References

• Abma, T. A., & Widdershoven, G. A. M. (2008). Evaluation and/as social relation. Evaluation, 14, 209–225. doi:10.1177/1356389007087540
   Google Scholar
• Adler, P. A., & Adler, P. (1994). Observational techniques. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 377–392). Thousand Oaks, CA: Sage.
   Google Scholar
• De Ambrogio, U. (Ed.). (2003). Valutare gli interventi e le politiche sociali [Evaluation of interventions and social policies]. Rome: Carocci.
   Google Scholar
• Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 248–261). London: Sage.
   Google Scholar
• Baldacci, M. (2001). Metodologia della ricerca pedagogica [Pedagogical research methods]. Milan: B. Mondadori.
   Google Scholar
• Barnao, C. (2007). L'osservazione partecipante per la comprensione dei fenomeni di marginalità sociale [Participant observation to understand the problems of social marginality]. Salute e Società, 2, 135–155. Milan: FrancoAngeli. Retrieved from http://www.francoangeli.it/riviste/Scheda_Rivista.aspx?IDArticolo=31599&idRivista=107
   Google Scholar
• Barnao, C., & Fortin, D. (Eds.). (2009). Accoglienza e autorità nella relazione educativa. Riflessioni multidisciplinari [Acceptance and authority in educational relationships. Multidisciplinary reflections]. Trento: Erickson.
   Google Scholar
• Basaglia, F. (1968). L'istituzione negata [The denial of the institution]. Milan: Baldini Castoldi Dalai.
   Google Scholar
• Beretta, R. (1998). Il lungo autunno, controstoria del sessantotto cattolico [The long autumn, a counter-history of the Catholic 1968]. Milan: Rizzoli.
   Google Scholar
• Bertolini, P., & Caronia, L. (1993). Ragazzi difficili. Pedagogia interpretativa e linee di intervento [Difficult young people. Interpretive pedagogy and intervention strategies]. Florence: La Nuova Italia.
   Google Scholar
• Bezzi, C. (2001). Il disegno della ricerca valutativa [The design of evaluation research]. Milan: Franco Angeli.
   Google Scholar
• Bion, W. R. (1962). Learning from experience. London: William Heinemann; [ tr. Italian (1972). Apprendere dall'esperienza. Rome: Armando].
   Google Scholar
• Bloom, B. S. (Ed.). (1983). Tassonomia degli obiettivi educativi [Taxonomy of educational objectives]. Teramo: Lisciani.
   Google Scholar
• Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in social research. London: Sage. [ tr. Italian. (2002). I focus group nella ricerca sociale. Trento: Erickson, p. 106].
   Google Scholar
• Bonner, A., & Tolhurst, G. (2002). Insider-outsider perspectives of participant observation. Nurse Researcher, 9, 7–19. doi:10.7748/nr2002.07.9.4.7.c6194
   PubMedGoogle Scholar
• Borzaga, C. (1996). Social cooperatives and work integration in Italy. Annals of Public and Cooperative Economics, 67. Advance online publication. doi:10.1111/j.1467-8292.1996.tb01803.x
   Google Scholar
• Bortoli, B. (1997). Teoria e storia del servizio sociale [Theory and history of social services]. Rome: Carocci.
   Google Scholar
• Brandani, W., & Zuffinetti, P. (2004). Le competenze dell'educatore professionale [Competences of the social health educator]. Rome: Carocci.
   Google Scholar
• Brannick, T., & Coghlan, D. (2007). In defense of being ‘native’: The case for insider academic research. Organizational Research Methods, 10, 59–74. doi:10.1177/1094428106289253
   Web of Science ®Google Scholar
• Bronfenbrenner, U. (1979). The Ecology of Human Development. Esperiment by Nature and Design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bruscaglioni, M. (1997). La gestione dei processi nella formazione degli adulti [Handling processes in adult education]. Milan: Franco Angeli.
   Google Scholar
• Cancrini, L. (1982). Quei temerari sulle macchine volanti. Studio sulle terapie dei tossicomani [Those magnificent men in their flying machines. A study on therapies for drug addicts]. Rome: Carocci.
