Nursing Sciences and Human and Pedagogical Sciences
A.Y. 2024/2025
Learning objectives
- Acquire historical and professional knowledge of pediatric nursing assistance as useful fundamentals for professional identity;
- Acquire knowledge on the historical evolution of caring and nursing, with a special focus both on pediatric nursing, and its professionalization process across the 20th century;
- Acquire knowledge on the nursing assistance process: fundamental concepts, theories and professional methods;
- Acquire knowledge on the following concepts: person, health / illness, environment and nursing assistance from a theoretical perspective, in order to capture the need for nursing care;
- Acquire knowledge on methods and tools suited to: collect data within the nursing context; build a professional relationship with single persons, families and significant others;
- Acquire knowledge on principles and norms at the base of both the pediatric nurse professional work, and responsibility;
- Acquire knowledge on aspects of bioethics and professional ethics related to the nursing profession;
- Acquire knowledge on professional work fundamental values;
- Acquire knowledge on ethical reasoning, in order to identify both ethical issues and practical solutions;
- Acquire knowledge on basic psychic functioning and mechanisms involved in: person-environment, and person-social context interaction, and adaptation;
- Acquire knowledge on the different stages of the neuropsychic development through which children builds autonomy and acquire fundamental psychosensory and affective experiences;
- Acquire skills to build an adequate and effective relationship with the child (at different ages) and with family members;
- Acquire skills suited to establish an effective communication with other social and health operators. Special attention will be given to awareness of individual and external values, integration, and knowledge of both rules and dynamics associated with group work;
- Acquire and apply basic knowledge on relational dynamics useful in establishing and maintaining helping relationships with the child at different ages, and family members;
- Acquire knowledge on developmental behavioral analysis;
- Acquire knowledge on child (at different ages) and family reactions to hospitalization and associated educational needs;
- Acquire awareness of existing influences on the concept of health and illness in all phases of the care process (e.g multi-ethnic society, different values, cultural and religious aspects of the child and his family).
- Acquire knowledge on the historical evolution of caring and nursing, with a special focus both on pediatric nursing, and its professionalization process across the 20th century;
- Acquire knowledge on the nursing assistance process: fundamental concepts, theories and professional methods;
- Acquire knowledge on the following concepts: person, health / illness, environment and nursing assistance from a theoretical perspective, in order to capture the need for nursing care;
- Acquire knowledge on methods and tools suited to: collect data within the nursing context; build a professional relationship with single persons, families and significant others;
- Acquire knowledge on principles and norms at the base of both the pediatric nurse professional work, and responsibility;
- Acquire knowledge on aspects of bioethics and professional ethics related to the nursing profession;
- Acquire knowledge on professional work fundamental values;
- Acquire knowledge on ethical reasoning, in order to identify both ethical issues and practical solutions;
- Acquire knowledge on basic psychic functioning and mechanisms involved in: person-environment, and person-social context interaction, and adaptation;
- Acquire knowledge on the different stages of the neuropsychic development through which children builds autonomy and acquire fundamental psychosensory and affective experiences;
- Acquire skills to build an adequate and effective relationship with the child (at different ages) and with family members;
- Acquire skills suited to establish an effective communication with other social and health operators. Special attention will be given to awareness of individual and external values, integration, and knowledge of both rules and dynamics associated with group work;
- Acquire and apply basic knowledge on relational dynamics useful in establishing and maintaining helping relationships with the child at different ages, and family members;
- Acquire knowledge on developmental behavioral analysis;
- Acquire knowledge on child (at different ages) and family reactions to hospitalization and associated educational needs;
- Acquire awareness of existing influences on the concept of health and illness in all phases of the care process (e.g multi-ethnic society, different values, cultural and religious aspects of the child and his family).
Expected learning outcomes
Knowledge and understanding:
- psycho-social and humanistic sciences for the understanding of normal and pathological relational dynamics, defense or adaptive reactions of the newborn , child, teenager and the family in situations of mental and social distress and physical suffering;
- ethical, legal issues for the understanding of the organizational complexity of the Health Care System, relevance and usefulness of acting in compliance with regulations and procedures, as well as respect for values and ethical dilemmas arising in daily practice; they are also aimed at promoting an understanding of professional autonomy, integration areas and interdependence with other healthcare providers.
