Internship (first year)
A.Y. 2022/2023
Learning objectives
Educational objective of this teaching is to develop skills about observation, self-observation and communication. More in detail, the purpose of the teaching is to allow students acquiring knowledge and understand how:
· to orient themselves in educational work complexity, given different kind of contexts and fields of intervention
· to verify their own relational ways towards users
· to recognize their own personal peculiarities in order to develop suitable listening and interaction abilities
· to use working practices in internship, about observation of single users, of user groups, of contexts
· to be able to respect the rules and working practices in the internship environment
· to study local contexts trying out survey tools
· to communicate and argue in a small group
· to describe and provide documentary evidence of the work done
· to orient themselves in educational work complexity, given different kind of contexts and fields of intervention
· to verify their own relational ways towards users
· to recognize their own personal peculiarities in order to develop suitable listening and interaction abilities
· to use working practices in internship, about observation of single users, of user groups, of contexts
· to be able to respect the rules and working practices in the internship environment
· to study local contexts trying out survey tools
· to communicate and argue in a small group
· to describe and provide documentary evidence of the work done
Expected learning outcomes
At the end of the teaching the student will have to be able to:
· orient themselves in educational work complexity, given different kind of contexts and fields of intervention
· verify his own relational ways towards users
· use working practices inside internship, about observation of single users, of user groups, of contexts
· study local contexts trying out survey tools
· communicate and argue in a small group
· describe and provide documentary evidence of the work done
Furthermore, the student will have to know:
· his own personal peculiarities in order to develop suitable listening and interaction abilities
· working practices in the internship environment by means of respect its rules
· orient themselves in educational work complexity, given different kind of contexts and fields of intervention
· verify his own relational ways towards users
· use working practices inside internship, about observation of single users, of user groups, of contexts
· study local contexts trying out survey tools
· communicate and argue in a small group
· describe and provide documentary evidence of the work done
Furthermore, the student will have to know:
· his own personal peculiarities in order to develop suitable listening and interaction abilities
· working practices in the internship environment by means of respect its rules
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Sezione: Bosisio Parini
Prerequisites for admission
There are no prerequisites.
Assessment methods and Criteria
Written and Oral Exam
Internship
Course syllabus
· Analysis of professional educator's profile: skills, roles, duties, working environment.
· The internship. Definition and meanings, reference theoretical models, rules and procedures.
· The internship project: analysis of the learning objectives.
· Intern's role throughout the internship path.
· Direct and indirect knowledge about different kind of facilities and about the professional educator's role inside the different professional contexts.
· Educational styles and methods inside the different professional contexts.
· Professional educator's work both direct with clients and indirect.
· The internship. Definition and meanings, reference theoretical models, rules and procedures.
· The internship project: analysis of the learning objectives.
· Intern's role throughout the internship path.
· Direct and indirect knowledge about different kind of facilities and about the professional educator's role inside the different professional contexts.
· Educational styles and methods inside the different professional contexts.
· Professional educator's work both direct with clients and indirect.
Teaching methods
Classroom lessons will be provided and enriched by means of collective works, brainstorming, meetings and interviews.
At least two tutoring interviews will be held for each student, along with other tutoring interviews that will be agreed with the teaching tutor.
At least two tutoring interviews will be held for each student, along with other tutoring interviews that will be agreed with the teaching tutor.
Teaching Resources
N. Scarpa, Centro Studi nazionale ANEP (a cura di), L'educatore professionale. Una guida per orientarsi nel mondo del lavoro e prepararsi ai concorsi pubblici, Maggioli Editore 2018
Durante il corso saranno suggeriti articoli di riviste di settore sui temi trattati.
Verrà indicata un'ampia bibliografia di testi di narrativa anche autobiografica su disabilità, anziani, minori, come
stimolo per un approccio diretto alle tipologie di utenza.
Durante il corso saranno suggeriti articoli di riviste di settore sui temi trattati.
Verrà indicata un'ampia bibliografia di testi di narrativa anche autobiografica su disabilità, anziani, minori, come
stimolo per un approccio diretto alle tipologie di utenza.
Internship guide
Course syllabus
· Analysis of professional educator's profile: skills, roles, duties, working environment.
