Sciences and techniques of social work

Educational objectives

The integrated course aims to provide a solid and coherent preparation on the fundamental principles and methods of Social Work.

- The theoretical component (Foundations of Social Work) offers a framework for understanding the main issues addressed by the profession, highlighting key theoretical references and historical evolution.
- The methodological component focuses on understanding the role of the professional social worker, the required competences, and the relevance of the helping relationship across different practice settings.

The course combines lectures and workshops, fostering critical, experiential, and reflective learning. Particular attention is given to the ethical and intercultural dimensions of the profession, also in view of the second-year internship.
Expected Learning Outcomes (Dublin Descriptors)
1. Knowledge and Understanding
Students will demonstrate knowledge and understanding of the theoretical foundations of social work, the key problems it addresses, and the main models of intervention.
2. Applying Knowledge and Understanding
Students will be able to apply this knowledge to understand complex situations and design appropriate interventions within the current organisation of welfare services, using the tools specific to the profession.
3. Making Judgements
Students will be able to gather and interpret data and situations in order to make autonomous professional judgements, with attention to ethical dilemmas and social justice.
4. Communication Skills
Students will be able to communicate their professional assessments clearly and effectively, in a manner that is appropriate and respectful of diversity.
5. Learning Skills
Students will develop reflective and experiential learning abilities that are essential for building their professional identity and preparing for their internship experience.

Educational objectives

The course aims to illustrate the main theoretical, conceptual and methodological aspects inherent to the branch of psychology that studies both the interaction between people and how behaviour, attitudes and feelings are influenced by the presence of others.
Knowledge and understanding
- knowledge of the main models of social psychology that over the years have attempted to explain the main group dynamics and social behaviour from a psychological point of view, with particular reference to the in-depth study of the influence that the social context exerts on cognitive processes, communication - verbal and non-verbal - on behaviour, and on the development of the individual
- acquire theoretical keys to understanding the social processes in which the individual is embedded at a micro level (family, peer group, school and/or work environment) and at a macro level (relations between different ethnic groups).
- Understanding the dynamics related to the ‘helping relationship’ and what its aims are, illustrating in detail what psychological and communication skills are needed to implement effective intervention projects in the health field.

Applying knowledge and understanding
The study of the main theoretical, conceptual and methodological aspects of social psychology is aimed at attaining a critical and analytical capacity to analyse a wide range of social phenomena, both individual and embedded in group dynamics.
At the end of the course, students will be able to use the social psychology models they have learnt to interpret and understand different social behaviours and to apply them selectively according to the context of reference: both in the strictly social field and in the health field (as far as the helping professions are concerned)

Critical and judgmental skills
The lectures focus on the presentation of the central themes of social psychology with the help of example videos that provide important material for classroom discussion and debate. Therefore, students are constantly invited to participate in the classroom discussions, critically exposing their own ideas and taking argued positions from a psychological and social psychology perspective on the various topics proposed during the course.
In addition, explanatory case discussions are held in order to understand how to design preventive or rehabilitative interventions in the health sector to help people who are mentally, physically, economically or socially disadvantaged.
Communication skills
- Ability to apply the processes of argumentation, communication and comparison. Students, therefore, can exhibit their expressive mastery and level of conceptual analysis while participating in classroom discussions on the main topics proposed during the course.
- specific communication skills that the helping professional must possess in order to perform their work in the health care field to the best of their ability.

Learning skills:
- Ability to use bibliographical references for further study of the topics addressed in the lectures, as well as websites where to carry out bibliographical research on the most recent studies published in the disciplinary scientific field.
- Ability to use both the knowledge and the methodological tools they have acquired to independently design and carry out experimental studies in the field of social psychology using the research paradigms covered by the course.
- Ability to continue to keep abreast of the most recent lines of investigation in social psychology, demonstrating that they have developed the learning skills necessary to independently pursue the studies envisaged in the degree course and subsequent ones.