Ability to apply knowledge and understanding:
- plan the delivery of nursing care in collaboration with child, teenager and the family and the interdisciplinary care group;
- evaluate the progress of care in collaboration with the interdisciplinary group, guaranteeing continuity of care;
- be responsible for providing and evaluating pediatric nursing care in accordance with professional quality standards and considering legal indications and ethical responsibilities such as rights of the newborns child and teenager.
- psycho-social and humanistic sciences for the understanding of normal and pathological relational dynamics, defense or adaptive reactions of the newborn , child, teenager and the family in situations of mental and social distress and physical suffering;
- ethical, legal issues for the understanding of the organizational complexity of the Health Care System, relevance and usefulness of acting in compliance with regulations and procedures, as well as respect for values and ethical dilemmas arising in daily practice; they are also aimed at promoting an understanding of professional autonomy, integration areas and interdependence with other healthcare providers.
Ability to apply knowledge and understanding:
- plan the delivery of nursing care in collaboration with child, teenager and the family and the interdisciplinary care group;
- evaluate the progress of care in collaboration with the interdisciplinary group, guaranteeing continuity of care;
- be responsible for providing and evaluating pediatric nursing care in accordance with professional quality standards and considering legal indications and ethical responsibilities such as rights of the newborns child and teenager.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Prerequisites for admission
Being a first year, first semester course, there are not specific prerequisites differing from these needed to start the degree course
Assessment methods and Criteria
Written test, consisting of a test with different types of questions: true-false, completion, correspondence, multiple choice with one or two correct answers. The consequent vote is given by the weighted average reported in the 4 different disciplines.
Nursing sciences: general, clinical and paediatric
Course syllabus
· Nursing in ancient civilizations, in the classical age, in the Roman Empire
· Nursing in Christianity and in the Middle Ages
· Nursing in the transition period: from the XVI to the XVIII (Renaissance and modern age: the Saints Reformers, precursors of nursing, the change of health concept in the Enlightenment)
· Nursing in the nineteenth century: Florence Nightingale and the birth of the nursing.
· Peculiarities of pediatric nursing in the nineteenth century
Course delivery method: frontal presentations and interactive activities
· Pediatric nursing care in Italy in the 20th century (Nursing care in Italy since
1925 at the birth of the College. The technical crisis. The development of disciplinary reflection)
· Contemporary history: associationism, training and professional practice, code of ethics
· The nursing discipline: Epistemological foundations, development of scientific knowledge, birth
and development of nursing classification and theorization, the concepts of the nursing discipline, theories and their classification with a particular focus on the school of needs
· The theoretical / conceptual framework of reference for the training course
· The disciplinary method: the nursing care process
· The disciplinary tool: the nursing care plan
· Data collection: observation and interview techniques
· Family-centered care as a pediatric care philosophy
- Contemporary history: associationism, education and professional practice, code of ethics
- The regulation of nursing (including current legislation governing education and
professional practice)
The discipline of nursing
- Epistemological foundations, development of scientific knowledge, birth and development of nursing classification and theorization
- The concepts of the nursing discipline, theories and their classification
- The theoretical/conceptual framework for education: Gordon's functional models. The following functional models will be explored:
- Model of Adaptation - Stress Tolerance. Model ascertainment (history): description of the adaptation model and its effectiveness in terms of stress tolerance; model of Adaptation - Functional Stress Tolerance; factors affecting the model of Adaptation - Stress Tolerance; potential causes of model alterations
- Model of Values-Beliefs. Pattern ascertainment (history): description of patterns of values, goals and beliefs (including spiritual ones), which guide choices and decisions and are related to health; pattern of Values - Convictions functional; factors affecting the pattern of Values - Convictions; potential causes of pattern alterations
- Model of Self Perception-Concept. Pattern ascertainment (history): description of the pattern of Self Perception - Self Concept and perceptions in relation to self; functional pattern of Self Perception - Self Concept; factors affecting the pattern of Self Perception - Self Concept; potential causes of alterations in the pattern of Self Perception - Self Concept;
- The disciplinary method: the nursing process.
- The disciplinary tool: the nursing care plan
- Data collection: the techniques of observation and interviewing
- Using the language for the International Classification for Nursing Practice (ICNP)
- Planning nursing care using the ICNP language
- Family-centered care as a philosophy of care in the pediatric setting
Glossary: ethics, morals, bioethics, deontology; principles and values.
The main ethical models
Principles and values that guide nursing action
The constitutive structure of government-type associations: Professional Orders and Colleges.
