Consumer Behaviour Psychology Applied To Food Health And Environment Cremona

This course offers a comprehensive introduction to modern tools and models for analyzing both quantitative and qualitative data. It is designed to strengthen students’ existing knowledge of statistics while expanding their skills in advanced analytical techniques, with a special emphasis on multivariate statistics, generalized linear models, and time series analysis.
A specific focus will be placed on statistical models suited for non-quantitative data, such as responses from questionnaires and categorical variables, which are commonly encountered in psychological and social science research.
The course also introduces fundamental Machine Learning approaches, discussing their assumptions, applications, and limitations through hands-on examples. Students will gain practical insight into how these methods can complement traditional statistical models, particularly in the context of predictive modeling and classification tasks.
Finally, the course provides an introduction to the computational and statistical tools used for handling and analyzing high-dimensional datasets (Big Data), helping students develop a critical understanding of the opportunities and challenges of working in data-intensive environments.
Knowledge and understanding
By the end of the course, students will be able to:
Demonstrate knowledge and understanding of the main statistical methods and experimental designs applicable to qualitative, categorical, and quantitative data.
Interpret the results of data analyses, accurately describe statistical outputs, and provide clear, context-appropriate interpretations of the findings.
Applying Knowledge and Understanding
By the end of the course, students will be able to:
Use computational tools to extract, explore, and manipulate information from both low- and high-dimensional datasets.
Identify the most appropriate statistical framework and analytical approach for hypothesis testing in diverse research contexts.
Assemble a structured and logical analysis workflow, applying basic functions and tools as needed.
Enhance and communicate analytical results using the most suitable and effective graphical representations.
Critical Thinking
By the end of the course, students will be able to:
Recognize research questions, critically evaluate available data and information, design meaningful experiments, and compare alternative hypotheses.
Formulate clear and focused research questions, and identify the most appropriate statistical tools to test the corresponding hypotheses.
Communication Skills
By the end of the course, students will be able to:
Confidently use appropriate technical language to interpret and describe statistical results.
Clearly explain and justify the chosen experimental design and the statistical methods applied.
Communicate analytical findings effectively through written reports, visual presentations, and discussions, adapting the language and format to suit both specialist and non-specialist audiences.
Learning Skills
By the end of the course, students will be able to:
Critically assess their own level of knowledge and identify areas for improvement.
Independently identify and consult reliable sources to deepen their understanding of statistical techniques applicable to both qualitative and quantitative data, particularly in the context of food consumption research.
Enhance their coding skills autonomously by making effective use of e-learning platforms, open-source resources, and self-directed training tools.

Topics
CFU
Recap of exploratory statistics:
Describing data and variability.
Probability distributions and descriptors (Binomial, Poisson, Chi Squared, Student T, Normal).
Introduction to Hypothesis testing
Confidence intervals
1.50
Basic concepts on probability and counting:
Probability rules and applications.
Permutations and combinations
Conditional probability
0.50
Introduction to statistical inference:
Comparing populations (small and large samples).
Correlation and regressions
Statistical models, ANOVA, GLM and GLMM.
1.50
Non-parametric data and beyond:
Non-parametric test (Sign test, Kruskall-Wallis, Wilcoxon, rank correlation.
Time series analysis
Introduction to multivariate techniques (MDS, PCOOA)
0.50
Practical
Introduction to R programming.
Data types and data editing.
Algorithm thinking and main constructs.
Plots, graphical representations, and reports in R.
Introduction to the most common data analysis packages
1.00
The course will combine traditional lectures with hands-on practical activities. Lectures will cover the theoretical foundations of the subject while integrating real-world examples relevant to students’ future professional careers. Practical sessions are designed to reinforce theoretical concepts and help students translate them into applicable skills. Lectures will be delivered through in-person (frontal) teaching.

At the end of the course, students will be assessed through a written exam with a maximum score of 30/30, consisting of a combination of multiple-choice questions and practical exercises. Each multiple-choice question will award 1 point for a fully correct answer, 0 points for no answer, and −1 point for an incorrect answer, in order to discourage random guessing. Practical exercises will be graded from 2 to 6 points, depending on their level of difficulty; the point value of each exercise will be clearly indicated in the test. The final score will be calculated as the sum of the points obtained from both the multiple-choice section and the exercises.

Reading material, references, presentations, and code will be made available at the end of each section of the course.

The course aims to teach the basis of marketing management, focusing on the mechanisms that characterize strategic and operative marketing, and offering an understanding of the tools supporting strategic marketing. Providing a set of instruments, behavioral guidelines and methodology the course introduces to a practical view of the marketing management process, through an in-depth look at the agricultural and food sector.
At the end of the course, students will learn how to follow a marketing management process in the analysis, creation, and implementation of a marketing strategy. In particular, students will appreciate the sequential logic from the definition of a marketing strategy to the development of a coherent marketing mix. Students will gain an understanding of the complexity of the innovation process and branding of new products in the agricultural and food sector. Students will discover the peculiarities of food products in the choice of distribution channels and in the emerging digital marketing practice.

CFU
Introduction to marketing management
Marketing concepts and orientations. Consumer markets. Business markets. The marketing plan.
0.5
The creation of a marketing strategy
Analysis of strategies in the competitive context. Segmentation, targeting, and positioning.
1.0
The marketing mix concept
Product and brand strategy. Pricing strategy. Channel and logistics strategy. Marketing communications.
2.5
Customer satisfaction
The quality dimensions. Verification and monitoring methods.
0.5
Distribution Marketing
Trade marketing strategies. Policies of large retailers. The role of store brands.
0.5
Tutorials
1.0
The course alternates a set of lectures covering theoretical concepts to in-class presentations and discussions of case studies. Case studies will strenghten the applicability of concepts to the agricultural and food sector and stimulate a learning-by-doing process. Students will work in groups on different assignments, covering case studies and a project work that they will have to prepare, present and discuss under the direction of the instructor. The project work will be developed along the whole course duration. Instructions and support for the group works will be given during the course.

