The final document of the Consensus Conference on psychological therapies for anxiety and depression is online

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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The final document of the Consensus Conference on psychological therapies for anxiety and depression is online on the ISS web site. The Consensus Conference is promoted by the Department of General Psychology of the University of Padua with the patronage of the Istituto Superiore di Sanità.

The Group operated according to the consolidated Consensus Conference model that provides for the formulation of questions, the drafting of a document drawn up by experts in the area and subsequently the evaluation of the work of the experts by a Jury composed of representatives of civil society. 

The works of the Consensus to which this volume refers have covered many aspects of assistance aimed at common mental disorders. Without claiming to be exhaustive, it seems that they can be framed within three fundamental areas. 
The first area concerns the recognition of disorders and treatment plans. Numerous studies, as mentioned, show that a high proportion of patients with these disorders are not treated or in any case do not receive adequate treatment. Among the factors underlying the lack or inadequate treatment, there is the failure to recognize the presence of disorders due to the difficulty of intercepting them at the onset or in any case at an early stage. In this perspective, ensuring their early identification is an important first step. To this aim, the Consensus suggests that all local health services (including primary care services, family clinics, disability services, general practitioners and family paediatricians) and penitential medicine services should be able to identifying patients with common mental disorders or at risk of developing them. All these health services should be nodes networking with the specialized mental health services: they will be responsible for treatment programs structured by levels of severity, according to a stepped care approach. Within such approach, low intensity could include psychoeducational interventions or self-help groups (which avoid the risk of an excess of medicalization), at a higher intensity psychotherapy (whose indication is also supported by its greater acceptability) and finally the psychological treatment integrated with drug therapy.

The second area concerns access to services and more generally to treatment. The failure to treat people with common mental disorders, not only in Italy, is due also to the low demand related to stigma. Investing in promoting greater knowledge and awareness of these disorders and in reducing the stigma associated with them could  be a first answer on the demand side. The recommendations of the Consensus propose to invest in communication aimed at and adapted to the different target groups (health workers, the general population, young people), exploiting the potential of mass media and social networks in strict compliance with scientific assumptions. To facilitate access to care, the use of innovative and more sustainable methods integrated into care pathways, such as tele-psychology, also deserves attention and further research.

The third area of interest concerns academic training and specialization schools. The Consensus underlines the need for literacy courses on common mental disorders in the course of studies of the three-year degree in Psychology and the degree in Medicine as well as in post-graduate courses envisaged for General Practitioners. As regards the degree in Psychology with a clinical orientation, the recommendations pointed to the need of increasing knowledge on symptomatology, levels of severity of these disorders, as well as on evidence-based treatments and the principles and methods of clinical epidemiology in mental health. Finally, the Jury In its concluding remarks underlined the importance and urgency of supporting research in mental health, including that on psychological interventions involving adults, children, adolescents and third and fourth age.

The recommendations of this Consensus come at a time when our lives have changed due to the SARS-CoV-2 pandemic, which will have, among other impacts, possible repercussions on psychological wellbeing. An example of this are health professionals, most at risk of psychological distress, women, young people worried about their future, family members of COVID-19 patients experienced the threat of losing a loved one, and workers whose livelihoods were threatened with consequent critical issues on the economic as well on social inclusion and mental health. It should not be forgotten that several studies show that the loss of work productivity is among the main determinants of poor mental health and there is strong evidence that, in general, the prevalence of mental disorders is higher in those living in socially disadvantaged conditions (unemployment, lack of education, poverty, marginalization). In our country, depression is twice as frequent in the unemployed.

It is conceivable that due to the pandemic, the demand for psychological and psychosocial interventions and treatments will increase in the coming months and years, especially in the most fragile people. The hope is that this Consensus will promote and encourage special attention in developing a response based on coplanning, involving institutions and actors from the health, education, research, work, and welfare sectors. The person with mental disorders and conditions of social fragility must be at the centre of this effort, to define integrated paths to promote the best possible quality of life.

