Clinical Psychosexology

Educational objectives

General aims
Main objective is depicting the main psychopathological categories including personality disorders. At the end of the course, the Students are called to make diagnosis and planning clinical work for psycho-logical intervention(s).

Specific aims
Knowledge and understanding
- Knowledge and comprehension of psychopathology
- Knowledge of main psychodiagnostic tools
- Knowledge of the main models of psychotherapy

Applying knowledge and understanding
At the end of the course, the Students will be able to make a diagnosis by selecting the best assessment tool. Students will be called to write a clinical chart and directing the patient to a psychological intervention.

Making judgments
Students will be required to be autonomous in directing the clinical judgement and work.

Communication skills
- Making a clinical interview
- Administration of psychological assesment tests
- Sharing of diagnosis and clinical work with the patients

Learning skills
Basic learning skills are required.

Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.

Educational objectives

General aims
The main goal of this course is to teach the basic principles and the core techniques useful for conducting the first interview and the intake sessions with a patient.
The lectures will be useful for teaching the theoretical principles and for describing the techniques.
The loboratory hours will be devoted to illustrate and discuss these theoretical elements throught actual clin-ical material.

Specific aims

Knowledge and understanding
At the end of this course, the students will know the main kinds of dynamically oriented clinical interviews, the main concepts necessary for collecting and organizing the data during these interviews into diagnostic categories, several formats for organizing the formulation of a clinical case and the therapeutic implications of different diagnoses and plan formulations. Moreover, students will have acquired the competencies nec-essary for assessing the quality of a first interview and an intake session, and the accuracy of a case for-mulation.

Applying knowledge and understanding
At the end of this course, the students will be able to conduct a first interview/intake session, to formulate a case according to the data collected during these interviews and the competencies necessary for develop-ing a therapeutic plan coherent with the diagnosis and the formulation of the clinical case.

Making judgements
Half of the course will be based on lectures and half will consist in group discussions of actual clinical ses-sions. At the end of the course, students will be able to develop reliable hypotheses about: what to investi-gate during a first intervie/intake session according to the different clinical features of a patient; how to make sense of the communications of a patient and of the thoughts and emotions stirred up by the patient into the therapist; how to deal with missing information or other difficultuies encountered during the inter-view; how to integrate these data in a diagnostic picure and in coherent and comprehensive case formula-tion.

Communication skills
At the end of the course, the students will be able to explain how they would choose the kind of first inter-view to conduct according to the different clinical situations, how they would decide if and what to inquire and how they develop their hypotheses about the patient’s funcionting and problems on the basis of the pa-tient’s communications, behaviours, emotions and problems.

Learning skills
During the course, the students will be given a set of references by which they will be able to deepen their understanding of how to deal with specific and complex clinical situations.

Prerequisites
In order to fully understand this teaching, it is important that each student have basic knowledges of general psychology (in particular about memory, language, emotions, motivations, attention), the main concepts of dynamic psychology (in particular about identity, defense mechanisms, reality testing, emotional regulation, impulsivity) and basic knowldges of psychopathology (the main criteria of the more diffuse clinical and per-sonality disorders).

Educational objectives

Aims

General aims.

On the background of a basic knowledge of general biology of sexuality (in particular with a neuroscientific and psy-chometric approach), the course aims to develop the main concepts of the new systems sexology (in particular, on a ho-listic perception of sexual physiology and pathology), in order to acquire the useful and needed knowledges of medi-cal/systems sexology of human sexual behaviours.

Specific aims
According to the Dublin Descriptors, i.e. the cycle descriptors (or "level descriptors") presented in 2003 and adopted in 2005 as the Qualifications Framework of the European Higher Education Area, the aims of the course are teaching the following aspects of endocrine control of sexual behaviours and medical sexology:
• Endocrinology and medical sexology of sexual orientation, gender identity, abnormalities of sexual differentiations and gender dysphoria. Gender-specific sexology. Biology of beauty and seduction. Biology of monogamy and infidelity.
• Medical sexology of female sexual dysfunctions (Hypoactive sexual desire disorder - HSDD, vaginismus, dyspareunia, anorgasmia, Persistent genital arousal disorder -PGAD, paraphilic disorders).
• Medical sexology of male sexual dysfunctions (HSDD, erectile dysfunction, premature/delayed/retrograde ejacula-tion, anejaculation and anorgasmia, paraphilic disorders).
• Medical sexology of peculiar conditions (sex workers, pornography, sexual addictions, drug addictions, Post SSRI Sexual Disorders - PSSD)
• Contraception and STD prevention.
• Psychoendocrinology and medical sexology of hypogonadisms, gonadal diseases, fertility and infertility. Premen-strual Syndrome (PMS) and Premenstrual Dysphoric Disorder. Postpartum Depression (PPD).
• Psychoneuroimmunoendocrinology and disorders of hypothalamus and pituitary (stress, puberty, growth, lactation, etc)
• Psychological and psychosexological symptoms in thyroid, adrenal, and metabolic disorders.

Knowledge and understanding
At the end of the course, to students will be able to demonstrate knowledge and comprehension skills relat-ed sexual and psychological symptoms using integrated biological, social, cultural, economic, environmen-tal, epidemiological, and medical tools (systems sexology).

Applying knowledge and understanding
At the end of this course, the students will be able to conduct a first interview/intake session, to formulate a case accord-ing to the data collected during these interviews and the competencies necessary for developing a therapeutic plan co-herent with the diagnosis and the formulation of the clinical cases of male and female sexual dysfunctions and of clin-ical cases of psychological and sexological symptoms in medical, endocrine, and metabolic diseases in the perspective of systems sexology.