   Google Scholar
• Canevaro, A., & Gaudreau, J. (1988). L'educazione degli handicappati dai primi tentativi alla pedagogia moderna [The education of disabled people from the first attempts to modern pedagogy]. Rome: NIS.
   Google Scholar
• Caudill, W. (1967). The psychiatric hospital as a small society. Cambridge, MA: Hardvard University Press.
   Google Scholar
• Chini, A. (2009). Il dissenso cattolico in Italia e a Trento [The Catholic dissent in Italy and in Trento]. Trento: Edizioni UCT.
   Google Scholar
• Cooper, M. (2009). Welcoming the other: Actualising the humanistic ethic at the core of counselling psychology practice. Counselling Psychology Review, British Psicological Society, 24, 8.
   Google Scholar
• Corbetta, P. (1999). Metodologia e tecniche della ricerca sociale [Methodology and techniques of social research]. Bologna, IL: Mulino.
   Google Scholar
• CNCA. (1983). Sarete liberi davvero [You will be really free]. Turin: Edizioni Gruppo Abele. Retrieved from http://cnca.it/documenti/libri-e-cd-rom?download=130:sarete-liberi-davvero
   Google Scholar
• CNCA. (2005a). Una storia di accoglienza. Antologia dei documenti CNCA 1982–2005 [A story of acceptance. Anthology of documents from CNCA 1982–2005]. Rome: Comunità Edizioni.
   Google Scholar
• CNCA. (2005b). Un sistema di qualità per il CNCA: il MAQS® [A quality system for CNCA: The MAQS®]. Rome: Comunità Edizioni. Retrieved from http://cnca.it/documenti/libri-e-cd-rom?download=138:un-sistema-qualita-per-il-cnca-il-modello-attivo-per-la-qualita-sociale-maqs
   Google Scholar
• CNCA. (2005c). Sostanze senza dimora [Substances with no fixed abode]. Rome: Comunità Edizioni. Retrieved from http://cnca.it/documenti/libri-e-cd-rom?download=131:sostanze-senza-dimora
   Google Scholar
• Costa, G. (2010). Italia: investire in diritti, guadagnare in sviluppo [Italy: Investing in rights, gaining in development]. Aggiornamenti Sociali, 61, 725–730. Retrieved from http://clmr.infoteca.it/bw5net/opac.aspx?web=BLRT&OPAC=AGSO
   Google Scholar
• Costley, C. (2010). Key concepts for the insider-researcher. In C. Costley, G. C. Elliott, & P. Gibbs (Eds.), Doing work based research. Approaches to enquiry for insider-researchers. Thousand Oaks, CA: Sage.
   Google Scholar
• Courtney, M. E., & Iwaniec, D. (Eds.). (2009). Residential care of children: Comparative perspectives. New York, NY: Oxford University Press.
   Google Scholar
• Crisafulli, F., Molteni, L., Paoletti, L., Scarpa, P. N., Sambugaro, L., & Giuliodoro, S. (2010). Il ‘core competence’ dell'educatore professionale. Linee di indirizzo per la formazione [The core competence of the social health educator. Guidelines for training]. Milan: Unicopli, pp. 57–71.
   Google Scholar
• Dallari, M. (2000). I saperi e l'identità. Costruzione delle conoscenze e della conoscenza di sé [Knowledge and identity. Knowledge building and self-knowledge]. Milan: Guerini.
   Google Scholar
• De Dalmases, C. (1985). Ignatius of Loyola: Founder of the Jesuits. His life and work. St. Louis, MO: Anand.
   Google Scholar
• DeLyser, D. (2001). ‘Do you really live here?’ Thoughts on insider research. Geographical Review, 91, 441–453. doi:10.2307/3250847
   Web of Science ®Google Scholar
• Denzin, K. N., & Lincoln, Y. S. (Eds.). (2005). Qualitative research (3rd ed.). Thousand Oaks CA: Sage.
   Google Scholar
• Dewey, J. (1938). Experience and education. New York, NY: Kappa Delta Pi.
