Learning objectives
Through analysis and comparison between scientific articles and essays, the course aims to promote knowledge about both the theoretical approaches and the empirical paradigms taken in the study of the issues raised. Using the discussion around socially relevant issues as approach, it also aims to develop the students’ ability to understand and to address the questions posed by the
postmodern society. The course also proposes to show how the results of scientific research can be applied to the reality, developing skills in the design and in the
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.
Prerequisites
Elements of social psychology.
English: ability to understand scientific articles
Course unit content
The course will focus on the latest theoretical and research approaches in applied social psychology and on possible lines of psychosocial intervention.
The critical analysis of the epistemological, theoretical and empirical paradigms will focus on the interaction between the psychological and both the real and the virtual social worlds. The course will face issues such as: a) intercultural relations and prejudice toward migrants in the multicultural society; b) psychosocial processes implicated in the perception of risks related to the technology, natural disaster, criminality, health and virtual environments’ use; c) opportunities and risks that the virtual worlds such as the Social Networks and the Massively Multiplayer Online Worlds can offer for the identity dynamics in the post-modern societies.
Full programme
EPISTEMOLOGICAL AND METHODOLOGICAL PREMISES: RESEARCH PARADIGMS AND INTERVENTION STRATEGIES.
1. 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.
2. Amerio P., De Piccoli N., Miglietta A. (2000). La ricerca-azione come articolazione di teoria a pratica. In P. Amerio, Psicologia di Comunità. Bologna: Il Mulino, cap. 7 pag. 261-293.
3. Inguglia C. (2012). La progettazione di interventi sociali. Linee guida e esempi applicativi. Roma: Carocci Faber, cap. 1 e 2, pag. 21-71.
+ SLIDES
+ WORK GROUP
FOR NON ATTENDING
• Mazzara B.M. (2003). Profilo storico e teorico. In Mantovani G. (a cura di). Manuale di psicologia sociale. Firenze: Giunti, cap. I pp. 15-42.
MODULE 1
Intercultural relations, acculturation processes and multicultural identities.
5) Davolo A., Mancini T. (2017). L'intervento psicologico con i migranti. Bologna: Il Mulino; cap. 1 e 2, pp. 19-73.
6) Sam D.L., Berry J.W. (2010). Acculturation: When Individuals and Groups of Different Cultural Backgrounds Meet. Perspectives on Psychological Science, 5, 472-481.
7) Huynh Q., Nguyen A.D., & Martinez, V. (2011). Bicultural identity integration. In S.J. Schwartz et al. (eds.), Handbook of Identity Theory and Research (pp. 827-842) Springer.
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).
+ SLIDES
+ ARTICLE
• Rossi M. & Mancini T. (2016). I processi di acculturazione dei migranti forzati tra comunità ospitanti, comunità etniche e comunità virtuali. Psicologia Sociale, 2, 105-140.
FOR NON ATTENDING:
• A. Mantovani G. (2004). Intercultura. E’ possibile evitare le guerre culturali? Bologna: Il Mulino.
Letture di approfondimento PER TUTTI:
• Mancini T. (2006). Psicologia dell’identità etnica. Roma: Carocci (Cap. 4, pp. 123-164).
MODULE 2
Risk perception, risk behavior and risk communication.
9) 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).
10) Breakwell G.M. (2007). The psychology of risk. Cambridge: Cambridge University Press (Cap. 1 e cap. 9, 1-10, 224-265.
11) Slovic P., Finucane M.L., Peters E., MacGregorD.G. (2004). Risk as analysis an risk as a feelings: some thoughts about affect, reason, risk, and rationality. Risk Analysis, 24 (2), 311-322.
+ SLIDES
+ ARTICLE CHOICE BETWEEN:
• Gierlach E., Belsher B.E., & Beutler L.E. (2010). Cross-Cultural Differences in Risk Perceptions of Disasters. Risk Analysis, 30 (10): 1539-1549.
• Ko, H., Jung, J., Kim, J. Y., Shim, S. W. (2004). Cross-cultural differences in perceived risk of online shopping. Journal of Interactive Advertising, 4(2), 20-29.
FOR NON ATTENDING choice between:
• Roccato M., Mannarini T. (2012). Non nel mio giardino. Prendere sul serio i movimenti Nimby. Bologna: Il Mulino.
• Roccato M., Russo S. (2012). Insicurezza e criminalità. Psicologia sociale della paura del crimine. Napoli: Liguori
In-depth readings FOR EVERYONE:
• Savadori L., Rumiati R. (2009). Rischiare. Bologna: Il Mulino.
MODULE 3
Identity and relationships in cyberspace.
12) 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).
+ CHOICE AMONG:
13A) Riva G. (2010). I social network. Bologna: Il Mulino.
13B) Triberti S & Argenton L. (2013). Psicologia dei videogiochi. Come i mondi virtuali influenzano mente e comportamento. Trento: Apogeo.
13C) Riva G. (2016). Selfie. Narcisismo e identità. Bologna: Il Mulino.
+ SLIDES
+ ARTICLE CHOICE BETWEEN:
• Hu C, Kumar S, Huang J, Ratnavelu K (2017). Disinhibition of negative true self for identity reconstructions in cyberspace: Advancing self-discrepancy theory for virtual setting. PLoS ONE, 12(4): e0175623. https://doi.org/10.1371/journal.pone.0175623
• Dawn Beverley Branley, Judith Covey Risky behavior via social media: The role of reasoned and social reactive pathways, Computers in Human Behavior, 78, 183-191., https://doi.org/10.1016/j.chb.2017.09.036
FOR NOT ATTENDING:
• A second book among thoseINDICATED above
In-depth readings FOR EVERYONE:
• Mancini T. (2010). Psicologia dell’identità. Bologna: Il Mulino (CAP. V, VI 117-203)
Bibliography
Books, chapters of books, review articles and research articles that will be defined during the lessons and on the bases of individualized students’ interests.
Teaching methods
Lectures, seminars with experts, and individual study will be proposed in order to facilitate the acquisition of theoretical knowledge. Group work, individual papers,
and discussions 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 three steps:
a) a group Project work will be presented and discussed in class (replaced by additional readings for non-attendants). The evaluation of this step is oriented to examine the development of skills in the design and in the
evaluation of psychosocial interventions, as well as the students’ communication skills. The grade will be expressed in thirtieths (10% of the total grade)
b) a written relation (2500 words, APA v 6 style) on three research or review scientific articles chosen among one of the course issues. This examination is designed to assess the knowledge and skills acquired, as well as students’ (30% of the total grade)
independent judgment and criticism. The grade will be expressed in thirtieths and will be attributed on the basis of the level of completeness achieved with respect to 4 criteria: adequacy and relevance of the articles; comparative and critical analysis of articles; anchorage to the themes dealt with in the course, style of the relationship and adequacy with respect to the publishing standards indicated.
The student who does not get at least 18/30 can not access to the oral examination.
c) an oral examination (60% of the total grade; 70% for non-attendants) through which it will assess students’ ability to understand and to address the questions posed by the
postmodern society, to communicate and to apply the skills acquired to the reality. The oral exam consists of a question for each of the modules of the course.