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Disturbi mentali comuni: pubblicate le raccomandazioni principali della Consensus Conference sulle terapie psicologiche per ansia e depressione

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È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[summary] => [format] => 2 [safe_value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

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È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[summary] => [format] => 2 [safe_value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

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È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

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È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[summary] => [format] => 2 [safe_value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[safe_summary] => ) ) ) [field_date_box_lancio_news] => Array ( [und] => Array ( [0] => Array ( [value] => 2022-02-08T00:00:00 [timezone] => Europe/Paris [timezone_db] => Europe/Paris [date_type] => date ) ) ) [field_etichetta_box_lancio_news] => Array ( ) [field_img_box_lancio_news] => Array ( [und] => Array ( [0] => Array ( [fid] => 103093 [uid] => 2032 [filename] => shutterstock_60652942.jpg [uri] => public://shutterstock_60652942_0.jpg [filemime] => image/jpeg [filesize] => 52771 [status] => 1 [timestamp] => 1644317323 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [field_folder] => Array ( [und] => Array ( [0] => Array ( [tid] => 2048 ) ) ) [metadata] => Array ( [height] => 406 [width] => 1200 ) [height] => 406 [width] => 1200 [alt] => psicologo [title] => ) ) ) [field_link_alla_news] => Array ( ) [field_link_esterno_news] => Array ( ) [field_pagina_associata] => Array ( ) [field_link_etichetta] => Array ( ) [field_abstract_news] => Array ( [und] => Array ( [0] => Array ( [value] => È stato pubblicato il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS che raccoglie le raccomandazioni principali relative a questi temi [format] => [safe_value] => È stato pubblicato il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS che raccoglie le raccomandazioni principali relative a questi temi ) ) ) [field_allegato_news] => Array ( ) [field_categorie_news] => Array ( [und] => Array ( [0] => Array ( [tid] => 2264 ) [1] => Array ( [tid] => 2267 ) [2] => Array ( [tid] => 2462 ) ) ) [field_pub_date] => Array ( [und] => Array ( [0] => Array ( [value] => 2022-02-08T00:00:00 [value2] => 2023-02-08T00:00:00 [timezone] => Europe/Paris [timezone_db] => Europe/Paris [date_type] => date ) ) ) [field_layout_news] => Array ( [und] => Array ( [0] => Array ( [value] => single ) ) ) [field_testo_opzionale_news] => Array ( ) [field_url_en_page] => Array ( ) [field_url_en_page_label] => Array ( ) [path] => Array ( [pathauto] => 1 ) [name] => francesca.forzan [picture] => 0 [data] => b:0; [num_revisions] => 2 [current_revision_id] => 381906 [is_current] => 1 [is_pending] => [revision_moderation] => [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [fid] => 103093 [uid] => 2032 [filename] => shutterstock_60652942.jpg [uri] => public://shutterstock_60652942_0.jpg [filemime] => image/jpeg [filesize] => 52771 [status] => 1 [timestamp] => 1644317323 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [field_folder] => Array ( [und] => Array ( [0] => Array ( [tid] => 2048 ) ) ) [metadata] => Array ( [height] => 406 [width] => 1200 ) [height] => 406 [width] => 1200 [alt] => psicologo [title] => ) ) [#formatter] => image [0] => Array ( [#theme] => image_formatter [#item] => Array ( [fid] => 103093 [uid] => 2032 [filename] => shutterstock_60652942.jpg [uri] => public://shutterstock_60652942_0.jpg [filemime] => image/jpeg [filesize] => 52771 [status] => 1 [timestamp] => 1644317323 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [field_folder] => Array ( [und] => Array ( [0] => Array ( [tid] => 2048 ) ) ) [metadata] => Array ( [height] => 406 [width] => 1200 ) [height] => 406 [width] => 1200 [alt] => psicologo [title] => ) [#image_style] => [#path] => ) ) [field_abstract_news] => Array ( [#theme] => field [#weight] => 0 [#title] => Abstract [#access] => 1 [#label_display] => above [#view_mode] => teaser [#language] => und [#field_name] => field_abstract_news [#field_type] => text_long [#field_translatable] => 0 [#entity_type] => node [#bundle] => box_lancio_news [#object] => stdClass Object ( [vid] => 381906 [uid] => 2032 [title] => Disturbi mentali comuni: pubblicate le raccomandazioni principali della Consensus Conference sulle terapie psicologiche per ansia e depressione [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85903 [type] => box_lancio_news [language] => it [created] => 1644317287 [changed] => 1644317323 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644317323 [revision_uid] => 2032 [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[summary] => [format] => 2 [safe_value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

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È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

[summary] => [format] => 2 [safe_value] =>

È stato pubblicato sul sito dell’Istituto Superiore di sanità il documento finale della Consensus Conference sulle terapie Psicologiche per Ansia e Depressione redatto dall’Università di Padova con il patrocinio dell’ISS.

