Learning objectives
Through analysis and comparison between scientific articles and essays,
the course aims to promote theoretical knowledge about the approaches
taken in the study of the issues raised. Using a discussion of cases
approach, it also aims to develop the students’ ability to understand and
to address the questions posed by the postmodern reality. The course
also proposes to show how this knowledge can be applied to a
professional reality: it aims to develop skills in the design and evaluation
of psychosocial interventions.
Finally, the course aims to foster students' critical thinking and
independent judgment with respect to theoretical issues addressed, as
well as to improve
their ability to communicate about the aspects they have investigated
and learned.
Course unit content
After the first lessons devoted to the critical analysis of the paradigms of
research utilized for the study of the interaction between the
psychological and the social world, the course will be articulated into four
thematic modules:
1) the psychology of culture as an emblem of the psychosocial approach
2) Stereotypes, prejudices and stigmatization processes: the new
frontiers of research
3) The social psychology of risk: from the social cognitive models to the
social representation approach
6) Post-modernism and new challenges for the self.
Each module will focus on the latest theoretical and research approaches
in social psychology and on possible lines of psychosocial intervention.
Full programme
Introduction
1. Moscovici S. (1989). Psicologia Sociale, Borla, Roma, Introduzione, pag. 5-22.
2. Doise W. (1982). Livelli di spiegazione in Psicologia sociale. Milano: Giuffrè., cap. I pag. 9-47.
3. Manetti L. (1998). Paradigmi epistemologici e criteri di valutazione delle qualità delle indagini empiriche. In L. Manetti a cura di Strategie di ricerca in psicologia sociale. Roma: Carocci, cap I, pp. 13-48.
Form 1. THE CULTURAL PSYCHOLOGIES
4. Anolli L. (2004). La cultura tra mediazione, costruzione e partecipazione. In Psicologia della cultura. Bologna: Il Mulino; cap. 1, pp. 15-45.
5. Mantovani G. (2007). Dalla psicologia culturale alla prospettiva interculturale. Un percorso di ricerca. In BM. Mazzara (a cura di) Prospettive di psicologia culturale. Roma: Carocci; cap. 2, pp. 57-76.
6. Inghilleri P., Riva E. (2009). I fondamenti della psicologia culturale. In P. Inghilleri a cura di Psicologia Culturale. Milano: Cortina; cap. 1, pp. 3-48.
7. (ONLY FOR NOT ATTENDING CLASS) Mantovani G. (2004) Intercultura. E’ possibile evitare le guerre culturali? Bologna: Il Mulino.
Form 2. STEREOTYPE, PREJUDICE AND DISCRIMINATION
8. Kessler T., Mummenday A. (2008). Il pregiudizio e le relazioni intergruppi. In M. Hewstone, W. Stroebe, K. Jonas, A. Voci (a cura di). Introduzione alla psicologia sociale. Bologna: Il Mulino (2010, pp. 405-443).
9. Riek B.M. , Mania E.W. , Gaertner S.L. (2006). Intergroup Threat and Outgroup Attitudes: A Meta-Analytic Review. Personality and Social Psychology Review, Vol. 10, No. 4: 336–353.
10. Major B., O’Brien L.T. (2005). The social psychology of stigma. Annu. Rev. Psychol., 56:393–421.
11. Albarello F. Rubini M. (2008). Relazioni intergruppi e fenomeni di deumanizzazione. Psicologia Sociale, Vol III, 1: 67-94.
12. Haslam N. (2006). Dehumanization: An Integrative Review. Personality and Social Psychology Review, 10: 252–264
13. Hewstone M., Voci A. (2009). Diversità e integrazione: il ruolo del contatto intergruppi nei processi di riduzione del pregiudizio e risoluzione dei conflitti. Psicologia Sociale, Vol IV, 1: 9-28.
14. (ONLY FOR NOT ATTENDING CLASS) Sen A. (2006). Identità e violenza. Bari: Laterza.
Form 3. SOCIAL PSYCHOLOGY OF RISK
15. Prati G., Cicognani E. (2011). Percezione e comunicazione del rischio: uno sguardo alla letteratura. In E. Cicognani, G. Prati, B. Zani (a cura di). Uranio impoverito. Percezione e comunicazione del rischio. Bologna: CLUEB (pp. 29-66).
16. Savadori L., Rumiati R. (2005). Nuovi rischi, vecchie paure. Bologna, Il Mulino (Introduzione e cap. I, pp. 7-63– All ONLY FOR NOT ATTENDING CLASS)
17. Breakwell G.M. (2007). The psychology of risk. Cambridge: Cambridge University Press (Cap. 1, pp. 1-11; cap. 9, pp. 224-265)
18. Foà C. (2010). Comportamenti rischiosi e contro-normativi a confronto. Un’indagine esplorativa sugli adolescenti. Psicologia Sociale, 2, 279-304.
Form 4. SELF CONSTRUCTION BETWEEN REAL AND VIRTUAL LIFE19. Mancini T. (2010). Psicologia dell’identità. Bologna: Il Mulino (PARTE SECONDA, CAP. V, VI e VII, pp. 117-222)
20. Galimberti C. (2010). Segui il coniglio bianco. La costruzione della soggettività nelle interazioni mediate. In C. regalia, E. Marta, Identità in relazione. Le sfide odierne dell’essere adulto. Milano: Mc-Graw-Hill (pp. 73-127).
21. (ONLY FOR NOT ATTENDING CLASS) Bauman Z. (2010). Vite di corsa. Come salvarsi dalla tirannia dell’effimero. Bologna. Il Mulino.
Bibliography
Chapters of books, review articles and research articles that will be
defined during the lessons and agreed with the students on the basis of
the themes that they would deepen.
Teaching methods
Lectures and individual study will be proposed in order to facilitate the
acquisition of theoretical knowledge. Group work, exercises, individual
papers, seminars with psychologists, discussions and oral presentations
in the classroom will be offered to facilitate the development of
competences, to encourage the acquisition of the ability to apply this
knowledge in real life, to enhance independent judgment and
communication skills.
Assessment methods and criteria
The exam includes (both for students attending class and for students
not attending class) a written and an oral examination. The written
examination consists of an individual report on a chosen theme based on
2/3 scientific international articles. It is designed to assess the
knowledge and skills acquired, as well as students’ independent
judgment and criticism.
The oral examination will assess students’ ability to communicate and to
apply those skills to reality.
For students attending the class these competences will be evaluated
during the course also through individual and group works.