   Google Scholar
• Donati, P. (1991). Teoria relazionale della società [Relational theory of society]. Milan: Franco Angeli.
   Google Scholar
• Driessens, K., Saurama, E., & Fargion, S. (2011). Research with social workers to improve their social interventions. European Journal of Social Work, 14, 71–88. doi:10.1080/13691457.2010.516629
   Web of Science ®Google Scholar
• Van Ewijk, H. (2009). Citizenship-based social work. International Social Work, 52, 167–179. doi:10.1177/0020872808099728
   Web of Science ®Google Scholar
• Fanucci, A. M. (1999). Io prete padre sessantottino non pentito [A Father who took part in the events of 1968 with no repentance]. Assisi: Cittadella Editrice.
   Google Scholar
• Fargion, S. (2008). Reflections on social work's identity. International themes in Italian pratictioners’ representation of social work. International Social Work, 5, 206–219. doi:10.1177/0020872807085859
   Web of Science ®Google Scholar
• Ferrière, A. (1969). La liberazione dell'uomo [The liberation of man]. Florence: La Nuova Italia.
   Google Scholar
• Folgheraiter, F. (1998). Teoria e metodologia del Servizio Sociale [Theory and methodology of social work]. Milan: Angeli.
   Google Scholar
• Folgheraiter, F. (2004). Relational social work. Toward networking and societal practices. London: JKP.
   Google Scholar
• Folgheraiter, F. (2007a). Relational social work. Principles and practices. Social Politics & Society, 6, 267–274.
   Google Scholar
• Folgheraiter, F. (2007b). La logica sociale dell'aiuto. Fondamenti per una teoria relazionale del welfare [The social logic of aid: Foundations for a relational theory of welfare]. Trento: Erickson, pp. 365–464.
   Google Scholar
• Folgheraiter, F., & Donati, P. (Eds.). (1991). Community care. Teoria e pratica del lavoro sociale di rete [Community care. Theory and practice of social networking]. Trento: Erickson.
   Google Scholar
• Folgheraiter, F., & Raineri, M. L. (2012). A critical analysis of the social work definition according to the relational paradigm. International Social Work, 55, 473–487. doi:10.1177/0020872812440588
   Web of Science ®Google Scholar
• Fortin, D. (1998). ( Ed.). Accoglienza sociale, Ospitalità, Inserimento lavorativo «Strumenti di formazione» [Social acceptance, welcoming, work integration. “Training instruments”]. Vol. 4, Trento: Villa S. Ignazio.
   Google Scholar
• Fortin, D. (1999) Villa S. Ignazio e il progetto Sintonia a Trento. In AA.VV., Operatori sociali in sintonia con la persona in difficoltà. Atti del Convegno internazionale [Social workers fully in tune with people with difficulties. International conference proceedings] (pp. 3–6). Trento: Villa S. Ignazio.
   Google Scholar
• Fortin, D. (2004). L'esperienza di Villa S. Ignazio [The experience of Villa S. Ignazio]. Trento: Erickson.
   Google Scholar
• Fortin, D. (2009). Costruire il cambiamento sociale con la formazione e l'accoglienza della persona. L'esperienza di Villa S. Ignazio a Trento [Creating a social change through the education and acceptance of the person. The experience of Villa S. Ignazio in Trento]. In C. Barnao & D. Fortin (Eds.), Accoglienza e autorità nella relazione educativa. Riflessioni multidisciplinary [Welcome and authorities in the educational relationship. Reflections multidisciplinary] (pp. 237–256). Trento: Erickson.
   Google Scholar
• Fortin, D. (2011a). Uno spazio per costruire sicurezza con la formazione e l'accoglienza della persona. L'esperienza di Villa S.Ignazio a Trento [A space to ensure security through the education and acceptance of the person. The experience of Villa S. Ignazio in Trento]. In D. Fortin & F. Colombo (Eds.), Sentire sicurezza nel tempo delle paure [Feeling safe in a time of fears] (pp. 285–303). Milan: Franco Angeli.