Si tratta della conclusione di un percorso iniziato nel 2016 a Padova e che ora si è concluso con la pubblicazione del lavoro scientifico a cui hanno partecipato docenti del Dipartimento di Psicologia Generale dell'Università di Padova.

Sono tre le aree fondamentali inquadrate nel corso dei lavori. La prima riguarda il riconoscimento dei disturbi e i piani di trattamento. Numerosi studi mostrano che un’elevata proporzione di pazienti con questi disturbi non viene trattata o non riceve comunque un trattamento adeguato. Tra i fattori alla base del mancato o inadeguato trattamento, vi è il mancato riconoscimento della presenza dei disturbi per la difficoltà di intercettarli all’esordio o comunque in fase precoce. In questa prospettiva un miglioramento nella loro precoce individuazione è un primo passo importante e in tal senso la Consensus suggerisce che tutti i servizi sanitari territoriali e i servizi di medicina penitenziaria siano considerabili, al pari dei servizi specialistici, luoghi direttamente coinvolti nell’individuazione degli assistiti con disturbi mentali comuni o a rischio di svilupparli.

La seconda riguarda l’accesso ai servizi e più in generale al trattamento. Il fallimento nel trattare le persone con disturbi mentali comuni, non solo in Italia, è dovuto oltre che alla scarsa offerta di risposta anche alla scarsa domanda. Investire per promuovere una maggiore conoscenza e consapevolezza di questi disturbi e nella riduzione dello stigma a essi associato potrebbe essere una prima risposta sul versante della domanda. Le raccomandazioni della Consensus, propongono un investimento nella comunicazione rivolta e adattata ai diversi gruppi target (operatori sanitari, popolazione generale e mondo della scuola), sfruttando le potenzialità dei mass-media e dei social network nel rispetto rigoroso presupposti scientifici. Per agevolare l’accesso alle cure, l’uso di modalità innovative e più sostenibili, integrate nei percorsi di cura, come ad esempio la tele-psicologia, merita pure attenzione e ulteriori ricerche, anche considerato il contesto dell’attuale pandemia e i risultati di recenti meta-analisi che mostrano che esse possono indurre dei benefici.

La terza area di interesse riguarda la formazione accademica e le scuole professionalizzanti. Viene sottolineata dalla Consensus la necessità di percorsi di alfabetizzazione sui disturbi mentali comuni nel corso di studi della laurea triennale in Psicologia e della laurea in Medicina e nei corsi post laurea a partire da quello previsto per i Medici di Medicina Generale. Per quanto riguarda la laurea in Psicologia ad indirizzo clinico, ha raccomandato l’inserimento di un approfondimento delle conoscenze sui quadri sintomatologici e i livelli di gravità di questi disturbi, nonché sui trattamenti sostenuti da prove di efficacia e, più in generale, sui principi e metodi dell’epidemiologia clinica in salute mentale. Infine, la Consensus sollecita un potenziamento della ricerca in salute mentale compresa quella sugli interventi psicologici che coinvolgono adulti, bambini, adolescenti e terza e quarta età.

“Le raccomandazioni di questa Consensus – commenta Silvio Brusaferro, presidente dell’ISS - giungono in un momento in cui la nostra vita è cambiata a causa della pandemia SARS-CoV-2 che verosimilmente ha avuto e avrà tra gli altri impatti possibili ripercussioni sull’equilibrio psichico ed emotivo. Esempi chiaramente evidenti sono gli operatori sanitari, maggiormente esposti a rischio di stress psicologico, le donne, i giovani preoccupati per il loro futuro, i familiari dei pazienti affetti da COVID-19 esposti a minacce di perdita di una persona cara, e i lavoratori che hanno subito conseguenze sul versante economico. L’obiettivo è continuare a lavorare per fornire a tutti un trattamento adeguato e favorire la miglior qualità di vita possibile”.