Making judgements
More than half of the course (about 70%) will be based on academic, but interactive, lectures and less than half (about 30%) will consist in group discussions of actual clinical sessions of cases of medical sexology developing the student’s abilities in making judgements. At the end of the course, students will be able to develop personal, but reliable hypoth-eses, evidence-based, about: what to investigate during a first inter-view/intake session according to the different clini-cal features of the patient and the couple with the sexual dysfunction in the light of systems sexology; how to deal with missing medical and systems information or other difficulties encountered during the interview and follow-up; how to integrate these data in a diagnostic picture and in coherent and comprehensive case formulation of sexual symptoms in medical, endocrine and metabolic diseases; how to develop specific and autonomous abilities in the sexological and psychological follow-up of medical therapies for sexual dysfunction.

Communication skills
At the end of the course, the student will be particularly able in communicating skills related to medical, bio-logical and systemic aspects of sexual dysfunctions by being able to illustrate, from a psychological perspective, the medical and biological processes that led to their acquisition to specialists and non-specialist interlocutors in the field of sexual medicine and medical sexology. At the end of the course, the students will be able to explain how they would choose the kind of first interview and counsel to conduct, according to the different clinical situations related to various sexual functions and dysfunctions, how they would decide if and what to inquire and how they develop their hypotheses about the patient’s functioning and problems on the basis of the characteristics in communications, behaviours, emo-tions and problems of the patients with sexual dysfunctions due to organic (systemic, endocrine, metabolic, etc.) and (apparently) non-organic causes.

Learning skills
During the course, the students will be given a set of references by which they will be able to deepen their understand-ing of how to deal with specific and complex clinical situations in sexual functions and dysfunctions due to systemic and organic/non organic causes. In particular, she/he is expected to develop specific and autonomous learning skills related to psychoendocrinology and medical/systems sexology.

Educational objectives

Aims

General aims

The course aims at providing the student with a panoramic of the development of the clinical psychoana-lytic thought from its origins to the current views that integrate the clinical models with empirical research identifying the main psychopathological areas of application of these theories for both clinical assessment and intervention. A peculiar aspect concerns psychoanalytic theories of sexual disorders and paraphilic conducts.
Expected outcomes entail the capacity to apply the single clinical theories and constructs in order to formulate psychodynamic diagnostic hypotheses concerning the patients’ psychological functioning in the di-verse phases of the life-cycle considering both intra-psychic and intersubjective functioning. These capacities will also prove useful for the understanding of of the key aspects of clinical change.
Traditional lectures are devoted to the presentation of the evolution of psychoanalytic clinical theories and models of psychodynamic treatment
The labaratory revolves around the presentation of clinical material allowing the students to deal with the fundamen-tal aspects of clinical assessment of psychopathological functioning and to observe the function of therapeutic interventions in the course of psychotherapeutic treatments.
The labratory lessons should be considered mandatory.

Specific aims

Knowledge and understanding
In order to pass the exam, the student is asked to be able to analyze the main aspects of psychopathological functioning in the light of the theories presented as well as to vet the relative perspectives of clinical intervention with an emphasis on which interventions should be applied to the diverse clinical conditions and therapeutic relationship.

Applying knowledge and understanding
The use of the clinical theories will allow the student who has passed the exam to to identify the key modes of psychopathological functioning with reference to neurotic, psychotic, perverse, processing of post-traumatic experiences, severe personality pathology. The studenti s also required to identify the aspects concerning transfert and controtransfert in the course of clinical exchanges.

Making judgements
The course prompts the student to identify the specific aspects of the various clinical conditions in which the psychi-dynamic point of view can afford an an enriched understanding of individual and relational psychic suffering and allow a more articulate analysis of the project of clinical intervention.

Communication skills
Passing the exam entails the mastery of the meaning of the key psychodynamic concepts, the capacity to formulate an assessment thatcan be shared with other professional of mental health establishing a dialogue with the other diagno-stic attitudes. During the lectures attention will be drawn to the contribution that the clinical psychoanlytic point point of view can bring to equipe discussions and the formulalation of complex project of intervention in the diverse context of mental health.

Learning skills
During both traditional lectures and the laboratory the student will be enabled to test the relevance of the diverse clini-cal psychoanalytic theories for the description of the processes of thought characterizing the diverse psychopathologi-cal conditions, to verify their usefulness for the final diagnosis and assessment, for the professional exchange with col-leagues of the mental health equipe, in the planning and analysis of the process of clinical change. These skills will re-sult useful for both their application to the various aspects of developmental psychopathology proposed by the other exams of the Course of Study and in thefirst clini-cal experiences carried out after the end of the Degree.

Educational objectives

General aims
The theoretical course aims to provide students with basic knowledge regarding: 1) the cycle of female and male sexual response, 2) the etiological causes related to sexual dysfunctions, 3) the assessment and treatment of sexual and relational problems, 4) the principal aims of sexual education. Particular atten-tion will be given to evidence-based content and the quantitative methodological approach. In addi-tion, in the hours dedicated to the laboratory it will be implemented the knowledge acquired during the theoretical part, through role playing and discussion of clinical cases.

Specific aims
At the end of the course the student will have an adequate knowledge of the biological, psychological, psycho-pathological, and relational aspects associated to female and male sexual function and dysfunc-tion, and detailed knowledge of the diagnosis and treatment phases. The acquisition of the information also allows a critical reflection on the research and development of the discipline itself.