· The internship. Definition and meanings, reference theoretical models, rules and procedures.
· The internship project: analysis of the learning objectives.
· Intern's role throughout the internship path.
· Direct and indirect knowledge about different kind of facilities and about the professional educator's role inside the different professional contexts.
· Educational styles and methods inside the different professional contexts.
· Professional educator's work both direct with clients and indirect.
· The internship. Definition and meanings, reference theoretical models, rules and procedures.
· The internship project: analysis of the learning objectives.
· Intern's role throughout the internship path.
· Direct and indirect knowledge about different kind of facilities and about the professional educator's role inside the different professional contexts.
· Educational styles and methods inside the different professional contexts.
· Professional educator's work both direct with clients and indirect.
Teaching methods
Classroom lessons will be provided and enriched by means of collective works, brainstorming, meetings and interviews.
At least two tutoring interviews will be held for each student, along with other tutoring interviews that will be agreed with the teaching tutor.
At least two tutoring interviews will be held for each student, along with other tutoring interviews that will be agreed with the teaching tutor.
Teaching Resources
N. Scarpa, Centro Studi nazionale ANEP (a cura di), L'educatore professionale. Una guida per orientarsi nel mondo del lavoro e prepararsi ai concorsi pubblici, Maggioli Editore 2018
Durante il corso saranno suggeriti articoli di riviste di settore sui temi trattati.
Verrà indicata un'ampia bibliografia di testi di narrativa anche autobiografica su disabilità, anziani, minori, come
stimolo per un approccio diretto alle tipologie di utenza.
Durante il corso saranno suggeriti articoli di riviste di settore sui temi trattati.
Verrà indicata un'ampia bibliografia di testi di narrativa anche autobiografica su disabilità, anziani, minori, come
stimolo per un approccio diretto alle tipologie di utenza.
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 10
Practicals - Exercises: 250 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 4
Practicals - Exercises: 80 hours
Sezione: Don Gnocchi
Prerequisites for admission
There are no prerequisites
Assessment methods and Criteria
The final test will take the form of a presentation of a written essay dealing with the experience of participating in the class work and the internship carried out with the services.
The written presentation will be discussed with the internship teacher and assistant in special exam sessions.
The assessment criteria will take account of the educational objectives, level of participation and classroom contribution, ability to listen, documenting the experience through writing the internship diary, narrating the experience and expressing it professionally.
The written presentation will be discussed with the internship teacher and assistant in special exam sessions.
The assessment criteria will take account of the educational objectives, level of participation and classroom contribution, ability to listen, documenting the experience through writing the internship diary, narrating the experience and expressing it professionally.
Internship
Course syllabus
· Body adaptation: motor, cognitive, emotional aspects
· The relationship with the other: listening of oneself, listening to one another
· Non-verbal communication: mimicry and gaze, gestures, postures, body contact, proxemics
The course involves a significant element of practical experience that for the first year will be offered through a practical internship of 230 hours that every student can follow at socio-educational and health institutions.
The internship experiences must be documented and processed through writing an internship diary, and will be subject to discussion and comparison in the Training Group.
· The relationship with the other: listening of oneself, listening to one another
· Non-verbal communication: mimicry and gaze, gestures, postures, body contact, proxemics
The course involves a significant element of practical experience that for the first year will be offered through a practical internship of 230 hours that every student can follow at socio-educational and health institutions.
The internship experiences must be documented and processed through writing an internship diary, and will be subject to discussion and comparison in the Training Group.