The final grade for the course is computed as follows:
Case study presentation (group work) 4/30
Case study discussion (group work) 2/30
Project work (group work) 8/30
Final test (individual) 16/30
Evaluation of in-class presentations will be based on:
Strength of the analysis (ability to stress the relevant points and address the specific questions).
Communication skills (clarity and effectiveness of the presentation).
Ability to generate discussion.
Evaluation of project work will be based on:
Extent of the analysis.
Coherence between the analysis, the proposed strategy, and its implementation.
Applicability of the proposed plan.
Communication skills (clarity and effectiveness of the presentation).
Ability to generate discussion.
Evaluation of group work will be the same for all group members.
Evaluation of the individual final written exam will be based on:
Knowledge of concepts learned in class.
Ability to effectively use the concepts to address a specific problem.
The final written exam will be performed as a test in Blackboard. The test will be open book and will consist of open questions for a total of 16/30. Questions of final test will be based on concepts discussed in class including case studies and project work. To be considered for final grade computation, the final test needs to reach a score of at least 8 points.

P. Kotler-K. Keller-M. Brady-M. Goodman-T. Hansen, Marketing Management: 5th European Edition, Pearson, 2024.
M. Burk Wood, The Marketing Plan Handbook, 5th ed., Pearson, 2022.

The course aims to provide students with a comprehensive understanding of the relationship between lifestyle factors and psychological health. Furthermore, it will provide a review of the psychopathological aspects of deleterious lifestyle choices, including the relationship between mental health and health-related behaviors such as eating disorders, substance abuse, and other maladaptive patterns. The course will explore the abnormal relationships with health-related behaviors that people can develop in both clinical and subclinical conditions, often referred to as the psychopathology of everyday life. In addition to these descriptive contents, basic clinical interventions will be introduced. Students will learn theories and methods to assess and intervene in health-related behaviors and their psychological impact. Emphasis will be placed on the development of practical skills for managing and promoting healthy lifestyles.
The course aims to provide students with a comprehensive understanding of the relationship between lifestyle factors and psychological health. Students will learn theories and methods to assess and intervene in health-related behaviors and their psychological impact. Emphasis will be placed on the development of practical skills for managing and promoting healthy lifestyles.
The course will also introduce clinical and psychodynamic perspectives on the body, symptoms, eating behaviours and everyday life, to help students understand lifestyle not only as a set of observable behaviours, but also as a subjective, relational and culturally mediated experience.
Knowledge and understanding
At the end of the course, students will understand the main aspects and methods related to health behavior and clinical psychology. They will recognize the impact of lifestyle factors on physical and mental health and comprehend the psychopathological aspects of unhealthy lifestyle choices and their classification.
Ability to apply knowledge and understanding
Students will be able to understand clinical-psychological evaluations focused on lifestyle factors. They will be equipped to design basic interventions aimed at promoting healthy behaviors.
Autonomous judging skills
Students will be able to independently explore and deepen their knowledge in clinical psychology and lifestyle interventions, developing critical thinking and judgment in assessing lifestyle-related health issues.
Communication skills
At the end of the course, students will effectively communicate clinical-psychological concepts and lifestyle interventions to patients and colleagues.
Learning ability
While bearing in mind that attendance at lectures constitutes a relevant teaching aid, at the end of the course, students will be able to become progressively less dependent on the lecturer, acquiring the ability to improve their knowledge via a training pathway that can be shared with other students, but also more autonomous and original in the areas of study relevant to the course.

The course includes frontal lectures in which the various theoretical topics and some empirical research on topics of interest will be presented. In addition, short guided practical exercises will be offered to students, aimed at encouraging active learning, while additional topics will also be presented through interventions by external professionals working in this sector. Students may be asked, either individually or in small groups, to prepare and present short class presentations based on chapters, articles or other readings assigned during the course. These activities are intended to foster active participation, critical discussion and the ability to communicate clinical-psychological concepts in an appropriate academic language.

An oral exam involving an interview on the more theoretical and applied part of clinical psychology. This oral exam will focus on assessing students' general knowledge of health psychology, as well as their ability to reprocess their acquired clinical-psychological knowledge from their perspective. Students will be assessed on their in-depth knowledge of the course contents, their acquisition of the discipline's specific language, and their ability to critically reflect on the various contents and personally rework and connect the various course topics covered, discussing their applicability to the planning of appropriate interventions in specific contexts.
The assessment will focus on the relevance of the student's answers, their appropriate use of the specific terminology, the reasoned and coherent structuring of their discourse, and their ability to identify conceptual links and open questions.

The following mandatory text:
Morrison, V., & Bennett, P. (2023). An introduction to health psychology (5th edition), Pearson.
Recommended readings
Freud, S. (1901). The Psychopathology of Everyday Life. Selected chapters.
Additional scientific articles, clinical materials and teaching materials provided during the course.