Knowledge and understanding
The student will have acquired the necessary knowledge to be able to make a diagnostic framework and set the most appropriate treatment for the management of psycho-sexual and relational problems. In addition, during the laboratory he will also have personally experienced the clinical and relational dynamics that can emerge within a therapeutic setting. Finally, the student will be able to set up and develop a sex education project.

Applying knowledge and understanding
At the end of the course, the student will be able to diagnose and reflect on the possible treatments of various sexual dysfunctions. The laboratory hours will serve to implement the personal ability to apply the theoretical knowledge acquired to practice in the clinical, research and educational fields, referring to the use of the multidisciplinary team.

Making judgments
Both during the hours of the theoretical course and during the laboratory hours, the student will be stimulated to personal reflection on the various psycho-sexual and relational problems discussed. The goal will be to always maintain a critical spirit towards the framing of a sexual symptom, to promote the consideration of the widest possible range of reflections on differential and comorbid diagnoses. In addition, students will be invited to reflect on possible social prejudices with respect to different forms of sexuality, to implement an open and non-judgmental attitude towards the realities of patients.

Communication skills
At the end of the course, through the practical activities of the laboratory and the active participation stimulated during the lectures, the student will be able to communicate the acquired knowledge with a suitable professional and technical language based on the specific interlocutors (specialists and non-specialists) with whom they will have to interface, being able to illustrate the processes that led to their acquisition.

Learning skills
The course will provide specific clinical and research skills and terminologies. Furthermore, the bases will be laid, and the instruments will be set up for a future personal deepening and a continuous and autonomous updating of the discipline through specific scientific channels.

Prerequisites
A basic knowledge of social psychology, psychopathology, and interview techniques is suggested.

Educational objectives

Aims

General aims
The course aims to provide students with an introduction to issues related to health, wellbeing, and quality of life, as well as a deepening of psychometric methods and statistical techniques to quantify "humanistic outcomes." The measurement of these "outcomes" is increasingly appreciated in the eval-uation of the effectiveness of health interven-tions, including the clinical interventions, and it is based entirely on the collection of information related to the pa-tient's point of view, using psychophysical methods of scaling or methods psychometric construction and validation of questionnaires.
The lectures are designed to deal with the conceptual aspects of the theory of measurement in psy-chology (reliability, validity), as well as prepare students for the conceptual definition of physical, men-tal and social health, wellbeing and quality of life. The laboratory offers students the opportunity to ex-periment with the administration, scoring, and in-terpretation of measures of health and quality of life; to practice the methods of data analysis necessary to evaluate the psychometric properties of health measures; to deal with the translation, validation and norming aspects of a self-assessment health questionnaire. Attendance at workshop classes is strongly recommended.

Specific aims

knowledge and understanding
Students who successfully pass the exam will be able to understand: issues related to the measure-ment of health, wellbeing, and quality of life; the concepts of reliability and validity of health measures reported by patients; the basic principles of "classical" and "modern" psychometric theories. Further-more, they will be able to understand the con-struction methods and the linguistic and cultural adapta-tion of questionnaires related to the measure of "humanistic outcomes"; will know the primary meth-ods of data analysis applied to the measurement of health

applying knowledge and understanding
Students who pass the exam will be able to consciously use a wide range of psychometric tools for clinical assessment; knowing how to translate, adapt, and validate a psychometric health assessment tool; to be able to independently con-duct the analyzes necessary to demonstrate the reliability and va-lidity of these tools.

making judgements
Students who pass the exam will mindfully use a wide range of psychometric tools for clinical assess-ment; knowing how to translate, adapt, and validate psychometric health assessment tools. They will be able to independently con-duct the analyzes necessary to demonstrate the reliability and validity of these tools.

communication skills
Students who pass the exam will have acquired the mastery of the technical vocabulary of the psy-chometric discipli-ne, and of the health sciences that constitute the application field of these techniques. The mastery of this vocabulary will allow students to interface both with the more strictly clinical as-pects of the discipline and with other professio-nals who converge in the health sciences.

learning skills
Passing the exam implies the acquisition of learning skills that can be spent in the specific context of psychometrics applied to health, and in the more general autonomy in reading advanced scientific texts, which will be addressed in the course of studies, and in particular in the preparation of the de-gree thesis. Furthermore, the practical laboratory ac-tivities allow the student to be able to learn appli-cable crossover methodologies in the solution of patient evaluation problems.

Educational objectives

Aims

General aims
The course aims to provide students with a knowledge of the history of sexology from the end of the eighteenth century to the present. For each method of intervention the stories of the researchers who helped to build the social and cultural context during the entire twentieth century.

Specific aims

Knowledge and understanding
The course will deal with the history of sexuality in relation to the different historical moments of the twentieth century up to the liberation movements of the sixties and to the phenomena related to the ap-pearance of AIDS in the context of the changes of the eighties.

Applying knowledge and understanding
Students will learn through the history how the interventions in psychology and psychiatry have developed an idea of the sexual identity and of the practices of sexuality.

Making judgements
Passing the exam implies the acquisition of the ability to critically judge one's clinical work in the diagno-sis and planning of the psychological intervention in the field of sexology.

Communication skills
The student will acquire a useful vocabulary for communicative exchange with the different figures oper-ating in the field of mental health.

Learning skills
The course completes the student's clinical training, helping him to contextualize his own intervention, choosing his own approach also based on the history of sexology.