Educational objectives

The aim of the course is to provide a basic knowledge of the history of the contemporary age, with a particular focus on political, social and cultural transformations. The course envisages an in-depth study of some specific topics: the link between totalitarianisms, democracies and social policies in the first half of the 20th century; the construction of the welfare state in the contemporary age; the relationship between collective mobilisation, public policies and the affirmation of the Welfare State; globalisation and the crisis of social policies.
Knowledge and ability to understand
At the end of the course the student will acquire the ability to:
1. critically understand the complexity of the political, social and cultural processes that mark the contemporary age;
2. analyse the connections between the various phenomena presented in the course
3. know the plurality of interpretations that mark the historiography of the contemporary age
4. acquire the specific vocabulary of contemporary history, with particular attention to the themes presented in the course
Ability to apply knowledge and understanding
At the end of the course the student will be able to critically read manuals, monographs and essays, distinguishing between the different interpretative theses and research methodologies employed.
In particular, the student will have acquired:
interpretative ability, knowing how to recognise the main themes that mark the contemporary age, with particular attention to the in-depth studies proposed in the course
critical knowledge, developing autonomy of judgement on the major themes as well as on the specific comparisons offered by the course programme
learning ability, acquiring specific skills and working methods that will allow him/her to develop autonomy and independence in study
communication skills, through the oral exposition of knowledge and his/her own critical approach to the themes offered by the course programme

Educational objectives

1. Knowledge and understanding: On having passed the exam, students will have acquired the most common language skills necessary to deal with communication in English corresponding to the B1 level of the CEFR.

2. Applying knowledge and understanding: On having passed the exam, students should be able to understand the key points of clear written and oral texts in English.

3. Communications skills. The capacity to communicate what is learned should be developed through writing and speaking practice.

4. Learning skills. The student's capacity to continue learning the language autonomously shall be developed through the provision of study and practice materials of an appropriate level.

Educational objectives

Knowledge and understanding
The course aims to introduce students to the specific theoretical and empirical perspective with which sociology approaches the study of society. In particular:
- provides a general framework of the sociological approach
- introduces the main theoretical traditions
- examines the evolution of theoretical debate and empirical research on specific topics of interest to the discipline.
Applied knowledge and understanding
- Through the acquisition of basic knowledge relating to the panorama of theories and research on various problems and areas of social life, the student will acquire a wealth of skills and analytical tools to understand contemporary social systems and to act with professional competence in specific contexts of intervention.
- Understand and experience how theories and concepts guide the observation of social phenomena through the in-depth study of themes and issues of current and social relevance.
Making judgements
The acquisition of the main analytical categories of sociology is intended to help develop awareness and competence in order to critically interpret social phenomena, their origins and ongoing processes of change. The continuous comparison of theoretical approaches and concrete research cases is aimed at stimulating classroom discussion and fostering the ability to argue and support one's own opinions.
Communication skills.
The course aims to foster the student's ability to present and communicate acquired knowledge competently and accurately through active participation in classroom discussions. In the examination tests, the assessment takes into account not only the level of knowledge of the topics covered but also the student's argumentative competence and ability to analytically and autonomously interpret the knowledge acquired.
Learning skills
Learning the main concepts and theoretical categories, as well as methods, for understanding, explaining and intervening in complex social problems will be fundamental for the entire teaching programme. It will also provide useful insights and concepts for those who intend to independently pursue sociological studies and/or apply them in operational contexts.

Educational objectives

Knowledge and understanding

- To know the historical, legislative and institutional evolution of the integrated service system in the European and Italian framework.
- To know and learn the concept of public service.
- Learn and understand the definitions of social and socio-health service, as well as the categories of beneficiaries.
- To deepen the basic coordinates of the administrative activity of service delivery, the competent entities, functions and tools.

Ability to apply knowledge and understanding

- Know how to identify and apply industry standards, depending on the type of service.
- Know how to identify the conditions for access, requirements and delivery.
- Know how to identify the relevant administrations in the different phases of resource planning and service management.
- Apply the abstract rules to the concrete case, also the study of European and Italian jurisprudence.

Communication skills

- Develop argumentative and communicative skills, both in formal (seminars, presentations) and informal (classroom discussions) contexts.

