COACHING AND POSITIVE PSYCHOLOGY IN ORGANIZATIONS | Università degli studi di Bergamo - Didattica e Rubrica


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Attività formativa Caratterizzante
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Modalità di erogazione: 
Didattica Convenzionale
Primo Semestre
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Ore di attività frontale: 
Ore di studio individuale: 
Psicologia sociale e del lavoro




Educational goals

The course aims to provide the conceptual and applicative bases for the management of processes to promote individual and organizational well-being through coaching and positive psychology practices, with particular reference to career transition phases and Human Resources Management practices.
It aims to make the student achieve the following educational results:
• In terms of knowledge:
the conceptual and theoretical bases regarding coaching psychology; types of coaching and areas of application (life, sport, corporate, business, executive); health coaching, personal growth, and personal branding; profile of the coach between skills, work on oneself, ethics and deontology; structural elements of the coaching intervention; central aspects of coaching (listening, diagnostic skills, objectives, metacommunication); operational frameworks for coaching, market, and professionals; coaching in career counseling; the assessment of strengths in coaching; coaching and empowerment; the coach's toolbox.
the conceptual and theoretical bases regarding positive psychology; methodological and theoretical approaches to the study of well-being; the bio-psycho-social model and the assessment of skills; socio-cognitive model of well-being and agency; empowerment and enhancement of psycho-social skills and resources; promotion of well-being and quality of life in organizational contexts; central constructs in positive psychology (hope, resilience, optimism, happiness, courage, emotional competence); interventions and practical approaches in positive psychology; Acceptance and Commitment Therapy (ACT), Mindfulness-Based Cognitive Therapy, Mindfulness-Based Stress Reduction MBSR.
• In terms of skills: ability to analyze the demand for the design of differentiated interventions based on objectives and context; ability to design personalized coaching interventions for the individual, groups and organizations; ability to design and manage skills assessment processes for coaching; ability to design coaching and support solutions in the field in parent, active-aging, shadow, life, business and corporate coaching; manage coaching processes in training for re-placement and in school and work transitions; planning of coaching interventions within skills development processes; planning of organizational coaching interventions aimed at managing internal change; planning and managing coaching interventions for organizational well-being; ability to design assessment and enhancement of skills such as emotional intelligence, positive emotions, resilience, etc .; skills in life design support; ability to design measurement and stress management interventions in organizations; skills in managing individual and group stress management protocols (mindfulness, relaxation, autogenic training, meditation, etc.); ability to design interventions for detecting and intervening on conflicts in the company, for team building and empowerment.

Course content

We are witnessing a constant process of integration between the application of psychological theories and methodologies to coaching practices, and positive psychology approaches applied to individual and occupational well-being. On the one hand, coaching psychology represents a series of methodologies for improving performance and achieving goals through the development of one's strengths, on the other hand, positive psychology faces built and theoretical models that concern precisely those key competencies for the achievement of well-being: happiness, positive emotions, resilience, flow, self-efficacy, strengths, etc.
The course aims to provide in-depth knowledge of the theoretical and applied frameworks of coaching psychology and positive psychology: (a) in career counseling; (b) in Human Resources Management practices; (c) in education and training; (d) in the assessment and development of skills; (e) in life transitions and situations of risk; (f) in interventions to promote individual and organizational well-being.
The course includes the following topics:
Theoretical and applicative foundations of Coaching and Coaching Psychology; areas of application and types of coaching; professional profile of the coach; coaching interventions and toolkits; the phases of the coaching consultancy; assessment of skills from a development and empowerment perspective; coaching in school and professional transitions; coaching for team building and conflict management; personal development and growth.
Theoretical and applicative foundations of Positive Psychology; the bio-psycho-social model of health and the socio-cognitive model of well-being; methodological and research approaches to the well-being of the person in life contexts; promotion of well-being and quality of life in organizational contexts; key competencies: hope, resilience, optimism, happiness, courage, acceptance, emotional competence, metacognition); positive psychology interventions; third-wave therapies for the well-being of individuals and groups: Acceptance and Commitment Therapy (ACT), meditazione e MCT (Metacognitive Therapy), Mindfulness-Based Cognitive Therapy (MBCT), Mindfulness-Based Stress Reduction (MBSR).

Teaching methods

The theoretical contents will be integrated by exercises (group activities, role-playing, case discussions, videos, meetings with professionals, etc.) aimed at applying the concepts presented.

Assessment and Evaluation

The exam consists of a written test with open questions.
the student must answer at least 3 open-ended questions in one hour, evaluated up to a maximum of 10 points each.
For attending students there is a reduction in the number of written exam questions through participation and presentation of group project work.

Further information

In case of provisions of the competent authority on containment and management of epidemiological emergency, the teaching may be subject to changes from what is declared in the syllabus in order to make the course and examinations in line with the regulations