The level of global mental health has declined significantly in recent years, made particularly evident by the outbreak of the COVID-19 pandemic. Numerous studies attest that among the groups most affected by this crisis are university students. Among them, design students are confronted with difficulties peculiar to the discipline, which can have an impact on their cognitive and emotional load during their academic career (e.g., teamwork or the complexity of the challenges design addresses). Drawing on interdisciplinary theoretical research between psychology, pedagogy and design education, this study presents an overview of the factors peculiar to design, explaining how they may negatively impact the psychological well-being of students in this discipline and thus advocating timely intervention. Crucial to the development of this thesis was field research conducted, firstly, through an intensive exchange with members of a network of teachers from six different design universities in Europe who were committed to these issues. Subsequently, a quantitative survey was submitted to a heterogeneous sample of thirteen teachers from design universities worldwide. This research made it possible to get in touch with teachers, the main actors of the academic system together with students, and to identify a gap in that system: the need for mental health services as an alternative to traditional counselling. Within these services, it was particularly highlighted the need for training and support activities for teachers in the implementation of strategies for the promotion of students’ psychological well-being. Starting from what emerged in the research phases, this thesis presents a service proposal (WellDes) addressed to design universities around the world and aimed at reducing the negative impact of the peculiar elements of design education. The cornerstone of WellDes’ offer is, indeed, the sharing between teachers and students of strategies and practices used to improve the latter’s psychological well-being and promote a positive and collaborative learning experience through a community-based intervention.
Il livello di salute mentale globale ha subito negli ultimi anni un notevole decremento, reso evidente in particolar modo dallo scoppio della pandemia di COVID-19. Sono numerosi gli studi che attestano che tra le categorie maggiormente colpite da questa crisi vi è quella degli studenti universitari. Tra questi, gli studenti di design si trovano ad affrontare alcune difficoltà peculiari della disciplina, che possono avere un impatto sul carico cognitivo ed emozionale durante il percorso accademico (ad esempio, il lavoro di gruppo o la complessità delle sfide a cui il design si rivolge). Partendo da una ricerca teorica interdisciplinare tra psicologia, pedagogia e formazione sul design, questo studio presenta una panoramica dei fattori peculiari del design, spiegando in che modo essi possono impattare negativamente sul benessere psicologico degli studenti di tale disciplina ed auspicando, quindi, un tempestivo intervento. Cruciale per lo svolgimento di questa tesi è stata la ricerca sul campo, condotta, in primo luogo, attraverso un intenso scambio con i membri di un network di insegnanti provenienti da sei diverse università di design in Europa, impegnati proprio in queste tematiche. Successivamente, è stata sottoposta un’indagine quantitativa ad un campione eterogeneo di tredici insegnanti provenienti da università di design di tutto il mondo. Tale ricerca ha permesso di entrare in contatto con gli insegnanti, principali attori del sistema accademico insieme agli studenti, e di individuare un gap nel sistema: la necessità di servizi per la salute mentale alternativi al counseilling tradizionale. All’interno di tali servizi, è stata, in particolare, evidenziata il particolare bisogno di attività di formazione e supporto per gli insegnanti nell’implementazione di strategie per la promozione del benessere psicologico degli studenti. A partire da quanto emerso nelle fasi di ricerca, questa tesi presenta una proposta di servizio (WellDes) indirizzato alle università di design di tutto il mondo e mirato a ridurre l’impatto negativo degli elementi peculiari della formazione di design. Punto cardine dell’offerta di WellDes è, infatti, la condivisione tra insegnanti e studenti di strategie e pratiche usate per migliorare il benessere psicologico di questi ultimi e promuovere un’esperienza formativa positiva e collaborativa, attraverso un intervento basato sulla comunità.
WellDes : promoting students' psychological well-being in Design Education
Barone, Giulia
2022/2023
Abstract
The level of global mental health has declined significantly in recent years, made particularly evident by the outbreak of the COVID-19 pandemic. Numerous studies attest that among the groups most affected by this crisis are university students. Among them, design students are confronted with difficulties peculiar to the discipline, which can have an impact on their cognitive and emotional load during their academic career (e.g., teamwork or the complexity of the challenges design addresses). Drawing on interdisciplinary theoretical research between psychology, pedagogy and design education, this study presents an overview of the factors peculiar to design, explaining how they may negatively impact the psychological well-being of students in this discipline and thus advocating timely intervention. Crucial to the development of this thesis was field research conducted, firstly, through an intensive exchange with members of a network of teachers from six different design universities in Europe who were committed to these issues. Subsequently, a quantitative survey was submitted to a heterogeneous sample of thirteen teachers from design universities worldwide. This research made it possible to get in touch with teachers, the main actors of the academic system together with students, and to identify a gap in that system: the need for mental health services as an alternative to traditional counselling. Within these services, it was particularly highlighted the need for training and support activities for teachers in the implementation of strategies for the promotion of students’ psychological well-being. Starting from what emerged in the research phases, this thesis presents a service proposal (WellDes) addressed to design universities around the world and aimed at reducing the negative impact of the peculiar elements of design education. The cornerstone of WellDes’ offer is, indeed, the sharing between teachers and students of strategies and practices used to improve the latter’s psychological well-being and promote a positive and collaborative learning experience through a community-based intervention.File | Dimensione | Formato | |
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https://hdl.handle.net/10589/218550