Autonomy of judgment

- Acquire autonomy of judgment in the interpretation of the norms of sector based on social services.
- Strengthen critical and reflective skills through comparison with multidisciplinary materials and different sources.

Ability to learn

- Enhance the ability to learn independently, through the use of databases, state laws, royal laws, regulations, and case law, with a view to a possible continuation of master’s studies or entry into the professional world.

Educational objectives

- Knowledge and skills of comprehension:
The course aims at providing students with the formation of a robust basic culture based on the theoretical perspectives of deviance and social control and their function in industrial and post-industrial societies. In addition, the course includes the attainment of a comprehensive knowledge of the main lines of historical development of criminal and social control systems in modern Western societies.
- Applied knowledge and understanding:
The course provides for viluppointment of attitudes to knowledge and ready understanding of institutional messages (the international conventions, laws, reform projects, assistance, recovery and reparation policies).
The primary objective will not be the formation of a culture of mere obedience but the development of the capacity for critical/analytical understanding of public policies, especially in the sphere of deprivation of liberty, de jure (prison, law enforcement, etc.) and de facto (Rsa, Rsd and nursing homes for the elderly), in order to foster professional adaptation to the plurality of contexts in which the Social Service operates.
- Autonomy of judgement:
The acquisition of different theoretical perspectives and the capacity for critical/analytical understanding will enable the growth of professional aptitudes (listening, reading and interpretation of the individual and/or group deviant phenomenon) in the subjective approach to the phenomenon of deviance and to persons labelled as deviant.
- Communication skills:
The course aims to enhance oral and written communication skills on the main topics of the discipline, the use of more appropriate argumentative modes and the use of more appropriate technical-disciplinary terminology, through diversified and interactive teaching methods. The final assessment will be based on the completeness of the treatment of the subject, the originality of the contents and the clarity of the exposition.
- Ability to learn:
In general, the course will tend to favour the development of knowledge and applied comprehension skills, the empowerment and autonomy of judgement of the future social worker in understanding deviant phenomena and the pathologies that he/she will be called to manage with particular attention to the culture of social control.

Educational objectives

1. Knowledge and ability to understand
The course aims to introduce students to the fundamental concepts of statistics applied to the social sciences, with particular reference to the collection, organisation, analysis and interpretation of data. The aim is to provide the basis for understanding the main quantitative tools used in the empirical study of social phenomena.

2. Applied knowledge and understanding
The student will acquire the necessary skills to read statistical data, interpret the main characteristics of indicators, particularly social indicators, and apply descriptive techniques in social service contexts. The acquisition of these skills will enable them to orient themselves in reading contemporary social phenomena also from a professional perspective.

3. Autonomy of judgement
The conscious use of data and statistical tools will be oriented towards the development of critical and reflexive skills with regard to numerical representations of social problems. The course encourages autonomous assessment of the quality of data, sources and methodological choices.

4. Communication skills
The course will stimulate students' ability to present and communicate the results of a statistical analysis clearly, accurately and coherently, both orally and in writing. Skills in the use of graphs, tables and quantitative summaries, which are fundamental for professional communication in the social field, will be developed. The final assessment will also take into account the ability to argue the use of the statistical tools adopted.

5. Ability to learn
The acquisition of the key concepts of social statistics and of the main data analysis techniques provides a useful basis for advanced courses and for the critical use of quantitative information in professional practice. Students will be encouraged to develop autonomy in learning and deepening statistical methodologies in relation to the operational contexts of social work.

Educational objectives

The course aims to provide students with a second-level knowledge base of the specific competences of the professional social worker through new-generation theoretical constructs and innovative methodological orientations of social service together with the ability to understand the complex and highly uncertain situations in which the modern social service operates in the framework of a plural and territorially-based welfare configuration.
In particular, it intends to
- focus on some organising constructs that constitute the new grammar of social services together with a critical review of the most significant methodological orientations of critical realism, of the narrativistic-biographical paradigm, of the constructivist-discursive perspective, of the critical-reflexive approach, of the dialogic-relational paradigm, of the radical-transformative and anti-discriminatory orientation, of the community work method in its multiple configurations and of the so-called ‘baseless’ approach
To thematise the perspective of social planning and its implementation in current welfare systems through the instrument of the social area plan and its organisational-managerial devices, focusing in particular on the role that the social worker must play in a critical scenario marked by an uncertain socio-institutional framework and fragile structural arrangements, highlighting, among other things, the functions and profile of the social planner understood as network activator, resource negotiator, process facilitator, community organiser.

