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TERESA MARIA SGARAMELLA

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Position

Professoressa Associata

Structure

Dipartimento di Filosofia, Sociologia, Pedagogia e Psicologia Applicata - FISPPA

Address

VIA VENEZIA, 14 - PADOVA

Telephone

049 8271297

E-mail

teresamaria.sgaramella@unipd.it

Associate Professor

2005 to 2019 Full time Researcher at the University of Padova
1996-2005 Neuropsychology Unit Coordinator, Neurology Department, S. Bortolo Hospital. Vicenza (Italy).
1994 to 1996 Post-doc research Grant, General Psychology Dept., University of Padova
1993 Part Time Research Fellowship – Dept. of Psychology, University of Stockholm, Swedish Research Council for Social Sciences and Humanities.
1988 to 1992 PhD in Psychology

Main Teaching Activity
Developmental and Educational Psychology; Rehabilitation Counseling; Psychology of Adult Development Across Cultures; Models for Psychoeducational actions and intellectual disabilities and autism spectrum disorders.

International Teaching Activity
University of Malta. Master Program in access to learning: inclusive schooling and community’s stream.: EDU5928 Understanding and Supporting Individuals with Behavioural Challenges.
11th Summer School ECADOC (European Doctoral Programme in Career Guidance and Counselling), June 10th – 14th 2024 European University of Cyprus, Nicosia (Cyprus).

Visiting Scholar
•Dept of Psychology University of New South Wales, Australia (16-31 July 2019). Executive Skills and social cognition interplay supporting community participation of individuals with disabilities
•School of Education (International University Cooperation Program), University of Queensland. Qualitative career assessment and disability. (12-30 August 2012, Brisbane, Australia).

Recent International Roles
Board member and vice-president of the European Society for Research ìn Adult Development
Board Member and founder of the NICE (Network for Innovation in Career Guidance in Europe)
Management Committee of the COST Action (CA23112) Critical Perspectives on Career and Career Guidance
Coordinator of the SEEDs International Reseaerch Group

Recent activities in international Journals
Member of the Board of the journal Emerging Adulthood
Frontiers in Rehabilitation
Special issue 2024 in Behavioral Sciences on “Adaptability Resources, Future Work Selves, and Psychological Resilience: Systemic Determinants and Supports.”

Research interests
Models of Integrative Adult Development (IAD) from childhood through adulthood. The focus is on patterns of relationships with intraindividual and systemic determinants, wellbeing and career development learning. Threats and challenges to social and emotional competencies as well as time perspective are also at the core of the attention.
From the applied point of view systematic attention is devoted development of innovative assessment tools addressing career competencies and integrative job analysis; to designing, implementing, and evaluating innovative educational and counselling actions involving individuals and groups who experience complex and vulnerable conditions of diverse types.

Notices

Office hours

  • Wednesday from 15:00 to 17:30
    at temporaneamente via zoom, con prenotazione

