Course Syllabus

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Al termine del corso lo studente deve sapere:

fornire una definizione di regolazione emozionale; descrivere il modello modale di regolazione delle emozioni e le sue fasi; fornire esemplificazioni professionali dell’utilizzo delle diverse strategie; descrivere le principali caratteristiche del modello delle emozioni di base e conceptual act model; saper descrivere le caratteristiche di un feedback efficace; saper applicare i principi di base dell’intervista motivazionale; saper riconoscere le fasi dell’intervista motivazionale in un colloquio simulato o reale; sapere applicare il Modello Transteorico del Cambiamento alle situazioni professionali.


Emozioni e regolazione delle emozioni in ambito professionale;

Dare e ricevere feedback in ambito clinico;

Il colloquio motivazionale

Il Modello Transteorico del Cambiamento


Modello processuale di regolazione delle emozioni; definizione di regolazione delle emozioni; le cinque fasi del modello modale; esempi clinici di utilizzo delle strategie; modello delle emozioni di base e conceptual act model; come fornire un feedback in modo efficace e produttivo; come utilizzare un feedback in modo efficace e produttivo; i principi e le tecniche di base dell'intervista motivazionale; le fasi del modello transteorico

Lezioni frontali, lavori in piccolo gruppo; role play

Le lezioni si svolgeranno in presenza.


Rezzonico G., De Marco I., Lavorare con le emozioni nell’approccio costruttivista, Torino, Bollati Boringhieri (2012)

Gross J. (2015). Emotion regulation: current status and future prospects. Psychological Inquiry, 26, 1-26

Lindquist K.A. (2013). Emotions Emerge from More Basic Psychological Ingredients: A Modern Psychological Constructionist Model. Emotion Review, 5, 4, 356–368

Ramani S., Krackov S.K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34, 10, 787-791

Van Der Leeuw R., Slootweg I.A. (2012). Twelve tips for making the best use of feedback. Medical Teacher, 35, 5, 348-351

Marla A. Corwin (2018). Motivational Interviewing and HIV: A Guide for Navigators, NMAC

Sulla piattaforma e-learning saranno caricati materiali di approfondimento (video, letture consigliate)

secondo semestre

prova orale sugli argomenti trattati a lezione ; la valutazione finale è data dalla media dei singoli moduli



su appuntamento: marco.bani1@unimib.it


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At the end of the course the student must be able to:

provide a definition of emotional regulation; describe the modal model of emotion regulation and its phases; provide professional examples of the use of different strategies; describe the main features of the basic emotions approach and the conceptual act model; know how to describe the features of effective feedback; knowing how to apply the basic concepts of th motivational interview; know how to recognize the phases of the motivational interview in a simulated or real interview; knowing how to apply the Transtheretical Model of Change to professional situations



Emotions and emotion regulation in the professional field;

Giving and receiving feedback in the clinical setting;

The motivational Interview

The Transtheretical Model of Change

Process model of emotion regulation; definition of emotion regulation; the five phases of the modal model; clinical examples of use of emotion regulation strategies; model of basic emotions and conceptual act model; how to provide feedback in an effective and productive way; how to use feedback in an effective and productive way; the basic principles and thecniques of the motivational interview; steps of the transtheoretical model of change

frontal lessons, works in small groups, role play

Lessons will be provided in person.

Rezzonico G., De Marco I., Lavorare con le emozioni nell’approccio costruttivista, Torino, Bollati Boringhieri (2012)

Gross J. (2015). Emotion regulation: current status and future prospects. Psychological Inquiry, 26, 1-26

Lindquist K.A. (2013). Emotions Emerge from More Basic Psychological Ingredients: A Modern Psychological Constructionist Model. Emotion Review, 5, 4, 356–368

Ramani S., Krackov S.K. (2012). Twelve tips for giving feedback effectively in the clinical environment. Medical Teacher, 34, 10, 787-791

Van Der Leeuw R., Slootweg I.A. (2012). Twelve tips for making the best use of feedback. Medical Teacher, 35, 5, 348-351

Marla A. Corwin (2018). Motivational Interviewing and HIV: A Guide for Navigators, NMAC

Some suggested supplementary material will be uploaded on the e-learning platform

second semester

oral exam on the topics presented at lesson; the final grade is given by the average of the three modules


by appointment: marco.bani1@unimib.it


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Key information

Field of research
M-PSI/08
ECTS
2
Term
Second semester
Activity type
Mandatory
Course Length (Hours)
16
Language
Italian

Staff

    Teacher

  • Marco Bani
    Marco Bani

Enrolment methods

Manual enrolments
Self enrolment (Student)