Applied knowledge and understanding.
The student, on an applied level, should be able to master the key-constructs of the teaching modules and possess on an operational level
- an operational ability regarding the most effective methodological orientations with respect to relational settings so as to identify the most appropriate approaches to decoding the demand for help also by resorting to a methodological eclecticism as the outcome of a virtuous syncretism of creative dosing between complementary methods
- a technical competence regarding the most coherent programming devices in diversified contexts with a multi-actor matrix (design in the perspective of active co-creation) starting from a reconnaissance of territorial needs with particular reference to the mobilisation of collective energies for the construction of a competent community.
Autonomy of judgement.
Lessons are conceived as an opportunity to experiment, in a laboratory way, the main contents that will be addressed, so that learning does not only see the acquisition of theoretical concepts, but rather an engaging understanding that takes into account one's own subjective reality in relation to one's professional role. Students will be given the opportunity to reflect on themselves and their professional future through small work groups in which they will simulate some concrete experiences through case studies and prefigure scenarios related to community work.

Communication skills.
The course intends to promote and facilitate students' ability to illustrate and communicate the knowledge acquired through active participation in classroom discussions in an interactive and dialogical perspective. Therefore, ample space will be given to the ability to publicly return the insights and group elaborations, paying particular attention to the technical language property, the conceptual mastery of the methodological approaches proposed and the expository skills in terms of clarity and personal mentalization of the contents.

Ability to learn.
The didactics delivered will be set up in such a way as to stimulate students to acquire an autonomous capacity for in-depth study and elaboration of the proposed contents, equipping themselves with personal tools for the retrieval of additional documentation, research skills on the most innovative processes and the possession of analytical and methodological instrumentation to understand and interpret the growing complexity of social needs in an ever-changing and evolving framework. The course also has a propaedeutic value for the internship in the second year, producing content, stimuli and fundamental criteria for the construction of the professional experience that students will pursue in the following years.

Educational objectives

The course aims to provide the theoretical foundations and the fundamental practical elements to recognise and make proper use of some important data analysis techniques.
LEARNING OBJECTIVES:
1. Knowledge and understanding. After successfully passing the examination, the student will have acquired knowledge of the main research methodologies used in the social field, distinguishing between theoretical and methodological orientations, in order to prepare adequate applicative tools for intervention in social work.
2. Ability to apply knowledge and understanding. After successfully passing the examination, the student will be able to apply qualitative and quantitative procedures for the collection of social data, as well as statistical-informatics procedures and techniques for the organization and analysis of social data.
3. The development of critical and judgmental skills will be fostered through reading texts and presenting argued opinions. Students are expected to participate in individual and group work, demonstrating their ability to understand, design, produce, and disseminate empirical work in the social sciences with a critical sense.
4. The ability to communicate what is learned will be developed through group work, simulations, conducting surveys, and oral presentations in the classroom.
5. At the end of the course, the student will be able to independently acquire information, evaluate specific sources of social analysis, and integrate complex knowledge. Furthermore, he/she will be able to orient themselves in formulating a research design and choosing methods suitable for pursuing research objectives.

Educational objectives

1. Knowledge and understanding: after having passed the exam students will know the definitions of Welfare State, purposes of Social Policy, Welfare State models, the evolution of Social Policies in Italy and characteristics of the Italian welfare state. Students should also know how to read a social phenomenon in the light of the dominant sociological approaches: poverty; age inequalities, gender; prostitution; substance dependencies; family problems; crime and deviance etc
2. Applying knowledge and understanding: after having passed the exam students should be able to understand the political measures in the Welfare State domain, to understand political decisions, reporting them within the Welfare State models studied and to decode problematic social phenomena in light of contemporary sociological approaches
3. Critical faculties, consisting also in recognizing the voluntary and culturally oriented character of political choices, should be developed through the ability to to analyze the historical evolution of social policy measures in light of the main demographic, economic and sociological changes occurred in Italy in the last 40 years dealt with by specific political measures.
4. Communications skills. The ability to communicate what was learned should be developed through the active participation of the students in group discussions and reflections on the interpretation of sociological phenomena and the consequent political measures, present or past, oriented towards the contrast of the main social political phenomena: poverty; female emancipation; structure of the Welfare State; Welfare changes and so on.

