In this chapter, the authors, representing The Netherlands, Spain, Germany, Italy, Norway, the United Kingdom and Poland, trace the development of higher education in salutogenesis in Europe, spanning 30 years. At this time, the annual summer schools of the European Training Consortium in Public Health and Health Promotion (ETC-PHHP) have trained more than 700 participants from 60 countries. Perhaps the most distinguished member of the summer school’s faculty – at least from the perspective of advancing salutogenesis as a theory for health promotion – is Aaron Antonovsky, who participated in the 1992 edition of the course in Gothenburg, Sweden

Salutogenesis Post-Graduate Education: Experience From the European Perspective on the ETC-PHHP Health Promotion Summer Schools (1991–2020)

In this chapter, the authors, representing The Netherlands, Spain, Germany, Italy, Norway, the United Kingdom and Poland, trace the development of higher education in salutogenesis in Europe, spanning 30 years. At this time, the annual summer schools of the European Training Consortium in Public Health and Health Promotion (ETC-PHHP) have trained more than 700 participants from 60 countries. Perhaps the most distinguished member of the summer school’s faculty – at least from the perspective of advancing salutogenesis as a theory for health promotion – is Aaron Antonovsky, who participated in the 1992 edition of the course in Gothenburg, Sweden