   Google Scholar
• Fortin, D. (2011b). Exploring social work in Italy: The case of university training of ‘social health educators. Social Work Education, 32, 17–38. doi:10.1080/02615479.2011.636421
   Google Scholar
• Fortin, D., & Gottardi, G. (2013, March). Empowerment sociale ed efficacia dell'Approccio Centrato sulla Persona. Dall'accoglienza della persona alla formazione universitaria degli educatori professionali [Social empowerment and efficiency of the person centred approach: From the acceptance of the person to the university education of social health educators]. Da Persona a Persona, Rivista di Studi Rogersiani, pp. 155–181.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
   Google Scholar
• Gabrielli, G. (Ed.). (1996). Minori. Luoghi comuni [Minors. Commonplaces]. Capodarco di Fermo: Comunità Edizioni.
   Google Scholar
• Gagliardi, P. (ed.) (1995), Le imprese come culture [Enterprises as cultures]. Turin: Utet Libreria.
   Google Scholar
• Gerrish, K. (1997). Being a ‘marginal native’: Dilemmas of the participant observer. Nurse Researcher, 5, 25–34.
   Google Scholar
• Giacomoni, F. (1980). La cooperazione del Trentino [Cooperation in Trentino]. Trento: Ed. Panorama.
   Google Scholar
• Ginsborg, P. (1989). Storia d'Italia dal dopoguerra ad oggi [Italian history from the postwar period to today]. Turin: Einaudi.
   Google Scholar
• Glaser, G. B., & Strauss, A. L. (1967). The discovery of Grounded Theory: Strategies for qualitative research. Hawtorne NY: De Gruyter [ Italian version Strati 2009 ed., La scoperta della Grounded Theory: strategie per la ricerca qualitativa. Roma: Armando, p. 139].
   Google Scholar
• Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. New York, NY: Doubleday.
   Google Scholar
• Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm.
   Google Scholar
• Jervis, G. (1984). Presenza e identità [Presence and identity]. Milan: Garzanti.
   Google Scholar
• Hare, I. (2004). Defining social work for the 21st century: The international federation of social workers’ revised definition of social work. International Social Work, 47, 407–424. doi:10.1177/0020872804043973
   Web of Science ®Google Scholar
• Hinde, R. A. (1979). Towards understanding relationships. London: London Academic Press.
   Google Scholar
• Hobsbawm, E. J. (1994). Age of extremes. The short twentieth century, [ tr. Italian Il secolo breve, Milan: Rizzoli].
   Google Scholar
• Humphrey, C. (2012). Dilemmas in doing insider research in professional education. Qualitative Social Work, 12, 572. doi:10.1177/1473325012446006
   Google Scholar
• Husserl, E. (1964). The idea of phenomenology, [1907]. (W. P. Alston & G. Nakhnikian, Trans.). The Hague: Martinus Nijhof.
   Google Scholar
• Husserl, E. (1973). Aus den Vorlesungen Grundprobleme del Phanomenologie. Wintersemester 1910–11, in Husserl E., Zur phanomenologie der Itersubjektivitat. Teste ausdam Nachlab: Ester Teil (1905–1920). Husserliana, vol. XIII, Den Haag: Kern I., Nijoff.
   Google Scholar
• Ignatius of Loyola. (1541). Spiritual exercises. Retrieved from www.jesuit.org/old/Spirituality/Spiritual+Exercises/default.aspx
   Google Scholar
• Illich, I. (1974). Medical nemesis. Edinburgh: Edinburgh University Press.
   Google Scholar
• International Federation of Social Workers (IFSW). (2000). International definition of social work. Montreal: Author. Retrieved from http://www.eassw.org/definition.asp
   Google Scholar
• Ioannes XXIII. (1968). Pacem in terris. Lettera Enciclica di Sua Santità, Roma 11 aprile 1963, Rome: Paoline.
   Google Scholar
• JSN. (2007). Preambolo allo Statuto, Statuto, Regolamento. Rome: Archivio JSN Italia.