Educational objectives

The course aims to provide students with the analytical and practical tools necessary to understand, compare, and evaluate the organization of social services in Italy. It offers a multidisciplinary perspective, based on legislative, social, and institutional frameworks, with a focus on different policy areas and territorial articulations. A dedicated section explores public procurement mechanisms and the outsourcing of social services, along with the implications of this organizational structure for both workers and users.
Knowledge and Understanding
Students will be able to:
- Acquire an in-depth knowledge of the structural and operational aspects of social service organizations in various welfare domains.
- Understand the theoretical foundations and models of public, private, and third-sector service organizations.
- Become familiar with the national and regional regulatory framework on welfare and the related institutions.
- Understand mechanisms of integration and coordination between different policy areas (e.g., labor, health, education, family, immigration).
Applying Knowledge and Understanding
Students will be able to:
- Conduct organizational analyses of social services using appropriate conceptual and methodological tools.
- Integrate complementary resources from various policy areas to increase service effectiveness.
- Analyze micro-organizational processes, including workflows, communication, and professional roles within social service structures.
Making Judgements (Third Descriptor)
Students will develop:
- The ability to critically assess different organizational models and their applicability in real-world contexts.
- Independent judgement in identifying strengths, weaknesses, and areas for improvement in existing services.
- A critical perspective on the implications of social policies and on the delivery mechanisms of services across different intervention contexts.
Communication Skills (Fourth Descriptor)
Students will be able to:
- Communicate their analyses and proposals clearly and effectively using technical and professional language.
Learning Skills (Fifth Descriptor)
By the end of the course, students will be able to:
- Demonstrate autonomy in pursuing further studies in the field of welfare and the organization of social services.
- Develop meta-analytical skills that support ongoing professional learning and adaptability to new challenges in social service management.

Educational objectives

The main objective of the course is to introduce the theoretical, conceptual and methodological aspects relevant to the study of human development.
Knowledge and understanding
- of the main evolutionary models that have attempted to explain the psycho-physical development of human beings over the years. In particular of the fundamental concepts of developmental psychology, emphasising the basic theoretical aspects that account for the growth of the individual throughout the life span: childhood, adolescence and adulthood.
- of the main areas of human development: motor, cognitive, emotional, moral and social skills according to the growth trajectories that emerge from birth to adolescence.
- of the most important differences inherent in healthy and pathological development, with specific reference to certain forms of emotional and behavioural distress in childhood and adolescence.

Applying knowledge and understanding
- identify the level of attainment at different stages of growth and discern appropriate developmental attainment versus the presence of deficits in specific areas.
- Adequate understanding of assessment profiles, in which any emotional and behavioural disturbances are highlighted.
- developing individualised intervention projects aimed at recovering suitable development and/or preventing more serious maladaptive outcomes.
Critical and judgement skills
Classroom lectures focus on the presentation of the central themes of child and adolescent development through the projection of videos, through which those behavioural indicators that demonstrate the attainment of specific skills in the different developmental stages are illustrated. Furthermore, case discussions are addressed in order to convey the essential tools for discerning normal and pathological developmental trajectories, as well as learning how to design treatment and prevention interventions that are implemented in agreement with other mental health professionals.
Communication skills
ability to argue, communicate and compare regarding the development achieved, the abilities highlighted by the subject and any difficulties shown by the child, as well as the possibilities of intervention that take into account the risk factors present, but also the protective factors, i.e. the resources on which to focus for an intervention project.
Learning skills
enable the student to continue to keep abreast of the most recent lines of enquiry concerning the developmental age through bibliographical references for in-depth study of the topics addressed in the frontal lectures and on Internet sites where bibliographical searches can be carried out concerning the most recent studies published in the disciplinary scientific sector, as well as information concerning the most important national and international congresses where the most innovative research relating to developmental psychology is presented.