Teachings

Publications

MAIN RECENT PUBLICATIONS REPRESENTATIVE OF THE RESEARCH AREAS

Ferrari, L., Sgaramella, T. M., & Testoni, I. (2025). Death education and educators: The role of attitudes, anxiety, and future time perspective. Death Studies, 1-8.
Sgaramella, T. M. (2024). Moving toward a time‐based and balanced quality of life. Journal of Policy and Practice in Intellectual Disabilities, 21(4), e12530.
Sgaramella, T. M., Zammitti, A., & Magnano, P. (2024). Navigating Adult Life from Emerging to Middle Adulthood: Patterns of Systemic Influences and Time Perspective in Migrants. Behavioral Sciences, 14(2), 86. doi: 10.3390/bs14020086.
Sgaramella, T. M., & Ferrari, L. (2024). Developmental Assets and Career Development in the Educational System: Integrating Awareness of Self-Identity, Knowledge of the World of Work and the SDGs in School Programs. Behavioral Sciences, 14(2), 109. 10.3390/bs14020109
Sgaramella, T.M. (2022). Intrapersonal, social, environmental-societal influences and career development learning during childhood. British Journal of Guidance & Counselling, 50(3), 413-424.
Magnano, P., Zarbo, R., Zammitti, A., & Sgaramella, T. M. (2021). Approaches and strategies for understanding the career development needs of migrants and refugees: the potential of a systems-based narrative approach. International Journal for Educational and Vocational Guidance, 1-21
Sgaramella, T.M., Bortoluzzi, M., Carollo F. (2019) Positive assessment as support to personal life designing in transition to adulthood: a case study of an adolescent with mild to moderate multiple disabilities. Glob J Intellect Dev Disabil, 6(4): 555692. DOI: 10.19080/ GJIDD.2019.06.555692
Di Stefano S., Antonini C., Sgaramella, T.M. (2018) Quality of life and family: dimensions and tools for an integrated approach. Interdisciplinary J. of Family Studies, 20(2), 51-68.
Sgaramella T.M., Ferrari, L. (2019) Changing work in changing contexts: New perspectives for Job Analysis in career counseling. Journal for Perspectives of Economic Political and Social Integration, 25(1), 27-43.e-ISSN 2450-114X
Di Maggio, I. Shogren K, Wehemeyer M.L., Nota, L., Sgaramella, T.M., ( 2019) Career Adaptability, Self-determination, and Life Satisfaction in People with Substance Use Disorder. Journal of Career Development, 46.
Sgaramella T.M., Indrio C. (2018). Social Inclusion of migrant families with Disabilities: parents experience and future time perspectives Interdisciplinary J. of Family Studies, 20(1), 45-67.
Ciman, M., Gaggi, O., Sgaramella, T.M., et al. (2018). Serious games to support cognitive development in children with Cerebral Visual Impairment. Monet (Mobile Networks and Applications https://doi.org/10.1007/s11036-018-1066-3IF 3.259

Chapters in international volumes
Sgaramella, T.M., Ferrari, L., Bortoluzzi M. (2022). Social-emotional competencies, positive experience at school and future orientation: development and relationships in primary school children. In C. Pracana, M. Wang (Eds.) Psychology Applications & Developments (Vol. 8, pp. 181-190). inScience Press
Sgaramella, T. M., & Foresta, L. (2022) Unraveling the role of socio-emotional competencies between future time perspective and subjective wellbeing across adulthood. In C. Pracana, M. Wang (Eds.) Psychology Applications & Developments (Vol. 8, pp. 315-324). inScience Press. p-ISSN: 2184-2205 e-ISSN: 2184-3414 ISBN: 978-989-53614-1-0 © 2022 https://doi.org/10.36315/2022inpact030 DOI: https://d

Research Area

Positive Adult development: models and research tools
Models and principles of Psychological Rehabilitation and Rehabilitation Counselling
Development of Executive, Socio Emotional Life Skills and their impact on participation and inclusion across life span
Psychological resources (resilience and temporal perspective) and changes on Personal and Professional Future construction
Knowledge of activities and work contexts: tools and activities in educational contexts
Future time perspective, future goals and wellbeing in individuals with disabilities and in their families.
Disabilities, family life and migration stories.

Studies involve individuals with typical development and persons experiencing consequences of neurological diseases, disabilities and/or psychosocial discomfort throughout the life span.
Goals of the actions are: development of assessment procedures; analysis of efficacy of interventions for empowerment, prevention and rehabilitation in diverse life contexts; contributions to the development of a person centred, positive and ecological rehabilitation model.


Thesis proposals

Basic themes are
Integrative models of development in adulthood, with particular reference to personal and professional development
Transitions and growth across adulthood: impact on wellbeing and quality of life
Psychological resources and challenges in the living context
Development and promotion of social-emotional skills over the life span
Promotion of executive skills and well-being
Systems of influences in the assessment and intervention to promote intra-individual and systemic resources.

Research projects typically involve individuals with healthy development as well as persons who experience consequences of neurological problems, disability, and/or psychosocial discomfort. Participants are often involved in the implementation of psychoeducational actions or programs. A life span approach is adopted.