Educational objectives

The course aims to illustrate the main characteristics of paraphilic disorders and sexual deviance, providing a histori-cal perspective highlighting the changes in diagnostic models, the clinical understanding, and the psychological and psychosexological treatments. For a few years now, there has been a heated debate in the scientific community about paraphilias and the definition of what constitutes normal and deviant/pathological behaviours. This depends partly on differences and shifts in sexual norms, which change over time and in different cultures. For this reason, particular attention will be given to the most recent advances in diagnoses and treatments, which have occurred in the light of a new understanding of sexual orientations and gender identities. The course is intended to provide a comprehensive introduction to the taxonomy of paraphilic disorders as defined by the Diagnostic and Statistical Manual of Mental Disor-ders (DSM-5), with large sections dedicated to the presentation of clinical cases, and intervention and prevention pro-grams. Furthermore, the course includes an in-depth study of differential diagnosis with gender dysphoria and ego-dystonic sexual orientations, of which the diagnostic frameworks and the main aspects of clinical management will be explored. Finally, always following a historical perspective, the course will introduce to the psychodynamic under-standing of sexual deviance, to provide students with useful tools for clinical encounters with these populations. The course includes discussion-based lectures that will give ample space to shared reflection, conceptualization of clinical cases and the design of treatment plans. Various ethical issues relating to psychological and psychosexual interven-tions on paraphilias and sexual deviance will be considered, both with respect to the clinical management of those who suffer these disorders and the victims of abusive behaviour. During the course, issues related to professional se-crecy, legal risks and multicultural awareness will be explored. Special attention will be given to little studied areas of clinical encounters with these populations, such as "counter-transferential" aspects of disgust and attraction concern-ing atypical sexual behaviour or non-conforming gender identities.
Furthermore, considering the delicacy and traumatizing potential of client/patient stories, the risk of re-traumatization for clinicians will be explored. The course deals in depth with topics such as sexual abuse, sexual trauma, non-consensual sexual activity and students are expected to active participate in the discussion of these topics. For this rea-son, the teacher will make all effort to ensure class discussions take place in a safe and inclusive environment, guaran-teeing confidentiality concerning the topics covered.
At the end of the course, students will possess the basic knowledge for:
a) knowing in-depth diagnostic models, intervention, treatment, and prevention strategies relating to paraphilias and sexual deviance;
b) having the necessary tools for the clinical understanding of gender dysphoria and ego-dystonic sexual orientations;
c) possessing the basic rudiments for a psychodynamic understanding of sexual deviance.

General aims.

The course's main objective is to describe the characteristics of the main diagnostic models and the most important ap-proaches to psychological and psychosexological intervention related to paraphilias and sexual deviance. Students will be guided in understanding the multifactorial etiology of paraphilic disorders, and their heterogeneous clinical presentations, with particular attention to differential diagnosis, in terms of understanding the differences in clinical understanding and management, together with gender dysphoria and ego-dystonic sexual orientations.
The course aims at providing students with theoretical-clinical knowledge and technical skills on the most suitable methodologies and procedures for developing a comprehensive diagnosis and planning effective and individualized interventions for those who experience or suffer the effects of paraphilic disorders.
The expected learning outcomes are:
(a) acquiring skills to conduct a thorough diagnosis of paraphilic disorders and sexual deviance;
(b) acquiring useful tools for clinical encounters with people with paraphilic disorders, victims of atypical sexual be-haviors, people with ego-dystonic sexual orientations and people with gender dysphoria.
Lecture-style lessons provide students with the fundamental knowledge to understand the taxonomy of paraphilic disorders, the distinction between normality and pathology in understanding the differential diagnosis with gender dysphoria and ego-dystonic sexual orientations, and the main psychodynamic rudiments for clinical interpretation of the sexual deviance. Discussions in small groups will allow students to explore in depth the clinical encounter with these populations and the evaluation of their affective, cognitive, motivational and interpersonal processes.

Knowledge and understanding
Passing the exam guarantees students the acquisition of theoretical knowledge on the main features of the diagnostic evaluation and clinical management of paraphilias, sexual deviance, gender dysphoria, and ego-dystonic sexual orien-tations. Students will acquire theoretical, ethical, and practical skills for the clinical interview, which is particularly complex with these populations.

Applying knowledge and understanding
At the end of the course, students will have the ability to use diagnostic methods and tools appropriate to different clinical and intervention contexts, in interviews with individuals with paraphilic disorders, victims of atypical sexual behaviors, people with ego-dystonic sexual orientations, and people with gender dysphoria.

Making judgments
The course includes both lectures and discussion groups. At the end of the course, thanks to active participation in class discussions, students will acquire the skills necessary for an in-depth understanding of the clinical and ethical aspects necessary for an appropriate diagnosis and treatment plans of tailored interventions for paraphilias and sexu-al deviance. These skills are acquired during the course by discussing clinical cases and viewing video material (clinical interviews and films).

Communication skills
Passing the exam involves acquiring effective and empathic communication skills through learning an inclusive, cor-rect and appropriate scientific language for the specificities and purposes of the clinical interview with individuals with paraphilic disorders, victims of atypical sexual behavior, and people with ego-dystonic sexual orientations, and people with gender dysphoria.

Learning skills
Passing the exam provides the acquisition of learning skills that will allow students to deepen, during their clinical-diagnostic training, the main characteristics of paraphilic disorders, of differential diagnosis with gender dysphoria and ego-dystonic sexual orientations, and the rudiments for the psychodynamic understanding of sexual deviance. These skills are acquired, in different ways, both during lectures and in group discussions, dedicated, in particular, to the discussion of clinical material.