Nurses' deontological codes: overview of the national and international scene
The Code of Ethics of the OPI Federation 2019
Ethics and human rights: Universal Declaration of Human Rights UN 1948, Charter of the Rights of the Child and of Children in the Hospital. Charter of the rights of the premature baby
The nurse-assisted aid report
Communication strategies for positive interaction with the child, the parent, the family and the care team
Professional and ethical foundations of the relationship of trust with the assisted person for the protection of his safety, privacy and dignity
Consent in paediatrics
· Nursing in Christianity and in the Middle Ages
· Nursing in the transition period: from the XVI to the XVIII (Renaissance and modern age: the Saints Reformers, precursors of nursing, the change of health concept in the Enlightenment)
· Nursing in the nineteenth century: Florence Nightingale and the birth of the nursing.
· Peculiarities of pediatric nursing in the nineteenth century
Course delivery method: frontal presentations and interactive activities
· Pediatric nursing care in Italy in the 20th century (Nursing care in Italy since
1925 at the birth of the College. The technical crisis. The development of disciplinary reflection)
· Contemporary history: associationism, training and professional practice, code of ethics
· The nursing discipline: Epistemological foundations, development of scientific knowledge, birth
and development of nursing classification and theorization, the concepts of the nursing discipline, theories and their classification with a particular focus on the school of needs
· The theoretical / conceptual framework of reference for the training course
· The disciplinary method: the nursing care process
· The disciplinary tool: the nursing care plan
· Data collection: observation and interview techniques
· Family-centered care as a pediatric care philosophy
- Contemporary history: associationism, education and professional practice, code of ethics
- The regulation of nursing (including current legislation governing education and
professional practice)
The discipline of nursing
- Epistemological foundations, development of scientific knowledge, birth and development of nursing classification and theorization
- The concepts of the nursing discipline, theories and their classification
- The theoretical/conceptual framework for education: Gordon's functional models. The following functional models will be explored:
- Model of Adaptation - Stress Tolerance. Model ascertainment (history): description of the adaptation model and its effectiveness in terms of stress tolerance; model of Adaptation - Functional Stress Tolerance; factors affecting the model of Adaptation - Stress Tolerance; potential causes of model alterations
- Model of Values-Beliefs. Pattern ascertainment (history): description of patterns of values, goals and beliefs (including spiritual ones), which guide choices and decisions and are related to health; pattern of Values - Convictions functional; factors affecting the pattern of Values - Convictions; potential causes of pattern alterations
- Model of Self Perception-Concept. Pattern ascertainment (history): description of the pattern of Self Perception - Self Concept and perceptions in relation to self; functional pattern of Self Perception - Self Concept; factors affecting the pattern of Self Perception - Self Concept; potential causes of alterations in the pattern of Self Perception - Self Concept;
- The disciplinary method: the nursing process.
- The disciplinary tool: the nursing care plan
- Data collection: the techniques of observation and interviewing
- Using the language for the International Classification for Nursing Practice (ICNP)
- Planning nursing care using the ICNP language
- Family-centered care as a philosophy of care in the pediatric setting
Glossary: ethics, morals, bioethics, deontology; principles and values.
The main ethical models
Principles and values that guide nursing action
The constitutive structure of government-type associations: Professional Orders and Colleges.