Educational objectives

I - Knowledge and understanding skills
he training placement in the first year of Social Work aims to provide students with initial practical experience in a real context, developing the skills necessary to understand the multidimensionality of social service. This means becoming familiar with working with people, the organisation of services and the territorial context
Thanks to the pathway, students acquire knowledge and the ability to understand complex phenomena related to the field of social service studies. The apprenticeship pathway I through the planned training activities contributes to the achievement of this general aim.
II - Ability to apply knowledge and understanding
Through shadowing and observation of the professional practice of experienced supervisors, students begin to develop the ability to operate in the complex realities relevant to them using the theoretical knowledge and tools acquired through observation and shadowing. The professional placement experience fosters the aptitude for integrating theoretical knowledge with practical skills and specific techniques, training students to move fluidly from the abstract to the concrete level.
III - Autonomy of judgement
Also through the supervisor's support and observation, students begin to acquire the ability to collect and interpret data relating to their own field of intervention, developing autonomous evaluations of their own work and of the conceptual and methodological schemes applied in it, internalising what they have learnt also thanks to the continuous comparison made with the supervisor, before and after each activity.
IV - Communication skills
During the work placement I students can test their ability to transmit information and develop communication methods appropriate to the different target groups, levels and fields of their work. Particular attention is paid, in the work of the supervisor and academic tutor, to facilitating the acquisition of the ability to communicate and to develop effective collaboration within multi-professional and multidisciplinary teams.
V - Learning skills
Students, thanks to the internship I activity and by virtue of a strong methodological training and a multidisciplinary background of knowledge, will experiment in practice in such a way as to acquire the necessary skills to autonomously identify the tools for deepening, broadening and updating their knowledge on general and specific topics related to their own field of training, also with a view to a subsequent in-depth study.

Educational objectives

Knowledge and understanding:
· Acquire a solid knowledge of the main theoretical and conceptual approaches in the sociological study of the family.
· Understand the historical, cultural, and social transformations that have affected family structures, with attention to comparative and intercultural perspectives.
Applying knowledge and understanding:
· Be able to critically analyze empirical data, social policies, and concrete phenomena related to the family and family relationships.
· Apply sociological tools and methods to understand family dynamics in relation to factors such as gender, generations, ethnicity, and social class.
Making judgements:
· Develop critical thinking skills in interpreting social representations and public discourses on the family.
· Form independent evaluations of contemporary social issues related to the family (e.g., parenting, civil unions, migrant families, welfare policies).
Communication skills:
· Be able to clearly and coherently communicate content, reflections, and analytical results on family-related topics to both specialist and non-specialist audiences.
· Use appropriate sociological language in both written and oral form, including in seminars and group discussions.
Learning skills:
· Develop independent learning skills and the ability to continuously update knowledge on family-related topics, including through the critical reading of scholarly texts and use of statistical and documentary sources.
· Be able to undertake further studies (e.g., a master's degree) with a good level of autonomy.