Prerequisites
To better understand and learn more effectively all the contents of the course, students should consider that the follow-ing prerequisites are needed:
a) basic knowledge of the most common nosographic systems for the assessment of mental disorders;
b) basic knowledge in the context of the clinical interview;
c) basic knowledge in the field of sexuality and sexual development.

Educational objectives

General aims
This course is aimed at clinicians, mental health professionals, counsellors, ethicists, basic researchers, fertility staff with an interest in the area of sexuality and fertility. It will combine expertise from the fields of clinic, sexology, psycho-logy, ethics, patient-centered care including the importance of sexuality within fertility care. This includes an opportu-nity to learn about the relationship between sexual functioning and infertility, sexual dysfunctions, issues of discrimi-nation and equality, and gender differences. The course will also present interventions to improve sexual well-being and fertility education in sub-fertile and infertile couples, and the incorporation of communication about sexual diffi-culties in the clinic's routine care. Participants will hear the latest evidence-based guidelines on how to assess sexual functioning and to support patients to produce better outcomes related to sexual wellbeing.

Specific aims
- To increase understanding of how to approach the question of sexuality in fertility patients
- To update current knowledge on the etiological role of sexual dysfunctions in reproductive health and the im-pact of diagnosis on sexuality
- To learn on how to communicate with patients about their sexuality and sexual problems
- To familarise participants with guidelines and good practice

knowledge and understanding
This course should provide participants with
a) an understanding of the need to approach the patient's sexuality;
b) an updated understanding of the etiological role of sexual dysfunction in reproductive health;
c) an in-depth understanding of the impact on sexuality of trying to conceive and an infertility diagnosis;
d) practical tools and techniques to communicate with patients about their sexuality and sexual problems;
e) familiarity with guidelines and good practice in this area.

applying knowledge and understanding
Tools and processes in the specific field that make knowledge, understanding and thinking visible to both teachers and students can take the form of a wide variety of simple scaffolds. These are designed to prompt or deepen individual or collective thinking, while simultaneously revealing where learners are in their learning at any point in time.

making judgements
Students will have opportunity to demonstrate the depth of their new knowledge and understanding through mea-ningful application and sharing with an audience.

communication skills
Communicate with colleagues at work or with patients is an essential skill. Communication training course combines proven-by-practice methods with new insights and ideas that will grow your communication skills to address different audiences effectively through breakout sessions, exercises, and case applications.

learning skills
Learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. Kee-ping in mind these skills students learn, and so they are vital to success in school and beyond.

General aims
The Educational goals of the course are related to psychopharmacology in sexology. At the end of the course to student shall have acquired the knowledge of the dysfunction present in many psychiatric dis-eases and their psychopharma-cological treatment, as well as the side effects of many psychotropic drugs on sexual functioning, and of the ability to recognize and manage the different situations.

Specific aims

knowledge and understanding
The aims of the course are teaching the following aspects of psychopharmacology in different clinical situ-ations:
Many psychopharmacological treatments often have sexual side effects, which alter the quality of life and very often lead to drop out of treatment
Many subjects with a psychiatric disease have sexual disorders too, as symptoms of the disorder, inde-pendently from pharmachological treatment
Often the two conditions overlap, differential diagnosis and treatment are difficult
Sexual dysfunctions are symptoms of the following psychiatric disorders: depression, obsessive-compulsive disorders (OCD), eating disorders, psychosis, bipolar disorder
Sexual dysfunctions are side effects of antidepressant treatment, lithium treatment, antipsychotic treatment

At the end of the course, the students will be able to demonstrate knowledge and comprehension skills re-lated to diffe-rential diagnosis between primary and secondary sexual disorders and psychiatric disorders or side effects of drugs

applying knowledge and understanding
At the end of this course, the students will be able to conduct a first interview and write a psychological and psychiatric status of the patient, regarding psychiatric disorder, pharmacological treatment and related sex-ual dysfunction, to formulate a case according to the data collected during these interviews and the compe-tences necessary for developing a therapeutic plan coherent with the diagnosis and the formulation of the clinical cases.

making judgements
About 70% of the course will be based on academic lectures and the left 30% will consist in group discus-sions of ac-tual clinical sessions of clinical cases, developing the student’s abilities in making clinical judge-ments, diagnosis, dif-ferential diagnosis and therapeutic choices. At the end of the course, students will be able to develop personal, but re-liable hypotheses, evidence-based, about: what to investigate during a first interview/intake session according to the different clinical features of the patient and his/her disorder: sexu-al dysfunction related to psychiatric disorders, psy-chiatric drugs, both, and plan treatment options for each different clinical case.

communication skills
At the end of the course, the students will be particularly able in understanding differences between sexual symptoms of major psychiatric disorders and sexual side effects of psychotropic drugs. They will be able to conduct a clinical in-terview focused on these topics. At the end of the course, the students will be able to support psychiatrists in building a treatment plan for both clinical situation, integrating psychological support with psychopharmacological treatment. In particular, they will be skilled in working for enhancing adher-ence to treatment.

learning skills
During the course, the students will be given indication for technical tools such as slides, text books, DSM-5, and a set of literature references by which they will be able to deepen their understanding of how to deal with specific and com-plex psychiatric and psychological clinical situations with sexual dysfunction, as well as references for differential diagnosis of pychotropic drugs sexual side effects and their treatment.