Nurses' deontological codes: overview of the national and international scene
The Code of Ethics of the OPI Federation 2019
Ethics and human rights: Universal Declaration of Human Rights UN 1948, Charter of the Rights of the Child and of Children in the Hospital. Charter of the rights of the premature baby
The nurse-assisted aid report
Communication strategies for positive interaction with the child, the parent, the family and the care team
Professional and ethical foundations of the relationship of trust with the assisted person for the protection of his safety, privacy and dignity
Consent in paediatrics
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
- Edoardo Manzoni Storia e filosofia dell'assistenza infermieristica; Masson 2005
- Celeri Belotti - Destrebecq Storia dell'assistenza e dell'assistenza infermieristica in Occidente - Ed. Piccin 2013
- Edoardo Manzoni Le radici e le foglie : una visione storico epistemologica della disciplina infermieristica CEA
Codice deontologico 2019
- Smith - Coleman - Bradshaw L'assistenza centrata sulla famiglia Edises 2008
- Diagnosi infermieristiche. Processo e applicazioni di Marjory Gordon ed. CEA
- Processo infermieristico e pensiero critico Wilkinson Judith M. CEA
- Teoretica infermieristica di Afaf I. Meleis ed. CEA
- Badon Pierluigi - Cesaro Simone Assistenza Infermieristica in Pediatria , ed. CEA 2015
- Celeri Belotti - Destrebecq Storia dell'assistenza e dell'assistenza infermieristica in Occidente - Ed. Piccin 2013
- Edoardo Manzoni Le radici e le foglie : una visione storico epistemologica della disciplina infermieristica CEA
Codice deontologico 2019
- Smith - Coleman - Bradshaw L'assistenza centrata sulla famiglia Edises 2008
- Diagnosi infermieristiche. Processo e applicazioni di Marjory Gordon ed. CEA
- Processo infermieristico e pensiero critico Wilkinson Judith M. CEA
- Teoretica infermieristica di Afaf I. Meleis ed. CEA
- Badon Pierluigi - Cesaro Simone Assistenza Infermieristica in Pediatria , ed. CEA 2015
Theories and science of education and social education
Course syllabus
At the end of the course, the student will be able to:
· understand and recognize the essential characteristics of Pedagogy and educational relationship;
· acquire interview and conflict management techniques;
· critically analyse the connection between educational and therapeutic relationship, highlighting their different overlap areas
· Explain the process of patient education, claryfing the differences with other educational interventions, which take place in healthcare contexts (health literacy, health education and health promotion).
· illustrate the concept of health and illness, as well as their social representations;
· indicate typical children and his family reactions to hospitalisation and illustrate educational needs involved in this experience;
· explain why children illness may be understood as "family dynamic", outlining family social care needs;
· explain the connection between medical models and educational models used, explicitity or implicity, in therapeutic relationship;
· indicate main communication techniques used in the information gathering and feedback processes, within "patient and family focused" medical model;
· explain how communication and education change in therapeutic context, in connection with children, parents and healthcare professionals;
· indicate main strategies used in children therapeutic education (child's play time, histories and tales, group works etc.), differentiating it through the developmental age;
· define and illustrate various types of child's play time, intended as important resource of learning and relationships in pediatric age;
· define resilience and explain its relation with fun and creative activities;
· acquire the importance of child's play time in hospital, illustrating some types of play that can be used in this context.
· understand and recognize the essential characteristics of Pedagogy and educational relationship;
· acquire interview and conflict management techniques;
· critically analyse the connection between educational and therapeutic relationship, highlighting their different overlap areas
· Explain the process of patient education, claryfing the differences with other educational interventions, which take place in healthcare contexts (health literacy, health education and health promotion).
· illustrate the concept of health and illness, as well as their social representations;
· indicate typical children and his family reactions to hospitalisation and illustrate educational needs involved in this experience;
· explain why children illness may be understood as "family dynamic", outlining family social care needs;
· explain the connection between medical models and educational models used, explicitity or implicity, in therapeutic relationship;
· indicate main communication techniques used in the information gathering and feedback processes, within "patient and family focused" medical model;
· explain how communication and education change in therapeutic context, in connection with children, parents and healthcare professionals;
· indicate main strategies used in children therapeutic education (child's play time, histories and tales, group works etc.), differentiating it through the developmental age;
· define and illustrate various types of child's play time, intended as important resource of learning and relationships in pediatric age;
· define resilience and explain its relation with fun and creative activities;
· acquire the importance of child's play time in hospital, illustrating some types of play that can be used in this context.
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
· Zannini L. (2023). L'educazione del paziente. Per una consapevolezza pedagogica dei professionisti della cura, Cortina, Milano.
· Antonacci, F. (2012), Puer ludens. Antimanuale per poeti, funamboli, guerrieri, FrancoAngeli, Milano.
· Venera A. (2009), Il gioco in corsia. Studi, ricerche e proposte operative sul gioco in ospedale, Volume 1 ed. Junior.
· Riva C. & Rossoni E. (2022), La Ludotecnica Inclusiva. Giocare con i bambini con disabilità come metodologia educativa, FrancoAngeli, Milano.
· Antonacci, F. (2012), Puer ludens. Antimanuale per poeti, funamboli, guerrieri, FrancoAngeli, Milano.
· Venera A. (2009), Il gioco in corsia. Studi, ricerche e proposte operative sul gioco in ospedale, Volume 1 ed. Junior.