Educational objectives

The course provides students with an in-depth overview of the contents and main lines of research that define the discipline, both at national and international level. Through a balance of lectures and practical classroom activities, students will have the opportunity to learn and concretely apply theoretical concepts, integrating knowledge and skills useful to face the challenges of contemporary working contexts. The programme is developed around two main thematic macro-areas:
- The individual at work: analysis of personal characteristics that favour adaptation, professional success and integration into organisational systems.
- The working environment: analysis of the influence of environmental and organisational characteristics on individual and collective behaviour, with a focus on interpersonal relations and factors that promote a positive organisational climate.
In addition, for interested students, it will be possible to participate in specific research initiatives, which will offer further in-depth study of the topics covered and direct experience in the field of Work and Organisational Psychology.
Knowledge and comprehension skills
By the end of the course, students will have acquired the fundamental conceptual categories for understanding and analysing the disciplinary contents of Work and Organisational Psychology, including its most recent evolutions. Furthermore, they will be able to identify and use the most authoritative sources for in-depth study of the discipline's up-to-date knowledge, demonstrating mastery of the topics covered in the course. Learning the proposed theoretical models will enable them to develop specific hypotheses on the causes of recurring organisational phenomena, such as stress, job dissatisfaction, the achievement of professional success or the desire to change jobs. Practical exercises will provide an opportunity to develop a critical capacity in the application of intervention methodologies typical of Work and Organisation Psychology.
Applying knowledge and understanding
Students will be able to recognise the theoretical models underlying the main constructs of the discipline, evaluating their nature, limitations and possibilities for practical application in organisational interventions.
Making judgements
The course encourages active participation, stimulating critical reflection on relevant topics in the discipline. Through classroom interventions and answers to questions posed by the lecturer during lectures, students will develop the ability to critically analyse disciplinary issues, integrating them into a broader framework that considers social, ethical and methodological implications. Due to the transversal nature of the content covered, the course promotes a critical awareness of issues such as the appropriate use of methodological tools, the management of ethical dilemmas (e.g. selecting without discriminating) and the promotion of psychological health in work contexts.

Communication skills
By the end of the course, students will have acquired theoretical and technical skills, as well as an adequate disciplinary vocabulary, which will enable them to communicate and collaborate effectively with colleagues and professionals.
Learning skills
By actively participating in lectures and classroom exercises, students will acquire theoretical and practical skills essential for understanding Work and Organisational Psychology both as a theoretical discipline and as a field of applied research. The in-depth study of topics will be geared towards developing a critical approach to understanding the origins of disciplinary knowledge, often rooted in related fields such as general, personality and social psychology. Critical reflection and active involvement during the teaching activities will allow the development of autonomy in the advanced study of topics relevant to a complete psychological education.

Educational objectives

Knowledge and understanding.
The course aims to:
introduce students to basic knowledge relating to health, disease, healthcare, public health and prevention as well as the main risk factors and conditions capable of determining individual and collective health;
provide the elements of knowledge relating to the transformation of the epidemiological picture in the population, its socio-economic causes and its effects on the social, economic and health level also with reference to demography and epidemiology;
create the knowledge bases of the main determinants of individual and collective health with particular reference to the living and working environment also in relation to ecology and nutrition;
develop knowledge relating to the development of social welfare systems in relation to economic, social and political changes and to the organization of social health services and their critical issues with particular reference to the National Health Service (SSN), health inequalities and the prospects of the SSN;
contribute to the formation of professional and organizational skills in the management, management and care of specific health problems of individuals and communities, particularly within the NHS.
Applied knowledge and understanding.
Through the acquisition of basic knowledge relating to hygiene and social medicine, the student will acquire basic operational skills and tools to intervene concretely in the social and health contexts of the social worker. Understanding the history, characteristics and operating methods of healthcare and the NHS will provide the possibility of implementing the procedures for decoding the social and health need and activating the processes for taking charge of the assisted person.
Autonomy of judgment.
The theoretical and practical knowledge of issues relating to health, public health and healthcare, as well as the history, organization and critical issues of the NHS, will serve to develop the student's ability to identify and interpret, with competent and critical methods, the contradictions between health, economy and public intervention also through collective discussion with the teacher and other students, in order to be able to correctly evaluate the operational situation, their own activities and those of the institutions responsible for protecting individual and collective health.
Communication skills.
The course is aimed at developing the student's communication skills by encouraging forms of active participation during the course of studies as preparation for subsequent professional and work activity, also through group work, presentations of their work and correct exposition of the topics being learned.
Learning ability.
The course is also aimed at providing basic theoretical and practical knowledge relating to health and public healthcare in relation to future operational professional activity in different work contexts of the public administration, the private sector and the private social sector in the national reality, which will then be assessed during the exam.

Educational objectives

Knowledge and understanding
1.To know the multilevel (national, European Union and international) legal system constituting the legal status of the child.
2. To know the instruments of protection of the child in a vulnerable situation.
3 Understand the role that such protection techniques and procedures play in the governance of relational relationships involving the child.