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2021RUA06 - Allegato 35 - DR nomina commissione

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2021RUA06 - Allegato 33 - DR nomina commissione

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2021RUB07 - Allegato 11 - DR nomina commissione

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T4L 5-6 dicembre 2019 Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

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5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[summary] => [format] => 2 [safe_value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[safe_summary] => ) ) ) [field_accordion_state] => Array ( [und] => Array ( [0] => Array ( [value] => chiuso ) ) ) [field_allegato_element] => Array ( ) [field_outline_level] => Array ( [und] => Array ( [0] => Array ( [value] => h3 ) ) ) [field_titolo_frontend] => Array ( [und] => Array ( [0] => Array ( [value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria [format] => [safe_value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria ) ) ) [name] => teaching4learning [picture] => 0 [data] => b:0; [num_revisions] => 1 [current_revision_id] => 381892 [is_current] => 1 [is_pending] => [revision_moderation] => [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria [format] => [safe_value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria ) ) [#formatter] => text_default [0] => Array ( [#markup] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria ) ) [body] => Array ( [#theme] => field [#weight] => -3 [#title] => Body [#access] => 1 [#label_display] => hidden [#view_mode] => teaser [#language] => und [#field_name] => body [#field_type] => text_with_summary [#field_translatable] => 0 [#entity_type] => node [#bundle] => elemento_accordion [#object] => stdClass Object ( [vid] => 381892 [uid] => 10762 [title] => T4L 5-6 dicembre 2019 Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85899 [type] => elemento_accordion [language] => it [created] => 1644314458 [changed] => 1644314884 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314884 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[summary] => [format] => 2 [safe_value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[safe_summary] => ) ) ) [field_accordion_state] => Array ( [und] => Array ( [0] => Array ( [value] => chiuso ) ) ) [field_allegato_element] => Array ( ) [field_outline_level] => Array ( [und] => Array ( [0] => Array ( [value] => h3 ) ) ) [field_titolo_frontend] => Array ( [und] => Array ( [0] => Array ( [value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria [format] => [safe_value] => 5-6 dicembre 2019 - Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria ) ) ) [name] => teaching4learning [picture] => 0 [data] => b:0; [num_revisions] => 1 [current_revision_id] => 381892 [is_current] => 1 [is_pending] => [revision_moderation] => [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[summary] => [format] => 2 [safe_value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[safe_summary] => ) ) [#formatter] => text_summary_or_trimmed [0] => Array ( [#markup] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

) ) [field_accordion_state] => Array ( [#theme] => field [#weight] => -1 [#title] => Aperto/Chiuso [#access] => 1 [#label_display] => above [#view_mode] => teaser [#language] => und [#field_name] => field_accordion_state [#field_type] => list_text [#field_translatable] => 0 [#entity_type] => node [#bundle] => elemento_accordion [#object] => stdClass Object ( [vid] => 381892 [uid] => 10762 [title] => T4L 5-6 dicembre 2019 Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85899 [type] => elemento_accordion [language] => it [created] => 1644314458 [changed] => 1644314884 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314884 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[summary] => [format] => 2 [safe_value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

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5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

[summary] => [format] => 2 [safe_value] =>

5-6 dicembre 2019
Corso di formazione: Il Problem Based Learning per il corso di laurea in Medicina Veterinaria

Due incontri rivolti ai docenti del corso di Laurea in Medicina Veterinaria, promossi e organizzati dai Dipartimenti MAPS e BCA, per acquisire gli elementi di base del Problem-Based Learning (PBL), strategia formativa che pone lo studente in una posizione attiva, interattiva e costruttiva. Il PBL è una strategia di apprendimento/insegnamento basata sul principio di usare un problema come punto di partenza per l’acquisizione di nuove conoscenze, che si avvale del lavoro in piccoli gruppi guidati da tutor, pianificata per favorire l’apprendimento attraverso l’esperienza, simulando i modi in cui le conoscenze verranno applicate successivamente negli esami e nella pratica.
L’esperienza del workshop offre ai partecipanti la possibilità di fare esperienza di una seduta di PBL, di riflettere su aspetti positivi e negativi di questo metodo, di visionare materiale di colleghi internazionali e costruire casi da proporre ai propri studenti.


 

Foto degli incontri

Foto della giornataFoto della giornata

Foto della giornata

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T4L Workshop 27 maggio 2019

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[safe_summary] => ) ) [#formatter] => text_summary_or_trimmed [0] => Array ( [#markup] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

) ) [field_accordion_state] => Array ( [#theme] => field [#weight] => -1 [#title] => Aperto/Chiuso [#access] => 1 [#label_display] => above [#view_mode] => teaser [#language] => und [#field_name] => field_accordion_state [#field_type] => list_text [#field_translatable] => 0 [#entity_type] => node [#bundle] => elemento_accordion [#object] => stdClass Object ( [vid] => 381887 [uid] => 10762 [title] => T4L Workshop 27 maggio 2019 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85898 [type] => elemento_accordion [language] => it [created] => 1644314237 [changed] => 1644314913 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314913 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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T4L - Archivio Sviluppo organizzativo