The course aims to offer an overview on the main theories and methods of Consumer Psychology applied to food and healthy nutritional styles. In particular, the course will highlight the main applications of Consumer Psychology to support consumers’ intelligence processes related to the food sector. Finally, the course will introduce the main models of Psychology applied to Consumers Education, health communication campaigns and to behavioral change.
The course intends support students in acquiring introductory knowledge and skills related to psychological mechanism of food behaviors and to sustain their future ability in planning strategies and interventions aimed to (1) produce intelligence on food consumptions and market dynamics and (2) in orienting educational and communication campaigns aimed to orient and sensitize consumers.
More into details, the Course has the following objectives
Knowledge and understanding
At the end of the course, the student will be able to know and understand:
1. the main theories and the main models of psychology applied to the comprehension of consumers’ food behaviours
2. the main approach to the analysis of consumer food psychology
3. the main approaches to orient health communication campaigns to orient food behaviours
Applying knowledge and understanding
At the end of the course, the student will be able to:
1. Identify the main situations which require the application of psychological theories and techniques for the analysis of food consumption
2.correctly select among the different theoretical models of consumer psychology to deal with specific research and applied cases
3. know the processes and the approaches needed to orient communication campaigns to orient consumers behaviors
Making judgements
At the end of the course, the student will be able to:
1. recognize the research questions which require a psychological approach to the analysis of consumer food behaviours
2. select among the main theoretical models of psychology to produce knowledge on food consumption behaviours
3. know the main principles and methods of psychology of communication to orient health campaigns
Communication skills
At the end of the course, the student will be able to:
1. mastering the technical psychological language in describing the psychological processes at the basis of food consumption behaviours
2. argument with adequate confidence for the choice of one specific theoretical approach and analysis model to assess food consumption psychology
3. argument with adequate confidence for the choice of one specific theoretical approach and analysis model of health communication
Learning skills
At the end of the course, the student will be able to:
1.autonomously critically assess one own level of knowledge and skills in the analysis of food consumption psychology
2. identify adequate sources to deepen and improve their knowledge about food consumption psychology
3. master principles and methods of health communication in a psychological perspective

CFU
Elements of Psychology and application to consumptions dynamics and food market trends
0.5
The analysis of consumers’ needs, wants and motivations and its implication for food choices and consumption behaviours: theories, models and applications
0.5
The analysis of consumer’s perception mechanisms, selection of stimula and selective attention and their implication for food choices and consumption behaviours
1.0
The process of learning from a behavioural and socio-cognitive perspective: theories and models applied to consumer food intelligence and consumers’ food education
0.5
The process of decision making and its different mechanisms applied to purchaice choices and food behaviours: theories and models applied to consumer food intelligence and consumers’ food education
0.5
Personality, attitudes and values which drives consumers’ food choices and nutritional behaviours
0.5
Application of Consumer Psychology to food choices: case studies on the main current trends in food consumption
0.5
Principles of health communication management
1
The course will adopt a highly experiential and interactive didactic approach.
Moment of frontal lecturing will alternate with discussion of case histories and exercises in class and at distance under the supervision of the Professor

The written exam will be related to knowledge acquired during the course and in the bibliographic material. Written exam will assess students knowledge and critical reflection. Furthermore it will assess students ability to apply theoretical notions to the discussion of practical cases of food consumption.

G. GRAFFIGNA, Course Guidelines
S.RIVA Course Guidelines
Dudley, M. Z., Squires, G. K., Petroske, T. M., Dawson, S., & Brewer, J. (2023). The use of narrative in science and health communication: a scoping review. Patient Education and Counseling, 112, 107752.
Gallagher, K. M., & Updegraff, J. A. (2012). Health message framing effects on attitudes, intentions, and behavior: a meta-analytic review. Annals of behavioral medicine, 43(1), 101-116.
Nutbeam, D. (2000). Health literacy as a public health goal: a challenge for contemporary health education and communication strategies into the 21st century. Health promotion international, 15(3), 259-267.
Pollicino, D., Zamzow, H., Shreedhar, G., Galizzi, M. M., Naci, H., & Freitag, P. (2025). Can social norms promote sustainable food consumption? A systematic review. Social Influence, 20(1), 2497341.
M. Connor-C.J. Armitage, The Social Psychology of Food, Open University Press, 2002.
A.J. Kimmel, Psychological Foundations of Marketing, Routledge, (Selected chapter: 1 to 6), 2013.

The course aims to provide students with an insight into the main aspects related to agricultural processes and an understanding of the most relevant technical aspects in relation to the sustainability of production and to the innovation in agriculture, in order to build up a language and competence that will enable them to bridge the needs of experts and the demands of the citizen-consumer. Knowledge of these protocols will be fundamental in a perspective of exchange between experts and citizen-consumers as it will facilitate dialogue between the parties and promote the transparency of the evaluation system.
The students will be able to determine the effects of different production models (e.g.: organic vs. integrated production), in relation to the objectives and purposes of agri-food products and their destination.
The students will be able to know the main elements that contribute to the quality of agri-food products and the techniques available to regulate their main attributes, with specific case studies related to tree crops.
The student will be able to: i. Promote active exchange between lay citizen, sector experts and research ii. Judge the predisposition of the main agricultural systems to technological innovation, precision techniques and automation, in relation to the specific needs of the industry and the perception of those involved in agricultural production, and not; iii. Judge the impact of the main management techniques on the qualitative aspects of production and their sustainability.
The module provides an overview of the impact and perspective of biotechnologies to increase food supply and safety. The students will have the knowledge to develop citizen science approaches to improve the dialogue between scientific research and society and address the emerging challenges of modern agronomy and genomics. The students are introduced to the main classical breeding and new biotechnology techniques targeting quantitative and qualitative traits as well as resilience to climate changes of the agricultural productions that benefit farmers, industries and consumers. The students learn the importance of genetic variations available for breeders and the key tools to create genetically engineered and genome edited crops.
Case studies of both herbaceous and tree species will be presented and addressed according to the relevance of the different content of the course.
The module is carried out in the 1st term and consists of 3.0 ECTS (21 hours) of lectures.
The module aims to:
1) illustrate the most basics knowledge on genetics and biotechnology;
2) introduce the students to the domestication of food crops, the presence and relevance of agricultural biodiversity;
3) outline the main aspects of breeding, the identification of different needs and the strategies to develop new crop varieties;
4) introduce basic concepts of Genetically Modiefied Organisms and Genome Editing with particular attention to their potential to meet agricultural sustainability, crop adaptation to climate change and diseases in order to guarantee food safety and security.
Learning outcomes:
After successful completion of the module, students are expected to be able:

• to have the most important basic knowledge concerning DNA and biological processes involving DNA;
• to explain the process of breeding, why breeding is necessary and to identify the objective of different breeding plans;
• to explain what are genetic variation and biodiversity and the importance of genetic variation in breeding processes;
• to understand and to explain biotechnological application and relevance in present day agriculture;
• to understand what Genetically Modified Organisms and Genome Edited crops are, how they can be produced and their importance for modern agriculture sustainability.
  The course aims to provide students with a general understanding of the main processes of food technology, with applicable references to innovative technologies. Through the knowledge of the main process phases and inherent parameters, the student will acquire the essential tools to understand the agri-food chain to communicate information to specialists and non-specialists. At the end of the course, the student will be able to: 1) autonomously operate and demonstrate applicative knowledge of the main technological processes involved in the transformation and production of food; 2) acquire an integrated interpretative scheme for studying consumer behaviour.
  In addition, the student will be able to: 1) identify the technological conditions to guarantee the nutritional and/or technological quality and minimize negative processing; 2) identify the relationship between qualitative characteristics and the technological conditions adopted; 3) acquire an adequate technical language.

CFU
General Part
Introduction to agricultural production and its quality
0.5
Agronomic techniques in the main cropping systems
0.5
Farming models and sustainability of agricultural production
0.5
Applied Part: Evaluation of two specific supply chains
Olive orchards: Productive models, most common cultivars and main quality parameters
0.75
Viticulture: Cultivars and quality, main cultural techniques, climate change adaptation strategies
0.75
Classroom lectures with the support of ppt/pdf video projection. Teaching materials used during the lectures will be provided.
Indoor classes where the main course topics will be covered along with several applied examples taken from textbook or scientific literature. Questions will be posed to stimulate discussion.
Lectures in the classroom using video projection support. The teaching materials used during lectures will be provided.

Method of assessing learning outcomes by means of a final written examination. Students will be given 60 min. to answer open and closed theoretical questions on the topics of the syllabus. There will be 3 open questions (5 marks each) and 8 closed questions of equal weight (2 marks each). In the event of a no answer or wrong answer, no points will be awarded.
The assessment will take the form one written tests consisting of 32 questions each one regarding the main arguments of the course, lasting 90 minutes. They will consist of multiple-choice questions (1 point for each correct answer, 0 point for each wrong answer) with students choosing from four possible answers. Pass mark is 18/30 out of 30/30. A bonus mark (lode) will be awarded to those students who will correctly answer to more than 30 questions.
A final written exam. Students will be given 25 minutes to answer closed theoretical questions on the course topics covered. On average 15 closed questions of equal weight (2 mark each). In case of no answer, no marks will be awarded.

Kumar, S., Meena, R.S., & Jhariya, M.K. (Eds.). (2020). Resources use efficiency in agriculture (p. 760). Singapore: Springer.
Jacksoon D, Looney N, Morley-Bunker M, Thiele G.(Eds.) 2011. Temperate and subtropical fruit production. Cabi pp.327.
Tromp, J., A.D. Webster & S.J. Wertheim (Eds) 2005. Fundamentals of Temperate Zone Tree Fruit Production, 400 pp
CHRISPEELS M.J., GEPTS P. Plants, Genes & Agriculture. Sustainability through Biotechnology. SINAUER Associates. New York: Oxford University Press, 2017.
Papers from the scientific literature that will be provided by the teacher.
Power point presentations will be made available during the course before the beginning of each new topic/class.
H. Ramaswamy-M. Marcotte, Food Processing. Principles and Applications, Taylor& Francis Group, New York, 2006.
D.R. Heldman-R.W. Hartel, Principles of food processing, Chapman&Hall, New York, copyr. 1997.
Maningat, C.C., Seib, P.A., Bassi, S.D., Woo, K.S., Lasater, G.D., 2009. Wheat starch: production, properties, modification and uses. In: Bemiller, J.N., Whistler, R.L. (Eds.), Starch: Chemistry and Technology. Academic Press, New York, USA

The course provides a basic understanding of the psychological theories concerning human reasoning and decision-making, with a specific focus on: (i) the cognitive and affective processes underlying the ways individuals reason and decide; (ii) the impact of individual differences (personality traits, cognitive styles, and attitudes) in decision and susceptibility to bias. The analysis of the psychological factors underlying choice behaviour is specifically delineated within the field of individual well-being, with an emphasis on different application domains. The course provides also an overview of different approaches and strategies to empower individual decision competences, with a particular emphasis on nudging theory and boosting methods.
After completing the course, the student should:

• have acquired the fundamental knowledge on psychological theories on decision-making;
• have acquired an understanding of the cognitive and affective mechanisms behind decision making and of the impact of individual differences on decision processes and choice behaviour;
• be able to understand the impact that decision-making behaviour may have on well-being, with a focus on specific application domains (health and economics);
• be able to critically analyse different approaches to the empowerment of decision-making competences and evaluate real-world contexts, using principles of reasoning and decision-making psychology;
• be able to design simple trainings to empower and boost decision-making competences.

The course is organised into 5 modules.
Class will be conducted in a combination of lecture, discussions and groupwork. Some lectures will introduce students to the theoretical basis of the discipline, others will promote learning through discussion and participation to individual or group activities. Furthermore, a project work on empowerment of decision-making competences will be also developed in small groups.

The final examination will consist of an oral examination.
During the oral exam, students will be assessed through three types of questions aimed at ascertaining:
the acquisition of the basic concepts in decision-making psychology;
their ability to draw connections between the key topics and compare different constructs;
the ability to apply knowledge in real-life domains and issues, such as by developing empowering interventions and training to foster decision-making skills
Assessment will also consider the relevance and accuracy of answers, the use of specific vocabulary, the consistent discourse, arguing skills and critical thinking.
In addition to the oral examination, the final grade will also include the evaluation of the report produced as part of the project work. This report will be assessed for the quality of analysis, clarity of presentation, and the ability to apply theoretical knowledge to practical contexts.