   Google Scholar
• Kitzinger, J., & Barbour, R. (1999). Introduction: The challenge and promise of focus group. In R. Barbour & J. Kitzinger (Eds.), Developing focus group research: Politice, theory and practice (pp. 1–20). London: Sage.
   Google Scholar
• Kolb, D. A. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Laing, R. D. (1967). The politics of experience. Harmondsworth, Middlesex: Penguin Books. [ ed. Italian (1968). La politica dell'esperienza. Milano Giangiacomo Feltrinelli Editore]
   Google Scholar
• Levinas, E. (1969). Totality and infinity: An essay on exteriority (A. Lingis, Trans.). Pittsburgh, PA: Duquesne University Press.
   Google Scholar
• Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2, 34–46. doi:10.1111/j.1540-4560.1946.tb02295.x
   Web of Science ®Google Scholar
• Lidz, T. (1968). The person. His development throughout the life cycle. New York, NY: Basic Books, [ Tr. Italian: (1971). La persona umana. Suo sviluppo attraverso il ciclo di vita, Astrolabio, Rome, pp. 94–95].
   Google Scholar
• Lipari, D. (1995). Progettazione e valutazione nei processi formativi [Planning and evaluation of educational methods]. Rome: Edizioni Lavoro.
   Google Scholar
• Maguire, L. (1983). Understanding social networks. London and New Delhi: Sage, [ tr. Italian Folgheraiter, F. (1989). Il lavoro sociale di rete. Trento: Erickson].
   Google Scholar
• Mantovani, S. (1998). La ricerca sul campo in educazione, i metodi qualitativi [Research in the educational field. Qualitative methods]. Milan: B. Mondadori.
   Google Scholar
• Maslow, A. H. (1954/1970). Motivation and personality (2nd ed.). New York, NY: Harper & Brothers.
   Google Scholar
• Massa, R. (1990). Istituzioni di pedagogia e scienze dell'educazione [Pedagogy and educational sciences]. Rome-Bari: Editori Laterza.
   Google Scholar
• Milani, L. (2000). Competenza pedagogica e progettualità educativa [Pedagogical competence and educational planning]. Brescia: La Scuola.
   Google Scholar
• Morgan, G. (1999).Images, le metafore dell'organizzazione [ Orig. English: (1986) Images of Organization, Newbury Park, CA: Sage]. Milan: Franco Angeli.
   Google Scholar
• Morgan, J. (2006).Managing oneself in role as an insider researcher. Socio-analysis, 8, 37–48.
   Google Scholar
• Moustakas, C. E. (1994). Phenomenological research methods. London: Sage.
   Google Scholar
• Murray, L., & Lawrence, B. (2000). The basis of critique of practitioner-based enquiry. In L. Murray & B. Lawrence (Eds.), Practitioner-based enquiry: Principles for postgraduate research (pp. 16–34). London: Falmer Press.
   Google Scholar
• Passalacqua, L. (1972). Villa S. Ignazio: un recapito di amicizia e di servizio [Villa S. Ignazio: a place of friendship and service]. Fractio Panis, 4, 1–3, Trento.
   Google Scholar
• Passalacqua, L. (1988). Verso dove? Lettera di p. Livio a soci e amici. Contributo privato ad una lettura sociale sul prossimo futuro di Villa S. Ignazio [Where to? Letter of F. Livio to members and friends. Private contribution to a social reading of the future of Villa S. Ignazio]. Trento: Archivio Villa S. Ignazio.
   Google Scholar
• Passalacqua, L. (1991). Il terzo periodo dei gesuiti a Trento: Villa S.Ignazio [The third period of the Jesuit Fathers in Trento: Villa S. Ignazio]. Trento: Archivio Villa S. Ignazio.
   Google Scholar
• Passalacqua, L. (1993). Relazione di p. Livio Passalacqua alla Giornata della Diaconia del 23 maggio 1993 [(Report of F. Livio Passalacqua on the Diaconate Day of the 23rd of May 1993]. Trento: Archivio Villa S. Ignazio.
