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Docente
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DI GIUNTA LAURA
(programma)
Contenuto dell’insegnamento
Il corso, si articola in tre moduli/nuclei didattici, si propone di introdurre i modelli teorici più rilevanti nello studio della personalità e del temperamento e i modelli di intervento nella riabilitazione psicologica che ten-gono conto del ruolo delle differenze individuali per la promozione del benessere individuale e prevenzione del disagio. Inoltre, particolare attenzione sarà dedicata alle metodologie di intervento.
Il Modulo 1 affronta il tema delle differenze individuali secondo la teoria dei tratti di personalità e la teoria social cognitiva. Inoltre prevede l’approfondimento dei questionari di valutazione dei tratti della personalità e dell’autoefficacia, e degli studi che guidano l’identificazione degli indicatori relativi all’esame delle diffe-renze individuali connesse alla promozione del benessere, alla prevenzione e alla gestione di alcune forme di disadattamento nel ciclo di vita. L’attività di laboratorio verterà sulla valutazione dei tratti e delle con-vinzioni di autoefficacia in diversi domini di funzionamento (3 CFU).
Il Modulo 2 affronta il tema delle differenze temperamentali e prevede l’approfondimento dei questionari di valutazione dei tratti temperamentali e degli studi contemporanei sulle basi temperamentali. L’attività di laboratorio si focalizzerà sulla valutazione della personalità e del tempe-ramento (3 CFU).
Il Modulo 3 affronta il tema dei modelli di intervento psicologico che tengono conto del ruolo delle diffe-renze individuali per la promozione del benessere individuale, per la prevenzione e trattamento del disagio. Inoltre, particolare attenzione sarà dedicata alle metodologie di intervento, con particolare attenzione ai temi dell’autoregolazione del comportamento. Inoltre il modulo prevede l’approfondimento di alcuni interventi basati sulla evidenza scientifica. L’attività di laboratorio verterà in particolare alla valutazione degli aspetti disfunzionali e disadattivi menzionati e sulla promozione delle capacità di autoregolazione del comporta-mento (3 CFU).
 The Big Five Theory
Barbaranelli, C., Caprara, G.V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34, 645-664.
Costa Jr, P. T., McCrae, R. R., Zonderman, A. B., Barbano, H. E., Lebowitz, B., & Larson, D. M. (1986). Cross-sectional studies of personality in a national sample: II. Stability in neuroticism, extraversion, and openness. Psychology and aging, 1(2), 144.Goldberg, L. R. (1993). The structure of phenotypic personality traits. American psychologist, 48(1), 26.
Forkosh, O., Karamihalev, S., Roeh, S., Alon, U., Anpilov, S., Touma, C., ... & Chen, A. (2019). Identity domains capture individual differences from across the behavioral repertoire. Nature neuroscience, 22(12), 2023-2028.
John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement, and theoretical perspectives. Handbook of personality: Theory and research, 2(1999), 102-138.
Kumari, V., Williams, S. C., & Gray, J. A. (2004). Personality predicts brain responses to cognitive demands. Journal of Neuroscience, 24(47), 10636-10641.
McCrae, R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of personality and social psychology, 52(1), 81.
Ozer, D. J., & Benet-Martinez, V. (2006). Personality and the prediction of consequential outcomes. Annu. Rev. Psychol., 57, 401-421.
Schubert, A. L., Nunez, M. D., Hagemann, D., & Vandekerckhove, J. (2019). Individual differences in cor-tical processing speed predict cognitive abilities: a model-based cognitive neuroscience account. Computational Brain & Behavior, 2(2), 64-84.
Selection of Chapters from: Pervin, L. A., & John, O. P. (1999). Handbook of personality: Theory and re-search. Elsevier.
Selection of Chapters from: Corr & G. Matthews, The Cambridge handbook of personality psychology. Cambridge University Press. For example: Deyoung, C. G., & Gray, J. R. (2009). Personality neuroscience: Explaining individual differences in affect, behaviour and cognition.
Self-efficacy
Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and health, 13(4), 623-649.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(307-337).
Bandura, A. (2008). The reconstrual of “free will” from the agentic perspective of social cognitive theory. Are we free, 86-127.
Bandura, A. (2008). Toward an agentic theory of the self. Advances in self research, 3, 15-49.
Stability, Continuity, and Change
Epstein, S. (1979). The stability of behavior: I. On predicting most of the people much of the time. Journal of personality and social psychology, 37(7), 1097.
