Training Psychology (2019/2020)

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Course code
Name of lecturer
Riccardo Sartori
Riccardo Sartori
Number of ECTS credits allocated
Academic sector
Language of instruction
Sem. 1A, Sem. 1B

Lesson timetable

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Learning outcomes

The course intends to give students the fundamental concepts for training.
In particular, it intends to pursue the following aims:
1. To outline a distinction between “psychological training” and “vocational training”;
2. To establish connections between “training” and “learning”;
3. To distinguish and connect the concepts of “training”, “education” and “teaching”;
4. To define the role of the trainer: Teacher? Educator? Entertainer? Therapist?;
5.To define the competences of the trainer;
6. To explain and analyze the process of training:
6a. The clients;
6b. The analysis of the training needs;
6c. The training intervention;
6d. The methods of the training intervention:
- The frontal lesson;
- The group discussion;
- The simulation;
- The role-play;
- The exercise.
6e. The evaluation of the training results (by means of interviews and questionnaires).
7. To analyze the place of the training.


The course deals with the following topics:

1. The psychological approach to training (with related characteristics and training methods):
- The psychodynamic model (to get trained means to become aware of the self);
- The behavioral-cognitive model (to get trained means to coach through experience - learning by doing);
- The psycho-social model (to get trained means to learn to be with others and cooperate with them by modelling the behavior).

2. The historical phases of training psychology (with related training methods):
- Diagnostic-aptitude phase;
- Characterological-emotive phase;
- Clinical-dynamic phase;
- Economic-social phase;
- Educational phase;
- Phase of vocational development;
- Phase focused on the person.

Through frontal lessons, group discussions and exercises, the course intends to allow students to learn which are the psychological characteristics of training, how training is carried out in the classroom and which are the places that favor or, on the contrary, inhibit the learning processes of the training.

Reference books
Author Title Publisher Year ISBN Note
Sartori R. & Gatti M. Game-based learning. Il ruolo del gioco nella progettazione di percorsi formativi (Edizione 1) LED, Milano 2013 978-88-7916-651-5
Riccardo Sartori, Cristina Maria Rappagliosi Orientamento, formazione e lavoro. Dalla psicologia alle organizzazioni LED 2012
Bellotto M. Pensieri su la formazione psico-sociale. Dal 1984 al 2015 (Edizione 1) Verona, Thesy 2015

Assessment methods and criteria

Written exam with open and closed questions. The open questions are always present and ask students to apply the concepts, theories and models found in the textbooks to a real and concrete training case. The closed questions are not always present.