Newell, B.R., Lagnado, D.A., & Shanks, D.R (2022). Straight choices. The psychology of decision making. Routledge (Chapters 3,4,5,16 are not to be studied)
A text of your choice from the listed ones:
Gigerenzer, G. (2023). The intelligence of intuition. Cambridge University Press
Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux
Tapper, K. (2021). Health psychology and behaviour change: From science to practice. Bloomsbury Publishing.
Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving Decisions About Health, Wealth, and Happiness. Penguin Books
In addition to the above textbooks, slides presented during class and other contents uploaded on the Blackboard platform are required studying material.

This course is designed as an introduction to the application of social and community psychology to health issues. It will provide students with conceptual skills to define human problems with consideration to levels of analysis, understanding social and environmental factors related to human functioning, and basic knowledge of prevention and health promotion. The course will also introduce to the application of a psychosocial approach to the role of the family in health promotion.
Knowledge and understanding
By the end of the course, students should be able to:
Understand the field of community psychology: its history, goals, values, theories, methods, and contributions to human well-being.
Know the principles of participatory research and intervention.
Understand how the principles of community psychology apply to health issues
Understand the basic social psychological principles regarding family’s identity, transition, and resources and their implications for individual well-being and health promotion.
Applying knowledge and understanding
By the end of the course, students should be able to:
Reflect on the relevance of community psychology to everyday life and societal issues.
Gain initial experience of applying community psychology skills to community research and intervention in various settings and with different target groups, such as educational, family, organisational and community settings.
Develop basic skills in research and intervention on family issues.
Discuss with others how social, family, and community psychology concepts are relevant to their own experiences and real-world issues.
Making judgements
By the end of the course, students should be able to:
Critically evaluate real-world problems and the preventive interventions designed to address them, applying the principles of community psychology.
Formulate judgments about real-world health issues that affect our communities, including reflection on the social and ethical responsibilities associated with applying their knowledge and judgments.
Communication Skills
By the end of the course, students should be able to:
Communicate their conclusions and the knowledge and reasoning behind them clearly and unambiguously to specialist and non-specialist audiences.

The course is organised into the following main modules:
Module 1. Introduction to community psychology and its application to health promotion
Module 2. Participatory research methods applied to community health
Module 3. Pillars of community health psychology and their applications across settings
Module 4. Principles of prevention and health promotion.
The undertaking of mandatory project work is also a prerequisite. A small group project on a preventive intervention will complement the lectures. The programme will include four dedicated sessions to guide students through the process of developing their research ideas. Attendance at a minimum of 75% of these sessions is mandatory, as this constitutes a prerequisite for the successful accumulation of internship (TPV) credits.
The course adopts a participatory learning approach consistent with the principles of community psychology. Students are therefore expected not only to acquire knowledge, but also to practice critical reflection, collaboration, and applied reasoning.
Classes will be conducted through a combination of lecture, seminar discussion, and group work. Some lectures will be used to introduce and orient students to the material, but it is expected that learning and application will occur through discussion and participation in short individual or group activities.

The final examination consists of an oral examination. The oral exam will evaluate students’ acquisition and understanding of basic concepts, theories, and methods of the discipline, as covered by the course classes and textbooks. It will also evaluate whether and how students are able to apply the concepts and theories to real-world scenarios, make meaningful connections, and critically discuss them.

Readings will be assigned throughout the semester to students who attend classes regularly.
Those who do not attend are required to study the chapters indicated in the two textbooks below.
B. Kloos, J. Hill, E. Thomas, A.D. Case, V.C. Scott, & A. Wandersman (2020). Community Psychology: Linking Individuals and Communities (4th ed.). American Psychological Association, 2021, ISBN 978-1433830594. Chapters 1 to 10
V. Cigoli, & E. Scabini (2006). Family Identity: Ties, Symbols, and Transitions (1st ed.). Routledge. https://doi.org/10.4324/9781410617712. Chapters 2, 3, 4
Slides presented in class and any content uploaded to the Blackboard platform are required reading in addition to the textbooks listed above.

The course aims to provide students with a comprehensive understanding of the main sociological concepts and theoretical frameworks related to food, agriculture, nutrition, and health, enabling them to critically interpret contemporary consumer behaviour within its broader social, cultural, economic, and environmental contexts.
While the Master's programme focuses on the psychological mechanisms underlying food, health, and environmental choices, this course complements such perspectives by examining how consumer behaviour is embedded in social structures, cultural norms, economic systems, and political processes. Through the study of sociological theories and empirical research, students will develop a deeper awareness of the social determinants that shape food choices, health behaviours, and sustainability-related practices.
Particular attention will be devoted to contemporary debates concerning food security and insecurity, food sovereignty, food politics, sustainable food systems, health inequalities, and the cultural meanings of food consumption. The course will encourage students to adopt an interdisciplinary approach, integrating sociological insights with psychological models of decision-making and behaviour change.
Upon successful completion of the course, students will be able to:
Use sociological concepts and terminology related to food, health, agriculture, consumption, and sustainability accurately and appropriately.
Critically analyse contemporary food-related issues, including food security and insecurity, food sovereignty, food politics, food economics, and sustainable food systems.
Understand the complex relationships between food, culture, identity, and consumer behaviour.
Identify and interpret the social and cultural dimensions of everyday practices related to eating, health, poverty, gender, ethnicity, and social inclusion.
Recognise the influence of social determinants on food choices, health outcomes, and environmentally responsible consumption.
Apply sociological perspectives to the analysis of consumer behaviour and to the design of interventions promoting healthier and more sustainable lifestyles.

