Methodology, skills and professional ethics in Psychological Counselling of the University of Parma

Si vuole sottolineare come l’approccio dello psicologo al Counselling abbia caratteristiche diverse da quelle di altri professionisti e come il termine “psicologico” debba essere riservato solo a un intervento che risponda ai seguenti requisiti: 1) conoscenza dei criteri diagnostici psicologici; anche se non si agisce in un contesto clinico, la capacità diagnostica permette di valutare la necessità dell’invio in psicoterapia, e di orientare e accompagnare la persona in questa direzione; 2) l’utilizzo dell’indagine relazionale come strumento fondamentale: la lettura trasversale del problema, consente di calibrare l’intervento in modo pragmatico e permette di distinguere se il problema è più legato alle relazioni interpersonali o all’individuo; 3) l’integrazione di differenti approcci psicologici per scegliere strumenti e tecniche funzionali alla risoluzione della situazione specifica; si sostiene l’utilità di utilizzare strumenti comportamentali per “sbloccare” situazioni d’empasse, sperimentare soluzioni alternative del problema, favorire l’agire dell’individuo, mobilitare risorse personali che permettano di raggiungere il ben

DEVELOP CRITICAL THINKING FROM FREEHAND DRAWING TO DIGITAL PROCESSES

Learning never stops, and neither does teaching. Stimulating critical thinking at the university plays a critical role in shaping a generation of professionals capable of meeting the ever-changing challenges of the modern world. The experience is related to the course of Building Drawing in the first year of Building Engineering at the Politecnico di Torino. The methodological approach adopted explores the potential of the drawing itself as a language of communication for the construction sector. The course becomes a learning path with the students: theoretical notions are provided as the foundation, then tools and methods for representing the survey and the project between tradition and innovation are analysed and evaluated with a critical attitude. Real-world (freehand sketching), digital (CAD vs BIM), augmented and virtual practices are presented to provide a synoptic picture of possibilities that the student may choose to use in subsequent courses and in working life. The recent pandemic has promoted further opportunities to innovate in teaching by adopting tools that stimulate creativity. The teacher becomes an avatar who can interact with students in cyberspace to evaluate and discuss project ideas. Students are continually asked to self-reflect and assess lesson content by identifying key concepts. The final evaluation also involves a discussion of a mind map in which keywords are put in order, reworked, linked to form a personal interpretation of the teaching. Through the introduction of these actions, it has been noticed an increasing involvement of students, both individually and in groups, leading to the achievement of quality results sometimes higher than required

DEVELOP CRITICAL THINKING FROM FREEHAND DRAWING TO DIGITAL PROCESSES

Learning never stops, and neither does teaching. Stimulating critical thinking at the university plays a critical role in shaping a generation of professionals capable of meeting the ever-changing challenges of the modern world. The experience is related to the course of Building Drawing in the first year of Building Engineering at the Politecnico di Torino. The methodological approach adopted explores the potential of the drawing itself as a language of communication for the construction sector. The course becomes a learning path with the students: theoretical notions are provided as the foundation, then tools and methods for representing the survey and the project between tradition and innovation are analysed and evaluated with a critical attitude. Real-world (freehand sketching), digital (CAD vs BIM), augmented and virtual practices are presented to provide a synoptic picture of possibilities that the student may choose to use in subsequent courses and in working life. The recent pandemic has promoted further opportunities to innovate in teaching by adopting tools that stimulate creativity. The teacher becomes an avatar who can interact with students in cyberspace to evaluate and discuss project ideas. Students are continually asked to self-reflect and assess lesson content by identifying key concepts. The final evaluation also involves a discussion of a mind map in which keywords are put in order, reworked, linked to form a personal interpretation of the teaching. Through the introduction of these actions, it has been noticed an increasing involvement of students, both individually and in groups, leading to the achievement of quality results sometimes higher than required

Data_Sheet_1_A retrospective study exploring parents’ perceptions of their child’s assessment.docx

The current study investigates parents’ perceptions of their child’s assessment, focusing on their responses to the Italian version of the Parents’ Experience of Assessment Scale (QUEVA-G). Twenty parents, who voluntarily agreed to be contacted after completing the questionnaire, participated in qualitative interviews to gain deeper insights into their assessment experiences. A thematic analysis was conducted on the interview transcriptions, highlighting three primary domains of parental experience: (1) parental perceptions of the assessment process; (2) effects of the assessment; and (3) parental perceptions of their relationship with their children’s teachers. The findings indicate that the QUEVA-G accurately captures most areas of interest as well as reveals unexplored aspects.</p

Analisi di casi attraverso i primi colloqui psicologici

Il quadro concettuale del volume sostiene un'idea di lavoro psicologico in cui è cruciale la fase iniziale di costruzione della domanda. Tale lavoro preliminare si realizza attraverso un metodo orientato ad attribuire un nuovo significato alla richiesta portata al professionista, così da far emergere i bisogni più profondi e urgenti che vi sono sottes