   Google Scholar
• Passalacqua, L. (2001). Da S. Ignazio di Loyola a Carl Rogers [From Ignacio of Loyola to Carl Rogers]. In: C. Stedile (Ed.), Quelli che…(aspettano una proposta) [Those who…(wait for a proposal)]. Strumenti di formazione, n. 8 (pp. 150–159). Trento: Villa S. Ignazio.
   Google Scholar
• Passalacqua, L. (2002).Villa S. Ignazio: storia di frontiere. In AA.VV., Siamo ancora frontiera?, Strumenti di formazione. Quad. n. 9 (pp. 6–9). Trento: Villa S. Ignazio.
   Google Scholar
• Passalacqua, L. (2008). L'esperienza di Villa S. Ignazio raccontata da Padre Livio Passalacqua, DVD [The experience of Villa S. Ignazio described by Father Livio Passalacqua]. Trento: Fondazione S. Ignazio.
   Google Scholar
• Popper, K. (1979). Objective knowledge (Revised ed.). Oxford: Oxford University Press.
   Google Scholar
• Raineri, M. L. (2003). Il tirocinio di servizio sociale. Guida per una formazione riflessiva [Social work traineeships. Guide for reflective training]. Milano: Franco Angeli.
   Google Scholar
• Rogers, C. R. (1945). The non directive method as a technique for social research. American Journal of Sociology, 50, 279–283. doi:10.1086/219619
   Web of Science ®Google Scholar
• Rogers, C. R. (1961). On becoming a person, [ tr. Italian La terapia centrata-sul-cliente. Firenze: Martinelli. 1970].
   Google Scholar
• Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles Merrill.
   Google Scholar
• Rogers, C. R. (1980). A way of being. Boston, MA: Houghton Mifflin Company.
   Google Scholar
• Rooney, P. (2005). Researching from the inside – Does it compromise validity? Level 3. Retrieved from http://level3.dit.ie/html/issue3/rooney/rooney1.htm
   Google Scholar
• Schwandt, T. A. (2003). Back to the rough ground!’ beyond theory to practice in evaluation. Evaluation, 9, 353–364. Sage (London, Thousand Oaks and New Delhi). doi:10.1177/13563890030093008
   Google Scholar
• Silverman, D. (2008). Manuale di ricerca sociale e qualitativa. Rome: Carocci, orig. ed. (2000). Interpreting qualitative data. London, Thousand Oaks, and New Delhi: Sage.
   Google Scholar
• Smith, R. (2012). Values, practice and meaning in social work research. European Journal of Social Work, 15, 1–16. doi:10.1080/13691457.2012.702308
   Web of Science ®Google Scholar
• Society of Jesus. (1986). The characteristics of Jesuit education. CIAESJ. Retrieved from http://www.sjweb.info/documents/education/characteristics_en.doc
   Google Scholar
• Society of Jesus. (1994). Ignatian pedagogy. A practical approach. Retrieved from http://www.sjweb.info/documents/education/pedagogy_en.doc
   Google Scholar
• Sorcio, P. (2005). La ricerca qualitativa in educazione. Problemi e metodi [Qualitative research in education. Problems and methods]. Rome: Carocci.
   Google Scholar
• Sorge, B. (2002). A quarant'anni dal Concilio Vaticano II [Forty years after the Second Vatican Council]. Aggiornamenti Sociali, 9–10, Milan.
   Google Scholar
• Tarozzi, M. (2008). Che cos’è la grounded theory. Rome: Carocci, p. 97.
   Google Scholar
• Tarozzi, M., & Mortari, L. (Eds.). (2010). Phenomenology and human science research today. Bucharest: ZetaBooks.
   Google Scholar
• Unluer, S. (2012). Being an insider researcher while conducting case study research. The Qualitative Report, 17, 1–14. Retrieved from http://www.nova.edu/ssss/QR/QR17/unluer.pdf
   Google Scholar
• Veronesi, M., & Devastato, G. (Eds.). (2001). Generare la qualità, governare la responsabilità [Ensuring quality, maintaining responsibility]. Rome: Comunità Edizioni.
   Google Scholar
• WHO. (2001). ICF international classifications of functioning. Geneva: Disability and Health.
   Google Scholar