The course is structured around four interconnected themes that are fundamental to understanding food-related behaviours in contemporary societies.
1. Food and Culture
Food as a social and cultural construct
Food, identity, and social belonging
Taste, distinction, and cultural capital
Food rituals, traditions, and symbolic meanings
Globalisation and changing food cultures
2. Food and Sustainability
Sustainable food systems and environmental challenges
Climate change and food consumption
Sustainable diets and responsible consumption
Ethical food choices and alternative food networks
3. Food and Economy
Sociology of agriculture and food production
Global food chains and food markets
Food security and food insecurity
Food sovereignty and food justice
4. Food and Health
Sociological perspectives on health and nutrition
Social determinants of health
Health inequalities and nutrition disparities
Obesity, stigma, and public health debates
The course adopts a student-centred and interactive learning approach based on two complementary teaching methods.
1. Lecture-Based Teaching with Guided Practical Activities
Lectures will introduce the key theoretical concepts, empirical evidence, and contemporary debates discussed throughout the course. Guided practical activities will be integrated into classroom sessions to facilitate the application of sociological concepts to real-world issues concerning food, health, and sustainability. Explanatory slides, case studies, documentaries, and other audio-visual materials will be used to enrich the learning experience and stimulate critical reflection.
2. Flipped Classroom
The course will also employ a flipped classroom model. Students will be required to engage with selected readings, videos, and other learning materials before class. Classroom time will then be devoted to discussion, collaborative problem-solving, case-study analysis, and critical examination of current food-related issues. This approach aims to foster active learning, independent thinking, and the ability to connect theory with practice.
Active student participation is expected throughout the course. Students will be asked to contribute through individual presentations based on assigned readings, prepared reflections, and group work activities conducted during class sessions. These activities are designed to strengthen analytical, communication, and teamwork skills.
All teaching materials, readings, slides, and additional resources will be made available through the Blackboard platform.

Assessment will consist of a written examination including:
Multiple-choice questions aimed at evaluating students' knowledge and understanding of the key concepts and theories covered in the course;
Open-ended questions designed to assess critical thinking, analytical skills, and the ability to establish connections among the different topics addressed during the programme.
The evaluation will consider:
Knowledge and understanding of the course contents;
Appropriate use of sociological terminology;
Ability to critically analyse contemporary food, health, and sustainability issues;
Ability to integrate sociological perspectives with broader discussions on consumer behaviour.

This course provides students with conceptual skills to design, implement and evaluate behavior change interventions in three fundamental domains: clinical psychology, health communication and social marketing, and community settings.
The course is organized into three modules that are detailed below. The modules will be linked together through a project work in which students will be guided to apply knowledge to a case study.
Module Behavioral change dynamics in the clinical context
This module aims to provide students a general understanding of the primary theoretical models of behavior change as applied to health and lifestyle. It will equip them with essential skills for identifying and measuring barriers and predictors of change and adherence, thus enhancing primary and secondary care practices. The focus will be on specific populations and chronic diseases. Additionally, the course is to provide participants with knowledge and understanding of the foundation for developing, implementing, and evaluating behavior change interventions that empower individuals facing chronic illnesses to take an active role in their own care process.
Module Community health promotion
This module will introduce students to the discipline of prevention science. Strengths and weaknesses of this approach will be discussed in light of community-centered models that bridge the gap between prevention science and communities in preventive and health promotion intervention implementation and evaluation. The module will also offer students the skills necessary to design and evaluate preventive and health promotion interventions with a particular emphasis on participatory approaches.
Module Health Communication and social marketing
This module of the course aims to provide the basic theoretical and methodological knowledge and application skills to design and evaluate a social marketing campaign oriented by psychological models of behavioral change. The course will also provide students with knowledge and skills to design health promotion communication campaigns.
Knowledge and understanding
By the end of the course, students should be able to:
Understand the key theoretical models of behavior change within the context of health and lifestyle.
Identify barriers and predictors of behavior change and adherence in diverse populations.
Understand the key components that constitute a preventive intervention in community settings.
Understand the basics of prevention science and community-centered approaches to prevention and health promotion.
Become familiar with innovative prevention and health promotion systems at the community level.
Become familiar with the most prominent participatory models of intervention development and evaluation.
Acquire critical and in-depth knowledge of the characteristics and recent developments of marketing and social communication
Acquire knowledge and skills related to the processes of applying psychology concepts to social marketing campaigns with particular attention to the marketing of health and well-being and the marketing of social responsibility and environmental sustainability;
Become familiar with the tools and methods for the planning and psycho-social evaluation of social marketing campaigns;
Applying knowledge and understanding
By the end of the course, students should be able to:
Gain initial experience in exploring the motivating factors that drive clients to initiate and maintain behavioral changes, emphasizing the significant advantages of fostering collaboration and empathy in the therapeutic process.
Gain initial experience for the development, implementation, and evaluation of behavior change interventions at an individual level.
Gain initial experience in applying intervention development and evaluation skills at the community level.
Develop a plan of participatory project development and evaluation in community settings.
Collaborate with interdisciplinary teams to address complex health and lifestyle challenges.
Choose among the different technical-methodological approaches of psychology for social marketing to meet the requests of a client and/or a real application context.
Making judgements
By the end of the course, students should be able to:
Demonstrate awareness of ethical considerations and cultural factors influencing behavior change and healthcare delivery.
Critically analyze a health promotion intervention by evaluating aspects such as its conceptual and scientific quality, effectiveness and appropriateness to the implementation context;
Design an evaluation study of a preventive intervention to understand appropriateness, mechanisms of change and effectiveness.
Design of psychological communication and social marketing initiatives aimed at promoting well-being and health, social responsibility and environmental sustainability.
Communication Skills
By the end of the course, students should be able to:
Communicate effectively with individuals facing chronic illnesses, empowering them to actively participate in their care process.
Communicate their conclusions and the knowledge and reasoning behind them clearly and unambiguously to specialist and non-specialist audiences.