· Riva C. & Rossoni E. (2022), La Ludotecnica Inclusiva. Giocare con i bambini con disabilità come metodologia educativa, FrancoAngeli, Milano.
General psychology
Course syllabus
- Basic Cognitive Processes: perception, attention, memory. Perception: Sensation and perception, perception organization, Gestalt principles, perceptory illusions and constancy, perception of figure and background, space and movement. Attention: attention and consciousness; Memory: models and structure of memory, mnemic processes, oblivion, amnesia.
- Learning: classical and operant conditioning (generalization, discrimination, reinforcement and punishment, extinction and shaping); assimilation and adaptation; social learning; insight; imprinting
- Thinking: mental models; formal logic; heuristics; categorization and prototype theories; problem solving; decision making;
- Emotions: definition and models; physiological components; coping; monitoring, memory, expression and communication of emotional experiences
- Communication: language and communication; evolution of communication models; pragmatic (context and relationship in communication); meaning making and communication intention; non-verbal communication
- Motivation: reflexes, needs, instincts, pulsions; primary and secondary motivations; values; hierarchy of motivations; intrinsic and extrinsic motivation; behavior planning
- Learning: classical and operant conditioning (generalization, discrimination, reinforcement and punishment, extinction and shaping); assimilation and adaptation; social learning; insight; imprinting
- Thinking: mental models; formal logic; heuristics; categorization and prototype theories; problem solving; decision making;
- Emotions: definition and models; physiological components; coping; monitoring, memory, expression and communication of emotional experiences
- Communication: language and communication; evolution of communication models; pragmatic (context and relationship in communication); meaning making and communication intention; non-verbal communication
- Motivation: reflexes, needs, instincts, pulsions; primary and secondary motivations; values; hierarchy of motivations; intrinsic and extrinsic motivation; behavior planning
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
M. Bassi, A. Delle Fave, (a cura di) 2019. Psicologia Generale per le professioni medico-sanitarie, Seconda edizione, UTET, Torino (tutti i capitoli del libro ad esclusione del 9).
Slides proiettate in aula
Bibliografia integrativa di approfondimento (non obbligatoria)
A. Devescovi, S. D'Amico, 2003, Comunicazione e linguaggio nei bambini, Carocci
L. Anolli, 2010, Prima lezione di psicologia della comunicazione, Laterza
J.S. Bruner, 2005, La mente a più dimensioni, Laterza
Bibliografia (obbligatoria)
· Legrenzi, P., & Jacomuzzi, A. (2014). Fondamenti di psicologia generale. Il Mulino.
o Capitolo 3: Attenzione e azione.
o Capitolo 9: Comunicazione e linguaggio.
o Capitolo 10: Motivazione.
o Capitolo 11: Emozioni
· Sommaruga, M. (2005). Comunicare con il paziente. La consapevolezza della relazione nella professione infermieristica. Carocci Faber.
o Manuale per intero.
Sono ovviamente parte integrante del programma le slide, dove si ricorda l'importanza del tema dell'attaccamento.
Slides proiettate in aula
Bibliografia integrativa di approfondimento (non obbligatoria)
A. Devescovi, S. D'Amico, 2003, Comunicazione e linguaggio nei bambini, Carocci
L. Anolli, 2010, Prima lezione di psicologia della comunicazione, Laterza
J.S. Bruner, 2005, La mente a più dimensioni, Laterza
Bibliografia (obbligatoria)
· Legrenzi, P., & Jacomuzzi, A. (2014). Fondamenti di psicologia generale. Il Mulino.
o Capitolo 3: Attenzione e azione.
o Capitolo 9: Comunicazione e linguaggio.
o Capitolo 10: Motivazione.
o Capitolo 11: Emozioni
· Sommaruga, M. (2005). Comunicare con il paziente. La consapevolezza della relazione nella professione infermieristica. Carocci Faber.
o Manuale per intero.
Sono ovviamente parte integrante del programma le slide, dove si ricorda l'importanza del tema dell'attaccamento.