Roberts, B. W., & DelVecchio, W. F. (2000). The rank-order consistency of personality traits from childhood to old age: a quantitative review of longitudinal studies. Psychological bulletin, 126(1), 3.
Roberts, B. W., Walton, K. E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: a meta-analysis of longitudinal studies. Psychological bulletin, 132(1), 1.
Di Giunta, L., Pastorelli, C., Eisenberg, N., Gerbino, M., Castellani, V. Bombi, A.S. (2010). Developmental Trajectories of Physical Aggression: Prediction of Overt and Covert Antisocial Behaviors From Self and Mothers’ Reports. European Journal of Child and Adolescent Psychiatry, 19: 873–882.
Temperament
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual review of clinical psychology, 6, 495-525.
Evans, D. E., & Rothbart, M. K. (2007). Developing a model for adult temperament. Journal of Research in Personality, 41(4), 868-888.
Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon(Editor-in-Chief ) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, personality development(pp. 99–166). New York: Wiley.
Personality and Psychopathology
Durbin, C. E., & Hicks, B. M. (2014). Personality and psychopathology: A stagnant field in need of development. European Journal of Personality, 28(4), 362-386.
Eggum, N. D., Eisenberg, N., Spinrad, T. L., Valiente, C., Edwards, A., Kupfer, A. S., & Reiser, M. (2009). Predictors of withdrawal: Possible precursors of avoidant personality disorder. Development and psychopathology, 21(03), 815-838.
Harkness, A. R., Finn, J. A., McNulty, J. L., & Shields, S. M. (2012). The Personality Psychopathology—Five (PSY–5): Recent constructive replication and assessment literature review. Psychological as-sessment, 24(2), 432.
Steiger, A. E., Fend, H. A., & Allemand, M. (2015). Testing the vulnerability and scar models of self-esteem and depressive symptoms from adolescence to middle adulthood and across generations. De-velopmental psychology, 51(2), 236.
Tackett, J. L. (2006). Evaluating models of the personality–psychopathology relationship in children and adolescents. Clinical Psychology Review, 26(5), 584-599.
Tackett, J. L., Herzhoff, K., Reardon, K. W., De Clercq, B., & Sharp, C. (2014). The externalizing spectrum in youth: Incorporating personality pathology. Journal of adolescence, 37(5), 659-668.
The role of individual differences in intervention model
Antonioli, C. M., Bua, G., Frigè, A., Prandini, K., Radici, S., Scarsi, M., ... & Airo, P. (2009). An indivi-dualized rehabilitation program in patients with systemic sclerosis may improve quality of life and hand mobility. Clinical rheumatology, 28(2), 159-165.
Caprara, G. V., Kanacri, B. P. L., Gerbino, M., Zuffianò, A., Alessandri, G., Vecchio, G., ... & Bridglall, B. (2014). Positive effects of promoting prosocial behavior in early adolescence: Evidence from a school-based intervention. International Journal of Behavioral Development, 38(4), 386-396.
Caprara, G. V., Kanacri, B. P. L., Zuffianò, A., Gerbino, M., & Pastorelli, C. (2015). Why and how to pro-mote adolescents’ prosocial behaviors: direct, mediated and moderated effects of the CEPIDEA school-based program. Journal of youth and adolescence, 44(12), 2211-2229.
Clarke, A. M., Kuosmanen, T., & Barry, M. M. (2015). A systematic review of online youth mental health promotion and prevention interventions. Journal of youth and adolescence, 44(1), 90-113.
Coie, J. D., Watt, N. F., West, S. G., Hawkins, J. D., Asarnow, J. R., Markman, H. J., ... & Long, B. (1993). The science of prevention: a conceptual framework and some directions for a national research pro-gram. American psychologist, 48(10), 1013.
Conduct Problems Prevention Research Group. (2011). The effects of the Fast Track preventive interven-tion on the development of conduct disorder across childhood. Child development, 82(1), 331.
Kendall, E. (1996). Psychosocial adjustment following closed head injury: A model for understanding individual differences and predicting outcome. Neuropsychological Rehabilitation, 6(2), 101-132.
Larson, R. W. (2000). Toward a psychology of positive youth development. American psychologist, 55(1), 170.
Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58(6-7), 449.
Plow, M. A., Mathiowetz, V., & Lowe, D. A. (2009). Comparing individualized rehabilitation to a group wellness intervention for persons with multiple sclerosis. American Journal of Health Promotion, 24(1), 23-26.
• 1 paper to examine in depth a topic decided in agreement with the teachers.
• Slides with the summary of the frontal lessons available on e-learning.
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