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Sviluppo organizzativo

[summary] => [format] => 2 [safe_value] =>

Sviluppo organizzativo

[safe_summary] => ) ) ) [field_accordion_element] => Array ( [und] => Array ( [0] => Array ( [nid] => 74517 [access] => 1 [node] => stdClass Object ( [vid] => 343220 [uid] => 10762 [title] => Incontri per Change Agent 10 luglio 2020 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 74517 [type] => elemento_accordion [language] => it [created] => 1610524421 [changed] => 1644314333 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314333 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

[summary] => [format] => 2 [safe_value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

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Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[summary] => [format] => 2 [safe_value] =>

Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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Sviluppo organizzativo

[summary] => [format] => 2 [safe_value] =>

Sviluppo organizzativo

[safe_summary] => ) ) [#formatter] => text_summary_or_trimmed [0] => Array ( [#markup] =>

Sviluppo organizzativo

) ) [field_accordion_element] => Array ( [#theme] => field [#weight] => -1 [#title] => Elementi accordion [#access] => 1 [#label_display] => above [#view_mode] => teaser [#language] => und [#field_name] => field_accordion_element [#field_type] => node_reference [#field_translatable] => 0 [#entity_type] => node [#bundle] => accordion [#object] => stdClass Object ( [vid] => 435044 [uid] => 10762 [title] => T4L - Archivio Sviluppo organizzativo [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85897 [type] => accordion [language] => it [created] => 1644314002 [changed] => 1694523575 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1694523575 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

Sviluppo organizzativo

[summary] => [format] => 2 [safe_value] =>

Sviluppo organizzativo

[safe_summary] => ) ) ) [field_accordion_element] => Array ( [und] => Array ( [0] => Array ( [nid] => 74517 [access] => 1 [node] => stdClass Object ( [vid] => 343220 [uid] => 10762 [title] => Incontri per Change Agent 10 luglio 2020 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 74517 [type] => elemento_accordion [language] => it [created] => 1610524421 [changed] => 1644314333 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314333 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

[summary] => [format] => 2 [safe_value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

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Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[summary] => [format] => 2 [safe_value] =>

Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[safe_summary] => ) ) ) [field_accordion_state] => Array ( [und] => Array ( [0] => Array ( [value] => chiuso ) ) ) [field_allegato_element] => Array ( ) [field_outline_level] => Array ( [und] => Array ( [0] => Array ( [value] => h3 ) ) ) [field_titolo_frontend] => Array ( [und] => Array ( [0] => Array ( [value] => 16 settembre 2019 - Incontri per Change Agent [format] => [safe_value] => 16 settembre 2019 - Incontri per Change Agent ) ) ) [name] => teaching4learning [picture] => 0 [data] => b:0; [num_revisions] => 1 [current_revision_id] => 343217 [is_current] => 1 [is_pending] => [revision_moderation] => ) ) [2] => Array ( [nid] => 85898 [access] => 1 [node] => stdClass Object ( [vid] => 381887 [uid] => 10762 [title] => T4L Workshop 27 maggio 2019 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85898 [type] => elemento_accordion [language] => it [created] => 1644314237 [changed] => 1644314913 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314913 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

[summary] => [format] => 2 [safe_value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

[safe_summary] => ) ) ) [field_accordion_state] => Array ( [und] => Array ( [0] => Array ( [value] => chiuso ) ) ) [field_allegato_element] => Array ( ) [field_outline_level] => Array ( [und] => Array ( [0] => Array ( [value] => h3 ) ) ) [field_titolo_frontend] => Array ( [und] => Array ( [0] => Array ( [value] => 10 luglio 2020 - Incontri per Change Agent [format] => [safe_value] => 10 luglio 2020 - Incontri per Change Agent ) ) ) [name] => teaching4learning [picture] => 0 [data] => b:0; [num_revisions] => 1 [current_revision_id] => 343220 [is_current] => 1 [is_pending] => [revision_moderation] => ) ) [1] => Array ( [nid] => 74515 [access] => 1 [node] => stdClass Object ( [vid] => 343217 [uid] => 10762 [title] => Incontri per Change Agent 16 settembre 2019 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 74515 [type] => elemento_accordion [language] => it [created] => 1610524328 [changed] => 1644314084 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314084 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[summary] => [format] => 2 [safe_value] =>

Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[safe_summary] => ) ) ) [field_accordion_state] => Array ( [und] => Array ( [0] => Array ( [value] => chiuso ) ) ) [field_allegato_element] => Array ( ) [field_outline_level] => Array ( [und] => Array ( [0] => Array ( [value] => h3 ) ) ) [field_titolo_frontend] => Array ( [und] => Array ( [0] => Array ( [value] => 16 settembre 2019 - Incontri per Change Agent [format] => [safe_value] => 16 settembre 2019 - Incontri per Change Agent ) ) ) [name] => teaching4learning [picture] => 0 [data] => b:0; [num_revisions] => 1 [current_revision_id] => 343217 [is_current] => 1 [is_pending] => [revision_moderation] => ) ) [2] => Array ( [nid] => 85898 [access] => 1 [node] => stdClass Object ( [vid] => 381887 [uid] => 10762 [title] => T4L Workshop 27 maggio 2019 [log] => [status] => 1 [comment] => 0 [promote] => 1 [sticky] => 0 [nid] => 85898 [type] => elemento_accordion [language] => it [created] => 1644314237 [changed] => 1644314913 [tnid] => 0 [translate] => 0 [revision_timestamp] => 1644314913 [revision_uid] => 4 [taxonomy_vocabulary_8] => Array ( ) [body] => Array ( [und] => Array ( [0] => Array ( [value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

[summary] => [format] => 2 [safe_value] =>

Leading Change as Change Agent, relatrice Laura Bierema, University of Georgia,

Leading as a change agent is challenging and the work is often undervalued, unrecognized and may even be met with resistance. Even the most enthusiastic change agents may lack the capacity to sell the work they are doing to colleagues and administrators. This active workshop will engage faculty with strategies and community building around how to both survive and thrive as a change agent. Opportunities for networking and providing support to faculty who are challenging their colleagues, administrators, and students to teach and learn actively will be featured in this workshop.

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Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

[summary] => [format] => 2 [safe_value] =>

Prospettive di sviluppo professionale per i change agent: il modello della UBC University of British Columbia di Vancouver 

relatore Harry Hubbal

Programma

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A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

[summary] => [format] => 2 [safe_value] =>

A Process for Implementing Change Successfully, 27 maggio 2019, ore 10

Sala Canova a Palazzo Storione 

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University 
rivolto esclusivamente ai Change Agent di Ateneo 


By Maryellen Weimer, Ph.D.

“One day at the driving range, I was demonstrating my swing while remarking, ‘Practice makes perfect.’ [My golf instructor’s] disarming response was, ‘Only if you begin with a good swing. My advice to you is to either stop practicing or change your swing.’ In teaching, as in golf, repeating poor teaching mechanics can actually move us away from, not closer to, our performance objective of effective student learning.”

Whetten, D. A. “Principles of Effective Course Design: What I Wish I Had Known About Learner-Centered Teaching 30 Years Ago.” Journal of Management Education, 2007, 31 (3), 339-357.

Orienting to Change
Improvement is not a dirty word
Fixing problems and building strengths
Think about more and better learning for students
Teaching excellence is a journey not a quest

Making Good Change Choices
More head and less gut choices when deciding what to change
Consider fit
Taking some risks
 
How to Change: Adapting and Implementing
Making it work when I do it, with my content, my students and in my classroom
The systematic approach vs. the Nike “just do it” approach
 
Deciding: Did it Work?
The worst time to decide
What teachers should decide
Soliciting and responding to student feedback

Deciding: Should I do it More?
The iterative process of change
When to abandon an innovation
When to diffuse the innovation more broadly

Deciding when I’ve done it too long

Content from Maryellen Weimer’s, Inspired College Teaching:  A Career-Long Resource for Professional Growth , published by Jossey-Bass, 2010.

 

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T4L Workshop 28 maggio 2019

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

[summary] => [format] => 2 [safe_value] =>

The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

[summary] => [format] => 2 [safe_value] =>

The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

[summary] => [format] => 2 [safe_value] =>

The Nuts and Bolts of Active Learning, 28 maggio 2019, alle 15

Archivio Antico a Palazzo del Bo

Workshop tenuto dalla prof.ssa Maryellen Weimer, Ph.D, della Penn State University

Il workshop è gratuito e rivolto a tutto il personale docente di Ateneo.

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2021RUA06 - Allegato 32 - DR nomina commissione

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