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Second Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)


A) Knowledge and understanding of the key themes of the discipline and its applications.

B) Ability to apply knowledge in the course of practice activities.

C) Autonomy of judgment regarding the content of the discipline and its applications.

D) Communication skills in effectively conveying the information acquired.

E) Ability to continuously update knowledge within the discipline and the legislation governing the profile of school psychologist in Italy.


There is no propaedeuticity with other teachings.


Starting from the most recent reflections in the field of developmental and educational psychology on the role, training and skills of the school psychologist and the school psychologist, called to work concretely in the territory, the course describes the main activities and projects that can be carried out in schools.
After analysing the origins of the discipline and the regulatory situation in Italy, the course illustrates the key themes of school psychology and its areas of application, taking into account the recent Memorandum of Understanding between the Ministry of Education and the National Council of the Order of Psychologists (2020), which outlines the areas of intervention of school psychology and the activities that can be carried out at school to promote psychological well-being.
The course thus describes the various actions to support the management of school difficulties, collaboration in the school-family relationship, prevention of learning difficulties and motivation, promotion of well-being, support for teachers and educational training and experimentation. The course focuses in particular on interventions for the prevention of at-risk behaviours in adolescence, taking into account a multi-level approach, aimed at enhancing all systems involved in education and youth learning. Particular emphasis is therefore given to the prevention of bullying and cyberbullying, to the strengthening of relational skills, self-regulation and pro-social and socio-emotional education interventions in the classroom. All activities take into account an ecological perspective and a community approach aimed at raising awareness, valuing and empowering all participants in school life.

Specific Content.

Part 1.
- History of school psychology.
- Legislative framework in Italy.
- The memorandum of understanding between the Ministry of Education and the National Council of the Order of Psychologists - CNOP (2020) for psychological support and the promotion of well-being at school.
- Ecological perspective and the role of psychology at school.
- Main areas of psychological intervention.

Part 2.
The action of school psychologists.
- The psychological desk (accessibility and types of counselling);
- Support for the prevention and management of learning difficulties (special educational needs and management of the school-family relationship);
- Interventions for the prevention of risk behaviours at school (risk and protective factors in development, evidence-based programs, prevention of distress in adolescence).
- Bullying and cyberbullying (preventive and community-based approaches).
- Classroom management and group dynamics (basic needs and participation, toward an inclusive classroom).
- Recognizing and managing emotions in the classroom, emotional regulation and dysregulation, universal prevention and targeted interventions.
- Organizational issues at school: teacher burnout.
- Evaluation and research training in school (research methods and validity, research-intervention).
- New technologies for learning.

Part 3.
Description of some evidence-based programs in the following areas:
prevention of bullying and cyberbullying; strengthening of relational skills; pathways for school inclusion and combating social marginalization and socio-emotional education.

Teaching Methods

Lectures, case analyses, planning and evaluation activities, discussion groups.
Depending on the epidemiological situation that will take shape, the teaching may be delivered in mixed mode (in person or at a distance) according to the rules established by the University.

Verification of learning

Assessment involves a written test characterized by 4-5 open-ended questions.
Response time: from an hour to an hour and a half.

Depending on the epidemiological situation that will be configured, it will be possible to opt for a similar oral test (4-5 questions) via Teams.

The student will have to demonstrate that he/she has reached the pre-established formative objectives.

In the evaluation is considered essential: the knowledge of all the topics of the program including those covered in class; the ability to structure a speech (written or oral depending on the test); the descriptive ability and the use of appropriate terminology.

The examination is marked by a grade expressed in thirtieths.

The exams for ERASMUS STUDENTS will be held in the same way as for other students.



1) Cornoldi, C., Molinari, L. (2019). Lo psicologo scolastico. Competenze e aree di intervento. Bologna: Il Mulino.

Students are encouraged to update aspects of the regulations with the following documents that can be downloaded from the teacher's website:

1) The Memorandum of Understanding between the Ministry of Education and the National Council of the Order of Psychologists (2020) for psychological support and the promotion of well-being at school.
2) Law no. 71 of May 29, 2017: Guidelines for the prevention and contrast of the phenomena of Bullying and Cyberbullying.

More Information


Questionnaire and social

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