The present paper addresses the issue of transdisciplinarity in specialist training, with par- ticular attention to the field of Health Psychology. Starting from the bio-psycho-social model, strongly oriented towards the integration of the various disciplines, critical issues and possi- bilities related to the applicability of the transdisciplinary orientation in training are devel- oped. Although the Reorganization of the Didactic Regulations of the SSUAP of the 2019 sug- gests that psychological training activities should be supported by those relating to other dis- ciplines, the proposal seems to be characterized by a multidisciplinary perspective, far from a complex, non-hierarchical, heterogeneous, inclusive and open to unpredictable developments such as the transdisciplinary one. Teaching methodologies could constitute the field for the development of a transdisciplinary approach, representing an evolutionary opportunity from a professional point of view. The systemic, co-constructive and developmental models are the background to this training and transformation process, while laboratories and supervised pro- fessional practice could represent elective places where students can experience the transdis- ciplinary approach, maintaining spaces for reflection and tutoring. Furthermore, the realization of events (i.e. workshops) and the development of training and research-action projects, shared between the post-graduate Health Psychology Schools promoted by Universities, can represent moments of intersection in the constitution of a train- ing network based on transdisciplinarity.
Il presente lavoro affronta il tema della transdisciplinarità nella formazione specialistica, con particolare attenzione all’ambito della Psicologia della Salute. A partire da alcune pre- messe legate all’approccio biopsicosociale, fortemente orientato all’integrazione delle diverse discipline, vengono sviluppate criticità e possibilità legate all’applicabilità dell’orientamento transdisciplinare nella formazione. Nonostante il Riordino degli Ordinamenti Didattici delle SSUAP del 2019 sostenga l’af- fiancamento alle attività formative psicologiche di quelle relative ad altri ambiti della forma- zione, la proposta sembra essere connotata da una prospettiva multidisciplinare, lontana da un approccio complesso, non gerarchico, eterogeneo, inclusivo ed aperto a sviluppi imprevedibili come quello transdisciplinare. È sul piano della metodologia didattica che la partita relativa all’approccio transdisciplinare sembra poter trovare un terreno favorevole di sviluppo e rap- presentare un’opportunità evolutiva dal punto di vista professionale. L’orientamento siste- mico, co-costruttivo ed evolutivo fanno da sfondo a tale percorso di formazione e trasformazione, mentre i tirocini e i laboratori professionalizzanti si connotano come luoghi elettivi in cui gli allievi possono sperimentare l’approccio transdisciplinare, mantenendo spazi di riflessione e tutoraggio. Inoltre, la realizzazione di eventi (i.e. seminari) e lo sviluppo di progetti di formazione e ricerca-azione condivisi tra le Scuole di Specializzazione Universitarie in Psicologia della Sa- lute possono rappresentare ulteriori momenti di snodo nella costituzione di una rete formativa basata sulla transdisciplinarità.
Transdisciplinarità e formazione: un’opportunità di sviluppo per la professione psicologica, anche nell’ambito della Salute
Guicciardi, MarcoUltimo
2022-01-01
Abstract
The present paper addresses the issue of transdisciplinarity in specialist training, with par- ticular attention to the field of Health Psychology. Starting from the bio-psycho-social model, strongly oriented towards the integration of the various disciplines, critical issues and possi- bilities related to the applicability of the transdisciplinary orientation in training are devel- oped. Although the Reorganization of the Didactic Regulations of the SSUAP of the 2019 sug- gests that psychological training activities should be supported by those relating to other dis- ciplines, the proposal seems to be characterized by a multidisciplinary perspective, far from a complex, non-hierarchical, heterogeneous, inclusive and open to unpredictable developments such as the transdisciplinary one. Teaching methodologies could constitute the field for the development of a transdisciplinary approach, representing an evolutionary opportunity from a professional point of view. The systemic, co-constructive and developmental models are the background to this training and transformation process, while laboratories and supervised pro- fessional practice could represent elective places where students can experience the transdis- ciplinary approach, maintaining spaces for reflection and tutoring. Furthermore, the realization of events (i.e. workshops) and the development of training and research-action projects, shared between the post-graduate Health Psychology Schools promoted by Universities, can represent moments of intersection in the constitution of a train- ing network based on transdisciplinarity.File | Dimensione | Formato | |
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