Educational objectives

General aims
This course is aimed at clinicians, mental health professionals, counsellors, ethicists, basic researchers, fertility staff with an interest in the area of sexuality and fertility. It will combine expertise from the fields of clinic, sexology, psychology, ethics, patient-centered care including the importance of sexuality within fertility care. This includes an opportunity to learn about the relationship between sexual functioning and infertility, sexual dysfunctions, issues of discrimination and equality, and gender differences. The course will also present interventions to improve sexual well-being and fertility education in sub-fertile and infertile couples, and the incorporation of communication about sexual difficulties in the clinic's routine care. Participants will hear the latest evidence-based guidelines on how to assess sexual functioning and to support patients to produce better outcomes related to sexual wellbeing.

Specific aims
• to increase understanding of how to approach the question of sexuality in fertility patients
• to update current knowledge on the etiological role of sexual dysfunctions in reproductive health and the impact of diagnosis on sexuality
• to learn on how to communicate with patients about their sexuality and sexual problems
• to familarise participants with guidelines and good practice

Knowledge and understanding
This course should provide participants with
a) an understanding of the need to approach the patient's sexuality;
b) an updated understanding of the etiological role of sexual dysfunction in reproductive health;
c) an in-depth understanding of the impact on sexuality of trying to conceive and an infertility diagnosis;
d) practical tools and techniques to communicate with patients about their sexuality and sexual problems;
e)familiarity with guidelines and good practice in this area.

Applying Knowledge and understanding
Tools and processes in the specific field that make knowledge, understanding and thinking visible to both teachers and students can take the form of a wide variety of simple scaffolds. These are designed to prompt or deepen individual or collective thinking, while simultaneously revealing where learners are in their learning at any point in time.

Making Judgements
Students will have opportunity to demonstrate the depth of their new knowledge and understanding through meaningful application and sharing with an audience.

Communication Skills
Communicate with colleagues at work or with patients is an essential skill. Communication training course combines proven-by-practice methods with new insights and ideas that will grow your communication skills to address different audiences effectively through breakout sessions, exercises, and case applications.

Learning skills
Learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. Keeping in mind these skills students learn, and so they are vital to success in school and beyond.

Educational objectives

General aims
This course is aimed at clinicians, mental health professionals, counsellors, ethicists, basic researchers, fertility staff with an interest in the area of sexuality and fertility. It will combine expertise from the fields of clinic, sexology, psycho-logy, ethics, patient-centered care including the importance of sexuality within fertility care. This includes an opportu-nity to learn about the relationship between sexual functioning and infertility, sexual dysfunctions, issues of discrimi-nation and equality, and gender differences. The course will also present interventions to improve sexual well-being and fertility education in sub-fertile and infertile couples, and the incorporation of communication about sexual diffi-culties in the clinic's routine care. Participants will hear the latest evidence-based guidelines on how to assess sexual functioning and to support patients to produce better outcomes related to sexual wellbeing.

Specific aims
- To increase understanding of how to approach the question of sexuality in fertility patients
- To update current knowledge on the etiological role of sexual dysfunctions in reproductive health and the im-pact of diagnosis on sexuality
- To learn on how to communicate with patients about their sexuality and sexual problems
- To familarise participants with guidelines and good practice

knowledge and understanding
This course should provide participants with
a) an understanding of the need to approach the patient's sexuality;
b) an updated understanding of the etiological role of sexual dysfunction in reproductive health;
c) an in-depth understanding of the impact on sexuality of trying to conceive and an infertility diagnosis;
d) practical tools and techniques to communicate with patients about their sexuality and sexual problems;
e) familiarity with guidelines and good practice in this area.

applying knowledge and understanding
Tools and processes in the specific field that make knowledge, understanding and thinking visible to both teachers and students can take the form of a wide variety of simple scaffolds. These are designed to prompt or deepen individual or collective thinking, while simultaneously revealing where learners are in their learning at any point in time.

making judgements
Students will have opportunity to demonstrate the depth of their new knowledge and understanding through mea-ningful application and sharing with an audience.

communication skills
Communicate with colleagues at work or with patients is an essential skill. Communication training course combines proven-by-practice methods with new insights and ideas that will grow your communication skills to address different audiences effectively through breakout sessions, exercises, and case applications.

learning skills
Learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating. Kee-ping in mind these skills students learn, and so they are vital to success in school and beyond.

General aims
The Educational goals of the course are related to psychopharmacology in sexology. At the end of the course to student shall have acquired the knowledge of the dysfunction present in many psychiatric dis-eases and their psychopharma-cological treatment, as well as the side effects of many psychotropic drugs on sexual functioning, and of the ability to recognize and manage the different situations.

Specific aims

knowledge and understanding
The aims of the course are teaching the following aspects of psychopharmacology in different clinical situ-ations:
Many psychopharmacological treatments often have sexual side effects, which alter the quality of life and very often lead to drop out of treatment
Many subjects with a psychiatric disease have sexual disorders too, as symptoms of the disorder, inde-pendently from pharmachological treatment
Often the two conditions overlap, differential diagnosis and treatment are difficult
Sexual dysfunctions are symptoms of the following psychiatric disorders: depression, obsessive-compulsive disorders (OCD), eating disorders, psychosis, bipolar disorder
Sexual dysfunctions are side effects of antidepressant treatment, lithium treatment, antipsychotic treatment