Developmental and educational psychology
Course syllabus
The course of developmental psychology and education (Degree Course for Pediatric Nurses) aims to provide some basic understandings about child and adolescent development and behavior. The first topics are the identification and the analysis of the major naive mistakes that people often committed while they try to understand the evolutionary moments of childhood and adolescence but also when they have to cope with families. The course's main aim is to increase students' awareness of development both by providing a basic knowledge of the main developmental stages of childhood and adolescence and by highlighting some of the most popular pre- and mis-conceptions about development and childcare. Starting from the concept of development task, we focus on the close relationship between evolutionary stages and the historical and cultural context in which they occur. The developmental Psychology topics base on General psychology topics. Specifically, it aims to provide students with a basic understanding of the following areas of development:
- Aspects of physical and perceptive development: in order to allow students to contextualize the main stages of cognitive and emotional development of the child, motor and perceptive development are introduced during the course. The course underlines the importance of neonatal reflexes and the transition from automatic responses to voluntary responses with a particular focus on the first year. The perceptive skills of early childhood will also be presented.
- Basic aspects of cognitive and linguistic development: the course presents the fundamental aspects of the development of cognition from early childhood to adolescence. The positions of innatism, behaviorism, and constructivism are presented, with a specific interest in some of the key concepts of Piaget and Vygotsky's thought. Within the study of cognitions, we focus on the complex relationship between thought and language by presenting aspects of linguistic development as theorized by Skinner, Chomsky, and Bruner.
- Basic aspects of affective, social and relational development: we analyze Bowlby's attachment theory and emotional development. We will observe the importance of early interactive exchanges in relation to further emotional relationships and in the development of self-construction. Furthermore, we will present the important skill of theory of mind.
- Basic aspects of health psychology: the course closes with the analysis of the concepts of coping, resilience and psychological well-being with reference to childhood and adolescence. Communication with families.
- Aspects of physical and perceptive development: in order to allow students to contextualize the main stages of cognitive and emotional development of the child, motor and perceptive development are introduced during the course. The course underlines the importance of neonatal reflexes and the transition from automatic responses to voluntary responses with a particular focus on the first year. The perceptive skills of early childhood will also be presented.
- Basic aspects of cognitive and linguistic development: the course presents the fundamental aspects of the development of cognition from early childhood to adolescence. The positions of innatism, behaviorism, and constructivism are presented, with a specific interest in some of the key concepts of Piaget and Vygotsky's thought. Within the study of cognitions, we focus on the complex relationship between thought and language by presenting aspects of linguistic development as theorized by Skinner, Chomsky, and Bruner.
- Basic aspects of affective, social and relational development: we analyze Bowlby's attachment theory and emotional development. We will observe the importance of early interactive exchanges in relation to further emotional relationships and in the development of self-construction. Furthermore, we will present the important skill of theory of mind.
- Basic aspects of health psychology: the course closes with the analysis of the concepts of coping, resilience and psychological well-being with reference to childhood and adolescence. Communication with families.
Teaching methods
Frontal lessons and interactive sessions
Teaching Resources
- Anna Silvia Bombi (Autore), Eleonora Cannoni (Autore) (2015) - Bambini e salute. Psicologia dello sviluppo per le professioni sanitarie - Il Mulino, Bologna.
Supplementary recommended bibliography:
- Antonella Delle Fave (2010). Comprendere il benessere per potenziare l'intervento. Una visione d'insieme sulla psicologia positiva". In G.F. Goldwurm e F. Colombo (a cura di), Psicologia Positiva, applicazioni per il benessere (pp. 11-32). Edizioni Erikson.
- Antonella Delle Fave (2010). Psicologia positiva e promozione della salute. L'Arco di Giano, dalla lotta alla malattia alla promozione della salute. Rivista di medical humanities, 64, 29-41.
Supplementary recommended bibliography:
- Antonella Delle Fave (2010). Comprendere il benessere per potenziare l'intervento. Una visione d'insieme sulla psicologia positiva". In G.F. Goldwurm e F. Colombo (a cura di), Psicologia Positiva, applicazioni per il benessere (pp. 11-32). Edizioni Erikson.
- Antonella Delle Fave (2010). Psicologia positiva e promozione della salute. L'Arco di Giano, dalla lotta alla malattia alla promozione della salute. Rivista di medical humanities, 64, 29-41.
Developmental and educational psychology
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY - University credits: 1
Lessons: 15 hours
Professor:
Scrignaro Marta
General psychology
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 1
Lessons: 15 hours
Professor:
Poletti Barbara
Nursing sciences: general, clinical and paediatric
MED/45 - NURSING - University credits: 4
Lessons: 60 hours
Theories and science of education and social education
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 1
Lessons: 15 hours
Professors:
Schiavone Giulia, Zannini Lucia