Educational objectives: development of knowledge and skills related to psycho-pedagogical counseling of families; parenting support services, understood as a form of adult learning; development of pedagogical therapeutic skills and practices in the management of parent-adolescent relationships: clinical and pedagogical work with adolescents according to the systemic-relational perspective within a three-generational family framework.
Acquisition and increase of skills, in terms of clinical-pedagogical intervention, which look at the crisis of the young patient as a sign of a block in the realization of phase-specific evolutionary tasks.
Acquisition and increase of skills, in terms of clinical-pedagogical intervention, which look at the crisis of the young patient as a sign of a block in the realization of phase-specific evolutionary tasks.
teacher profile teaching materials
This program of study proceeds and is structured from the recognition that the educational dimension carries with it a need to foster, promote, and activate processes of personal integration within family, school, social, cultural, and historical-political contexts. This integration is also accompanied by consideration of the crucial importance of the psycho-affective dynamics that characterize the process of identity development, emotional literacy, the building of emotional and interpersonal bonds, as well as encounters and dialogue within shared social and communicative spaces.
Central to this framework is the notion of "care" (see Giosi's text), as a pedagogical-educational category/strategy aimed at promoting processes and paths of self-analysis, awareness, and the construction of meaningful relationships. Crucial to this notion of care are the "roots" of vulnerability, pain, and empathy, particularly with regard to the condition of adolescents and families.
From a pedagogical perspective of care, it is clear that the redefinition, today (and for several years now), of the family space, of the relative roles of mother and father, and of the social representations of this sphere, has generated a new and complex phenomenology of issues pertaining to the parent-child educational relationship. So-called "new parents" today experience a situation of relational disorientation. When a man and a woman enter the state of fatherhood/motherhood, a gray area develops, within which the spouses find themselves involved in a process of profound transformation of their communication patterns. The anthropological fact on which education is based is clear for all to see: the human person is not, but becomes. To become oneself, a person needs someone to accompany them on this journey, because one does not "become" alone. The first "other" a newborn encounters in this process of becoming are their parents. When a parent consciously and intentionally cares for a child's growth, going beyond the mere nurturing practice that every animal species practices with its young, we can consider a truly educational act to be taking place. Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these issues, we immediately encounter a sort of paradox: if, on the one hand, the family's educational role is increasingly considered indispensable, on the other, the inadequacy of today's families in effectively exercising this function is increasingly highlighted.
At the same time, the condition of adolescents themselves appears increasingly exposed to multiple critical issues: forms of drug and technology dependency; youthful depression; eating disorders; social withdrawal; self-harm behaviors; Difficulties related to the "struggle to be oneself." Adolescent issues, from this perspective, are intertwined with those of socially weakened parenting, requiring the development and implementation of pedagogical and clinical skills.
1)M. Giosi, Le radici pedagogiche della cura. Empatia, Vulnerabilità, Dolore, Roma, Anicia, 2022
2)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella, L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020
3)M. Giosi: Dispensa introduttiva alla pedagogia della famiglia (20 pagine)
Programme
Pedagogy and Self-Care in Family and Adolescent ContextsThis program of study proceeds and is structured from the recognition that the educational dimension carries with it a need to foster, promote, and activate processes of personal integration within family, school, social, cultural, and historical-political contexts. This integration is also accompanied by consideration of the crucial importance of the psycho-affective dynamics that characterize the process of identity development, emotional literacy, the building of emotional and interpersonal bonds, as well as encounters and dialogue within shared social and communicative spaces.
Central to this framework is the notion of "care" (see Giosi's text), as a pedagogical-educational category/strategy aimed at promoting processes and paths of self-analysis, awareness, and the construction of meaningful relationships. Crucial to this notion of care are the "roots" of vulnerability, pain, and empathy, particularly with regard to the condition of adolescents and families.
From a pedagogical perspective of care, it is clear that the redefinition, today (and for several years now), of the family space, of the relative roles of mother and father, and of the social representations of this sphere, has generated a new and complex phenomenology of issues pertaining to the parent-child educational relationship. So-called "new parents" today experience a situation of relational disorientation. When a man and a woman enter the state of fatherhood/motherhood, a gray area develops, within which the spouses find themselves involved in a process of profound transformation of their communication patterns. The anthropological fact on which education is based is clear for all to see: the human person is not, but becomes. To become oneself, a person needs someone to accompany them on this journey, because one does not "become" alone. The first "other" a newborn encounters in this process of becoming are their parents. When a parent consciously and intentionally cares for a child's growth, going beyond the mere nurturing practice that every animal species practices with its young, we can consider a truly educational act to be taking place. Education is therefore a function inherent in the family, in the process of intergenerational transmission. Working on these issues, we immediately encounter a sort of paradox: if, on the one hand, the family's educational role is increasingly considered indispensable, on the other, the inadequacy of today's families in effectively exercising this function is increasingly highlighted.
At the same time, the condition of adolescents themselves appears increasingly exposed to multiple critical issues: forms of drug and technology dependency; youthful depression; eating disorders; social withdrawal; self-harm behaviors; Difficulties related to the "struggle to be oneself." Adolescent issues, from this perspective, are intertwined with those of socially weakened parenting, requiring the development and implementation of pedagogical and clinical skills.
Core Documentation
TESTI1)M. Giosi, Le radici pedagogiche della cura. Empatia, Vulnerabilità, Dolore, Roma, Anicia, 2022
2)M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella, L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020
3)M. Giosi: Dispensa introduttiva alla pedagogia della famiglia (20 pagine)
Reference Bibliography
TESTI Freud S., L'adolescenza come disturbo dell' età evolutiva in: Freud S., Opere, vol. III, Torino, Boringhieri. Erikson Erik, Gioventù e crisi d'identità, Roma, Armando, 1974 Freud Anna, Infanzia e adolescenza, Boringhieri, Torino Blos P., L'adolescenza. Una interpretazione psicoanalitica, Milano, Angeli, 1971. F. Dolto, I problemi degli adolescenti, Longanesi, Milano, 1991. A. Casoni, Adolescenza liquida. Nuove identità e nuove forme di cura, Edup, Roma, 2008; S. Vicari-M.C.Caselli, Neu¬ropsicologia dell’età evolutiva, Il Mulino, Bologna, 2017: S. Vicari, Adolescenti che non escono di casa, Il Mulino, Bologna, 2022. M.Lancini-L. Cirillo- T. Scodeggio-T. Zanella; L’adolescente. Psicopatologia e psicoterapia evolutiva, Raffaello Cortina Editore, Milano, 2020Attendance
In-person modeType of evaluation
oral test