Il tutoraggio peer-to-peer nel Service-Learning: fattori strutturali, affettivi e di apprendimento | Peer-to-peer tutoring in Service-Learning: structural, affective and learning factors

The pedagogical model of tutoring relies on a facilitative educational and mediating relationship. This article aims to analyse a Service-Learning (SL) project based on one-to-one tutoring, in which a group of university students from different degree courses (Work and Organizational Wellbeing Psychology, Clinical Psychology, Forensic Psychology and Design and Management of Socio-Educational Services) acted as tutors for peer-to-peer accompaniment of 20 youths aged between 16 and 25 years subjected to restrictive measures of personal freedom. By analyzing the situated and participative pathway in which different actors interacted, the impact of the experience was deepened through the analysis of semi-structured interviews conducted with the actors involved - from university students to the contact persons of the partner organization. The study deepens the meaning of the experience, the initial motivations, the perceived impact on oneself and on others, and the role of reflection as a key element of SL, which, during the process guided the participants in analysing participation as a factor to be built upon by overcoming the personal fatigue of operating in a highly socially vulnerable context.