Ability to apply knowledge and understanding
1. Knowing how to frame the different situations of juvenile distress within the reference legal system.
2. Knowing how to identify the discipline useful to remedy the situation of distress in which the child finds himself as well as the judicial authority competent to pronounce on the matter.
3. Distinguish, among the instruments designed to deal with situations of vulnerability of the child, which of them are useful for the resolution of the individual conflict and/or the regulation of the individual relationship.

Judgement skills
1. Interpret legal texts.
2. Identify, distinguish and relate principles and rules pertaining to the various multilevel sources.
3. When confronted with conflict situations or relationships that need to be regulated, be able to identify which legal rules can be used as parameters of judgement and tools for crisis prevention or management.

Educational objectives

Knowledge and understanding
The solid theoretical basis on social policies, intervention methodologies and the regulatory framework of social service built up through the teachings of the course of study (reference laws, working tools and sociological, psychological and economic theories influencing the sector) will be complemented by the following cognitive objectives of the Internship:
In concrete terms:
- Acquire knowledge about the principles, methods and tools of social intervention.
- Acquire knowledge of the laws regulating social service, understanding the rights and duties of users and operators.
- To understand the organisational and operational functioning of a territorial or specialist social service.
- Study the main theoretical models guiding social intervention, analysing working tools such as the social file and operational protocols.
- Deepen the understanding of social phenomena, with particular attention to the dynamics of exclusion, poverty and vulnerability.
- Deepen the role of the social worker in relation to the institutional and regulatory context.

Applying knowledge and understanding
Theory has to be translated into practice through direct experience. The trainee develops operational skills in case management, the implementation of social interventions and the use of professional tools such as the social file, reports and interviews with users. Confrontation with real-life situations enables them to refine intervention strategies and practical solutions.
In particular:
- Knowing how to apply social intervention methodologies, adopting appropriate tools for taking charge of users.
- Applying theoretical knowledge through shadowing in front office activities.
- Participating in the management of concrete cases, supporting the tutor in the analysis of problems and in the construction of help paths.
- Observe and analytically describe the operational and relational dynamics of the service.
- Experiencing the drafting of social reports, becoming familiar with the documentation required for professional work.
- Experiencing in a guided manner the methodological approach to individual case management.

Making judgments
The trainee must be able to critically analyse situations, identify users' needs and make decisions based on ethical and deontological principles. This implies the ability to distinguish between different intervention approaches, assess the implications of the choices made and ensure compliance with the rights and regulations in force.
Namely:
- -Assess the needs of users and formulate appropriate responses while respecting ethical and deontological principles.
- Reflect on the implications of professional choices and the responsibilities associated with the role of a social worker.
- Develop critical skills in observing complex situations and understanding professional decisions.
- Critically examine the effectiveness of interventions, proposing innovative solutions based on data and concrete experiences.
- Formulate autonomous reflections on helping processes, intervention strategies and organisational structures.
Communication skills
Communication is essential for social work. Trainees must develop effective verbal and written communication skills, learning to manage professional relationships with users, colleagues and institutions. This includes active listening skills, empathy and conflict management, as well as the production of clear and detailed documentation.
This is realised by:
- Learning active listening and helping relationship management techniques, developing empathy and sensitivity.
- Learning effective communication methods in interviewing and in the helping relationship.
- Acquiring skills in written and oral communication, using appropriate technical language for the production of official documents.
- Acquire skills in professional interaction with users, colleagues and other institutional actors, managing conflict and mediation situations.

Learning skills
The training path does not end with the internship. The student must demonstrate the ability to continuously update themselves, reflecting on the experiences acquired and integrating new knowledge. Self-training, critical analysis of experiences and participation in supervision sessions are essential to refine professional skills.
Therefore, it becomes essential:
- Knowing how to critically reflect on internship experiences, identifying strengths and aspects to improve.
- Adopting self-training strategies, independently studying topics of interest.
- Being able to update themselves on emerging regulations and methodologies, participating in training and supervision activities.
- Strengthening the ability to learn from direct experience and to critically rework the situations experienced.