At the end of the course, the students will be able to demonstrate knowledge and comprehension skills re-lated to diffe-rential diagnosis between primary and secondary sexual disorders and psychiatric disorders or side effects of drugs

applying knowledge and understanding
At the end of this course, the students will be able to conduct a first interview and write a psychological and psychiatric status of the patient, regarding psychiatric disorder, pharmacological treatment and related sex-ual dysfunction, to formulate a case according to the data collected during these interviews and the compe-tences necessary for developing a therapeutic plan coherent with the diagnosis and the formulation of the clinical cases.

making judgements
About 70% of the course will be based on academic lectures and the left 30% will consist in group discus-sions of ac-tual clinical sessions of clinical cases, developing the student’s abilities in making clinical judge-ments, diagnosis, dif-ferential diagnosis and therapeutic choices. At the end of the course, students will be able to develop personal, but re-liable hypotheses, evidence-based, about: what to investigate during a first interview/intake session according to the different clinical features of the patient and his/her disorder: sexu-al dysfunction related to psychiatric disorders, psy-chiatric drugs, both, and plan treatment options for each different clinical case.

communication skills
At the end of the course, the students will be particularly able in understanding differences between sexual symptoms of major psychiatric disorders and sexual side effects of psychotropic drugs. They will be able to conduct a clinical in-terview focused on these topics. At the end of the course, the students will be able to support psychiatrists in building a treatment plan for both clinical situation, integrating psychological support with psychopharmacological treatment. In particular, they will be skilled in working for enhancing adher-ence to treatment.

learning skills
During the course, the students will be given indication for technical tools such as slides, text books, DSM-5, and a set of literature references by which they will be able to deepen their understanding of how to deal with specific and com-plex psychiatric and psychological clinical situations with sexual dysfunction, as well as references for differential diagnosis of pychotropic drugs sexual side effects and their treatment.

Educational objectives

Other activities aimed to improve professionals skills contained in the Program include studies and research (including attendance at conferences, seminars, workshops) for a total of 75 hours (3 credits) that can be distributed over the two years.

Educational objectives

Foreign students may use part of the available credits (6 CFU) to acquire linguistic knowledge in Italian enabling a B2 level.

Educational objectives

Aims

General aims
The course will lead the student to acquire all the main knowledge and skills in the field of psychological and organic problems caused by exposure to traumatic events, in particular exposure to sexual abuse, both at an early age and in adulthood. The effects of gender-based violence will also be described. The lectures will aim to transmit to the student the most relevant and new theoretical concepts, not forgetting the possibility of translating these concepts into practical contexts of assistance and therapy.

Specific aims

Knowledge and understanding
Acquisition of the theoretical concepts that will allow the student to understand and evaluate the pervasive effects that exposure to trauma, during the different phases of the life cycle can induce. In particular, he will have knowledge of the impact of trauma, at an early age and in adulthood, on neurobiological development and on susceptibility to psy-chopathology. Knowledge of the main psycho-social and legal aspects of gender-based violence will also be acquired.

Applying knowledge and understanding
Application of methodologies for assessing the levels of exposure to trauma using appropriate psychometric tools both in adult populations and in developmental age. Application of some tools for therapeutic treatment of trauma and knowledge of the psychological and legal support network, which in the presence of trauma, helps to reduce the im-pact of this event on the psychological condition of each individual.

Making judgements
Using the theoretical concepts described during the lectures, the student will acquire autonomy in decision-making re-garding the modality and the techniques of psychological intervention to be applied in the different traumatic contexts. It will also be able to independently assess the need for involvement of different professionals in the treatment process of the person exposed to trauma.

Communication skills
Development of communicative effectiveness according to the diversity of possible interlocutors. In particular, the stu-dent will learn how to deal with the different figures involved in a traumatic event scenario, from the person involved, to the family members, to the professional figures who follow the individual in the rehabilitation and treatment of the effects of the trauma. Students will be able, at the end of the course, to describe the diagnostic process that is dealt with in the presence of traumatic events and to describe the therapeutic approach.

Learning skills
During the course the student will learn the concepts treated autonomously and apply diagnostic and therapeutic pro-cesses in real contexts following the examples described during the lessons.

Aims

General aims
The topic of the module ‘Psychology of the Deposition and Forensix Sexology’, a topic that sits in between general psy-chology and clinical psychology.
The module will cover the topic from a theoretical, applied and clincal point of view, taking also specifically into ac-count applied/professional aims. The students will gain in-depth theoretical and applied knowledge of the individual topics in the area of eyewitness psychology, and achieve a first level of hands-on competence in the critical and logical evaluation of a witness report and the quality of an investigative interview.

Specific aims

knowledge and understanding
Demonstrate in-depth knowledge and the ability to critically evaluate the various topics covered in the module
Demonstrate the ability to run empirical studies on eyewitness psychology independently and in collaboration

applying knowledge and understanding
Being able to foresee future important research themes in eyewitness psychology
Being able to indepedently evaluate the work of anonymous expert witnesses in real court cases (also child sexual abu-se cases)
Being able to talk about theoretical topics and research in a clear and effective way

making judgements
Demonstrate the ability to critically examine and logically evaluate the topics covered in the module, and to adequately discuss the ethical issues involved in eyewitness psychology

communication skills
Being able to publically communicate the information acquired in the module, the results of empirical research, and the future developments in the area of eyewitness psychology, both for lay and specialized audiences.

learning skills
Being able to study independently and responsibly with good results

Educational objectives

General aims.
The course will lead the student to acquire all the main knowledge and skills in the field of psychological and organic problems caused by exposure to traumatic events, in particular exposure to sexual abuse, both at an early age and in adulthood. The effects of gender-based violence will also be described. The lectures will aim to transmit to the student the most relevant and new theoretical concepts, not forgetting the possibility of translating these concepts into practical contexts of assistance and therapy.