Teaching methods
Theoretical presentation, practical activity, group verbal consideration
Teaching Resources
Il testo necessario di riferimento è:
F. Nanetti "I segreti del corpo: La comunicazione trascurata nel comportamento non verbale" ed. Armando , Roma 2003 (Ristampa aprile 2017)
Si consigliano inoltre i seguenti libri, come approfondimenti personali:
· M. Argyle - "Il corpo e il suo linguaggio" - ed. Zanichelli, Bologna - 1996
· U. Galimberti - "Il corpo"- ed. Feltrinelli, Milano 1991
· E. T. Hall - "La dimensione nascosta" - ed. Bompiani, Milano 1988
· J. Le Boulch - "Verso una scienza del movimento umano" - ed. Armando, Roma 1975
· M. Massenz e E. Simonetta - "La valutazione psicomotoria" - ed. FrancoAngeli, Milano 2002
· E. Ricci Bitti e B. Zani - "La comunicazione nel processo sociale" - ed. Il Mulino, Bologna 1983
· P. Schilder - "Immagine di sé e schema corporeo" - ed. FrancoAngeli, Milano 2006
· P. Watzlawick - "Pragmatica della comunicazione umana" - ed. Astrolabio, Roma 1971
Luigina Mortari, Apprendere dall'esperienza. Il pensiero riflessivo nella formazione, Carocci Editore, 2015
Testi del Corso di Metodologie dell'Educazione Professionale - Modulo di Osservazione
F. Nanetti "I segreti del corpo: La comunicazione trascurata nel comportamento non verbale" ed. Armando , Roma 2003 (Ristampa aprile 2017)
Si consigliano inoltre i seguenti libri, come approfondimenti personali:
· M. Argyle - "Il corpo e il suo linguaggio" - ed. Zanichelli, Bologna - 1996
· U. Galimberti - "Il corpo"- ed. Feltrinelli, Milano 1991
· E. T. Hall - "La dimensione nascosta" - ed. Bompiani, Milano 1988
· J. Le Boulch - "Verso una scienza del movimento umano" - ed. Armando, Roma 1975
· M. Massenz e E. Simonetta - "La valutazione psicomotoria" - ed. FrancoAngeli, Milano 2002
· E. Ricci Bitti e B. Zani - "La comunicazione nel processo sociale" - ed. Il Mulino, Bologna 1983
· P. Schilder - "Immagine di sé e schema corporeo" - ed. FrancoAngeli, Milano 2006
· P. Watzlawick - "Pragmatica della comunicazione umana" - ed. Astrolabio, Roma 1971
Luigina Mortari, Apprendere dall'esperienza. Il pensiero riflessivo nella formazione, Carocci Editore, 2015
Testi del Corso di Metodologie dell'Educazione Professionale - Modulo di Osservazione
Internship guide
Course syllabus
The initial part of the training work will develop subjects linked to the motivation for entering the profession, the active collaboration and empowerment regarding the training, the group-class and institutional educational context, self-reflection and self-observation. These are crucial aspects and must come before acquiring skills, knowledge and professional tools. Individual and group activities will take place, to finalise, focus and develop the problematic nuclei of the educational work. like a pre-presentation of use, presenting the educational report, presenting the project and educational intent.
The second part of the training work will place a greater focus on teaching skills, the role and function of the professional educator in the different areas activity, examining the problems inherent in the different areas of social need (disability, minors, old people, psychiatry, dependence, new immigration, serious marginalisation etc) in the context of an accompaniment in the to the individual course that provides elements of understanding inherent in the location in network, the organisation, format, philosophy, operational styles and training practices carried out in the different sectors.
The second part of the training work will place a greater focus on teaching skills, the role and function of the professional educator in the different areas activity, examining the problems inherent in the different areas of social need (disability, minors, old people, psychiatry, dependence, new immigration, serious marginalisation etc) in the context of an accompaniment in the to the individual course that provides elements of understanding inherent in the location in network, the organisation, format, philosophy, operational styles and training practices carried out in the different sectors.
Teaching methods
The method will take the form of active research into what is meant by "learning to become an educator", taking into account the various points of view - organisation, colleagues, purchasers, clients and personal aptitudes and preferences. Groupwork, role-playing, videos, texts and articles involving the sector will all be used.
Teaching Resources
Luigina Mortari, Apprendere dall'esperienza. Il pensiero riflessivo nella formazione, Carocci Editore, 2015
Testi del Corso di Metodologie dell'Educazione Professionale - Modulo di Osservazione
Testi del Corso di Metodologie dell'Educazione Professionale - Modulo di Osservazione
Internship
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 10
Practicals - Exercises: 250 hours
Internship guide
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 4
Practicals - Exercises: 80 hours
Professors:
Barbieri Silvia, Demara Serena, Pozzi Silvia Federica, Reale Antonella, Sacchi Federica, Vismara Giovanni
Shifts:
Gruppo 3
Professor:
Pozzi Silvia Federica