The course is organised into three modules.
Module 1. Behavioral change dynamics in the clinical context
Module 2. Community health promotion
Module 3. Health communication and Social marketing
The undertaking of mandatory project work with dedicated sessions to guide students through the process of developing their research ideas apply them to a case study. Attendance at a minimum of 75% of these sessions is mandatory, as this constitutes a prerequisite for the successful accumulation of internship (TPV) credits.
Classes will be conducted through a combination of lecture, seminar discussion, and group work. Some lectures will be used to introduce and orient students to the material, but it is expected that learning and application will occur through discussion and participation in short individual or group activities.

The final examination consists of an oral examination in which they will discuss their project work. The oral exam will evaluate students’ acquisition and understanding of basic concepts, theories, and methods of the disciplins, as covered by the course classes, and reading materials. It will also evaluate whether and how students are able to apply the concepts and theories to real-world scenarios, make meaningful connections, and critically discuss them.

Module behavioral change dynamics in the clinical context
P. Mason, (2018) Health Behavior Change - A Guide for Practitioners, English (3rd ed.), Elsevier, 2018, Paperback ISBN: 9780702077562; eBook ISBN: 9780702077579.
K. Skivington, L. Matthews, S.A. Simpson, P. Craig, J. Baird, J.M. Blazeby, K.A. Boyd, N. Craig, D.P. French, E. McIntosh, M. Petticrew, A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ. 374: n2061; 1-11, 2021 Sep 30; doi: https://doi.org/10.1136/bmj.n2061
Module community health promotion
B. Kloos, J. Hill, E. Thomas, A.D. Case, V.C. Scott, & A. Wandersman (2020). Community Psychology: Linking Individuals and Communities (4th ed.). American Psychological Association, 2021, ISBN 978-1433830594. Chapters 11 and 12
A. Wandersman, Community science: bridging the gap between science and practice with community-centered models, American Journal of Community Psychology, 31(3-4), 227-242, 2003. doi: 10.1023/A:1023954503247
Module health promotion and social marketing
W. Wymer, Innovations in Social Marketing and Public Health Communication: Improving the Quality of Life for Individuals and Communities, 2015, Springer Pub. (Chapters: 1, 3, 6, 9)
Slides presented in class and any content uploaded to the Blackboard platform are required reading in addition to the textbooks listed above.

The course aims to provide students with basic knowledge regarding the utilization of nutrients by the human body and their effect on physiology, metabolism and health. Moreover, the course aims to illustrate and explore the nutritional characteristics of foods and their role in promoting human health.
At the end of the course, students will be able to:
a) understand the basic principles of nutrient digestion and metabolism; b) identify the main nutritional characteristics of foods; c) explain the fundamental relationships between nutrition and health;
d) acquire basic knowledge of nutrition labeling (knowledge and understanding). Therefore, students will be able to: a) interpret the nutritional role of food within the context of a healthy diet; b) interpret the nutritional declarations present on the label of food products (ability to apply knowledge and understanding). Students will also be able to critically evaluate information related to the nutritional characteristics of food and their role in health promotion (independent judgment). Finally, they will be able to independently find reliable scientific information related to nutrition and its role in the primary prevention of non-communicable diseases (learning ability).
The aim of the course is to introduce the topic of food safety, providing the basis for understanding what challenges the food chain currently faces in producing safe food. The module introduces the legal framework in which the topic of food safety is embedded and aims to provide knowledge about current and emerging hazards.
At the end of the course, students will have gained knowledge regarding the main foodborne hazards and the general principles and requirements of food law. Students will have gained knowledge about stakeholders involved in risk assessment, risk management and risk communication. Students will be also able to understand the main food safety issues and be able to express themselves correctly and facilitate communication between expert and nonexpert groups. The knowledge acquired during the course can be applied to relate actual risk and consumer perceived risk, contributing to improved consumer awareness.

Frontal lectures will be delivered with the support of slide presentations to illustrate the key concepts covered in the course programme. In-class practical activities will also be organized to actively engage students in topics related to the role of nutrition in health promotion. The teaching materials used during the lessons constitute an integral part of the course reference materials and will be made available on the Blackboard platform.
The teaching activities will consist of:

• frontal lectures by the use of power point presentations with some practical examples aimed to stimulate the overall discussion.
• working groups/case studies where students learn to share opinions, collect data and discuss the final outcomes on food safety topics.

The final assessment will consist of an oral exam to evaluate the student’s ability to critically apply the knowledge acquired during the course and through independent study.
Final assessment is an oral exam with open-ended questions aimed at assessing students’ ability to critically apply notions acquired during the study. Case study assignments and working group activities will be considered as part of the final evaluation.

Selected scientific publications and documents, together with slides and websites presented during the lessons, will be made available on Blackboard.
The bibliographic material, web sites and pdf documents on food safety will be provided during the course and uploaded on Blackboard.

A quantitative research project usually starts with a theory, i.e. a model that suggests how constructs are related to each other.
This means that the researcher has to deal with two main issues: measurement, i.e. deciding how to measure each construct, and modelling, i.e. defining what relationships are expected between these constructs and selecting the correct analysis technique to test these relationships.
This course aims to provide the students with measurement and modelling skills. In particular, it develops both theoretical knowledge and practical skills to design a research project and carry out appropriate data analysis.
Upon completion of the course, students will be able to:

Unit 1: From psychology theories to statistics
Why do psychologists need statistics?
The importance of measurement
The importance of modeling
Unit 2: Measurement in Psychology
From constructs to measures
Classical Test Theory
Item Response Theory
Psychometric Network Approach
Unit 3: Contemporary view of validity
Validity
Reliability
Unit 4: Factor Analysis
From Classical Test Theory to factor analysis
Correlation in Jamovi
Exploratory Factor Analysis in Jamovi
Confirmatory Factor Analysis in Jamovi
Unit 5: Modelling in Psychology
Simple linear regression in Jamovi
Multiple linear regression in Jamovi
Logistic regression in Jamovi
Introduction to Structural Equations Modelling
Unit 6: Research projects
Research cycle
The relation between research designs and statistical techniques
Lecture – Exercises.
The course will adopt a highly experiential and interactive didactic approach.