Specific aims
Knowledge and understanding
Acquisition of the theoretical concepts that will allow the student to understand and evaluate the perva-sive effects that exposure to trauma, during the different phases of the life cycle can induce. In particular, he will have knowledge of the impact of trauma, at an early age and in adulthood, on neurobiological de-velopment and on susceptibility to psychopathology. Knowledge of the main psycho-social aspects of vio-lence will also be acquired.

Applying knowledge and understanding
Application of methodologies for assessing the levels of exposure to trauma using appropriate psycho-metric tools both in adult populations and in developmental age. Application of some tools for therapeu-tic treatment of trauma and knowledge of the psychological and legal support network, which in the presence of trauma, helps to reduce the impact of this event on the psychological condition of each individual.

Making judgments
Using the theoretical concepts described during the lectures, the student will acquire autonomy in deci-sion-making regarding the modality and the techniques of psychological intervention to be applied in the different traumatic contexts. It will also be able to independently assess the need for involvement of dif-ferent professionals in the treatment process of the person exposed to trauma.

Communication skills
Development of communicative effectiveness according to the diversity of possible interlocutors. In par-ticular, the student will learn how to deal with the different figures involved in a traumatic event scenar-io, from the person involved, to the family members, to the professional figures who follow the individual in the rehabilitation and treatment of the effects of the trauma. Students will be able, at the end of the course, to describe the diagnostic process that is dealt with in the presence of traumatic events and to describe the therapeutic approach.

Learning skills
During the course the student will learn the concepts treated autonomously and apply diagnostic and therapeutic processes in real contexts following the examples described during the lessons.

Educational objectives

General aims
The topic of the module ‘Psychology of the Deposition and Forensix Sexology’, a topic that sits in between general psy-chology and clinical psychology.
The module will cover the topic from a theoretical, applied and clincal point of view, taking also specifically into ac-count applied/professional aims. The students will gain in-depth theoretical and applied knowledge of the individual topics in the area of eyewitness psychology, and achieve a first level of hands-on competence in the critical and logical evaluation of a witness report and the quality of an investigative interview.

Specific aims
Knowledge and understanding).
Demonstrate in-depth knowledge and the ability to critically evaluate the various topics covered in the module
Demonstrate the ability to run empirical studies on eyewitness psychology independently and in collaboration

Applying knowledge and understanding
Being able to foresee future important research themes in eyewitness psychology
Being able to indepedently evaluate the work of anonymous expert witnesses in real court cases (also child sexual abuse cases)
Being able to talk about theoretical topics and research in a clear and effective way

Making judgements
Demonstrate the ability to critically examine and logically evaluate the topics covered in the module, and to adequately discuss the ethical issues involved in eyewitness psychology

Communication skills
Being able to publically communicate the information acquired in the module, the results of empirical research, and the future developments in the area of eyewitness psychology, both for lay and specialized audiences.

Learning skills
Being able to study independently and responsibly with good results

Prerequisites
Useful prerequisites are a good mastery of Word (or similar program), Power point and Excel.
A basic knowledge of statistical packages such as SPSS for data analysis is not indespensable (it will be in part covered in class), but defintely a plus.

Educational objectives

General aims
The course aims to provide the student with knowledge regarding theoretical, methodological and applicative aspects of developmental psychology. The course aims to outline how a developmental perspective is crucial to understand developmental processes and individual differences in psycho-logical functioning, and will focus on cultural differences and socio-cognitive development.

Specific aims

Knowledge and understanding
At the end of the course the student should:
a) have a basic knowledge and understanding of developmental and learning processes related to the different psychological domains from neonatal life to adolescence;
b) have a basic knowledge and understanding of the main theories and methodologies regarding these processes;
c) have a basic knowledge and understanding of factors which can promote or hinder individual de-velopmental trajectories related to learning and development.

Applying knowledge and understanding
At the end of the course the student should be able to:
a) interpret child behaviour (the behaviour of a given child in a given context) in the light of the acquired knowledge;
b) understand and analyse the scientific literature on the topics discussed in the course;
c) use some techniques for observing interaction;
d) assess validity of observational data.

Making judgments
We expect that by the end of the course students will have gained the ability to gather and inter-pret relevant data in order to inform judgements that include reflections on relevant social, scien-tific and ethical issues related to development. These abilities will be acquired through theoretical lessons and practical methodological seminars in which students will present and discuss published empirical research in small groups.

Communication skills
We expect that by the end of the course students will be able to communicate in a scientifically appropriate manner with their peers and with the wider scholarly community regarding their area of expertise.

Learning skills
At the end of the course the student should be able to find and use bibliographic and sitographic tools in order to constantly update and deepen professional knowledge and skills.

Prerequisites
A basic knowledge of Developmental Psychology is required.

Educational objectives

The dissertation consists in the presentation and discussion of the work of a master degree thesis (presented according to the modalities established by the Faculty) in front of a Commission nominated according to University regulations. The thesis, realized with the supervision of a teacher of the course, will exhibit in the form of an original scientific report, an empirical research or a re-elaboration of the scientific literature or a critical discussion of a professional experience relevant to the course objectives. The personal commitment for the writing of the thesis will have to prove the theoretical and methodological skills acquired by the candidate during the training activities, and will be commensurate with the training credits assigned to this final work.