Knowledge and understanding ability: ability to understand the psychological implications of trauma and losses for the individual development.
Applied knowledge and understanding ability: ability on one hand to deal with abuse and mistreatment cases, on the other hand, to support abuse, mistreatment and loss processing, thanks to the assimilation and the consequent ability to use specific knowledge and measures.
Judgment autonomy: ability to integrate knowledge about trauma and its processing for coping complex educational situations and make decisions
Applied knowledge and understanding ability: ability on one hand to deal with abuse and mistreatment cases, on the other hand, to support abuse, mistreatment and loss processing, thanks to the assimilation and the consequent ability to use specific knowledge and measures.
Judgment autonomy: ability to integrate knowledge about trauma and its processing for coping complex educational situations and make decisions
Curriculum
teacher profile teaching materials
Potential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva
Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.
Programme
the traumaPotential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva
Core Documentation
Siegel, D. J., Bryson, T. P., & Amadei, G. (2012). Dodici strategie rivoluzionarie per favorire lo sviluppo mentale del bambino. Raffaello Cortina.Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.
Type of delivery of the course
Face to face lessons role playing practice exerciseType of evaluation
the student will be asked specific questions from the text books. Furthermore, every student will take a report about the planning and the realization of a emotion regulation program teacher profile teaching materials
Potential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva
Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.
Programme
the traumaPotential source of trauma: the losses
Unavodiables sources of trauma: mistreatment and abuse
The disorganization of attachment
Educator function of support in the losses or abuse processing
I processi di regolazione emotiva
Core Documentation
Siegel, D. J., Bryson, T. P., & Amadei, G. (2012). Dodici strategie rivoluzionarie per favorire lo sviluppo mentale del bambino. Raffaello Cortina.Lieberman A. F., Compton, N.C., Van Horn P., Ippen, C. G. (2007). Il lutto infantile, il Mulino, Bologna.
D’Ambrosio C. (2010). L’abuso infantile, Erickson, Trento.
Grazzani Gavazzi I., Ornaghi V., Antoniotti C. (2011). La competenza emotiva dei bambini, Erickson, Trento.
Type of delivery of the course
Face to face lessons role playing practice exerciseType of evaluation
the student will be asked specific questions from the text books. Furthermore, every student will take a report about the planning and the realization of a emotion regulation program