The assessment consists of two parts. The first part (50%) consists of the analysis of a psychological scale validation article through a series of open-ended questions. The second part (50%) consists of a Jamovi-based data analysis and interpretation task.
Each component is graded on a scale from 0 to 31, with 18 representing the minimum passing grade. Both components must be passed in order to successfully complete the course. The final grade corresponds to the average of the grades obtained in the two assessments.

Slides and other materials uploaded on Blackboard.

Learning outcome
The course aims to provide students with the fundamental theoretical knowledge and practical skills needed to effectively engage consumers and stakeholders in psycho-social research and intervention contexts.
By the end of the course, students will be able to:
define and distinguish the concepts of consumer engagement and stakeholder engagement;
explain the main theoretical approaches to consumer and stakeholder engagement;
identify the strategic objectives of consumer and stakeholder engagement;
select and apply appropriate tools and methods for the design, implementation, and evaluation of consumer and stakeholder engagement research and interventions;
critically assess engagement strategies and practices in psycho-social research and intervention settings.
Applying knowledge and understanding
By the end of the course, students will be able to describe and critically discuss the main paradigms, methods, and tools of consumer and stakeholder engagement in psycho-social research and intervention contexts.
Furthermore, students will be able to select and apply appropriate technical and methodological approaches to consumer and stakeholder engagement according to the objectives and characteristics of specific psycho-social research projects and intervention settings. They will also be able to communicate information, ideas, problems, and solutions effectively to both specialist and non-specialist audiences.

The course will be divided into four teaching modules:
MODULE 1: Understanding Stakeholder Engagement: Definitions and Concepts
This module introduces the foundational concepts of stakeholder engagement. Students will explore key definitions, principles, and models of stakeholder engagement, examining the theoretical frameworks that underpin stakeholder participation in psycho-social research and intervention contexts. Particular attention will be paid to the role of stakeholders in the co-design, implementation, and evaluation of research and intervention initiatives.
MODULE 2: Understanding Consumer Engagement: Definitions and Concepts
This module focuses on the foundational concepts of consumer engagement. Students will examine definitions, key principles, and theoretical approaches to understanding how consumers can actively contribute to psycho-social research and interventions. The module will also explore the benefits, challenges, and implications of consumer engagement across different contexts and settings.
MODULE 3: Strategic Objectives, Methods, and Design of Engagement Initiatives
This module focuses on the strategic objectives of stakeholder and consumer engagement and the methodologies used to achieve them. Students will explore qualitative and quantitative research methods, as well as innovative approaches such as co-creation, participatory design, and crowdsourcing.
Building on these methodological foundations, students will learn how to design, implement, and promote psycho-social research and interventions characterized by meaningful stakeholder and consumer engagement. Through the analysis of real-world examples and case studies, students will identify best practices for fostering participation throughout the project lifecycle and will develop strategic approaches for creating effective engagement plans that promote collaboration and positive outcomes.
MODULE 4: Evaluation and Communication of Engagement Research and Interventions
This module examines strategies for evaluating stakeholder and consumer engagement in psycho-social research and intervention contexts. Students will explore frameworks, indicators, and methods for assessing the processes and outcomes of engagement initiatives. The module will also address communication and dissemination strategies aimed at maximizing the impact of engagement activities. Students will learn how to effectively communicate project outcomes and engage with diverse audiences, including policymakers, practitioners, community members, and industry stakeholders, thereby enhancing the visibility, relevance, and sustainability of research and intervention efforts.
The course will adopt a highly experiential and interactive teaching approach. Moments of frontal lectures will alternate with the discussion of case histories and classroom exercises under the supervision of the lecturers.

The assessment will consist of an oral examination.
Prior to the examination, students will be provided with a case study concerning a stakeholder and/or consumer engagement research project or intervention. They will be given time to read the case and make notes on their observations and reflections. During the oral examination, students will discuss their analysis of the case study with the instructor, demonstrating their ability to apply the theoretical and methodological concepts covered in the course.
In addition, students will be asked to critically discuss and deepen the theoretical and methodological aspects related to the course materials, showing their understanding of key concepts, approaches, tools, and methods of stakeholder and consumer engagement.
The final grade, expressed on a scale of 30 points, will be awarded according to the following criteria:
Below 18/30: incomplete or insufficient knowledge and understanding of the course contents, with inadequate ability to apply concepts and methods.
18–22/30: adequate knowledge and understanding of the course contents, although with limited depth and a basic ability to apply concepts and methods to practical cases.
23–26/30: good knowledge and understanding of the course contents, with sufficiently developed critical reasoning and an appropriate ability to apply concepts and methods to practical cases.
27–30/30: excellent knowledge and understanding of the course contents, with strong critical reasoning skills and a well-developed ability to apply theoretical and methodological concepts to practical research and intervention contexts.
30/30 cum laude: outstanding mastery of the course contents, demonstrated through exceptional critical thinking, analytical skills, and the ability to integrate and apply theoretical and methodological knowledge in a rigorous and original manner.

Handbook:
Bartonico, M. and Vibrant (2023) Stakeholder Engagement Essentials You Always Wanted To Know. 1st edn. Vibrant Publishers.
Recommended Reading:
Durham E., Baker H., Smith M., Moore E. & Morgan V. (2014). The BiodivERsA Stakeholder Engagement Handbook. BiodivERsA, Paris (108 pp)
Castellini, G., Bryant, E. J., Stewart-Knox, B. J., & Graffigna, G. (2023). Development and validation of the psychological food involvement scale (PFIS). Food Quality and Preference, 105, 104784.
Castellini, G., & Graffigna, G. (2022). “Food is more than just a source of nutrients”: A qualitative phenomenological study on Food Involvement. Appetite, 178, 106179.