Applied Dynamic and Clinical Psychology

Educational objectives

General aims
Students will explore issues related to the main approaches in the psychosomatic field with specific refe-rence to the main contexts of psychological-clinical work in the health area, both in adults and in deve-lopmental age. Issues relating to the main psychopathological frameworks and how these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compliance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psycholo-gists can be found working will be explored in more detail. Students will be provided with evidence-based indications for the planning and implementation of clinical-psychological interventions in healthcare settings. At the end of the course, students should be able to make a diagnosis and implement clinical work to plan psychological interventions.

Specific aims
Knowledge and understanding
- Knowledge and comprehension of healthcare settings
- Knowledge of the main pathological and psychopathological frameworks in which the psychologist works in healthcare settings
- Knowledge of the main models of clinical interventions in medical settings

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 with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers

Learning skills
Basic learning skills are required.

Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.

Educational objectives

General Objectives: The course on Psychometrics, Quantitative Research, and Data Analysis aims to provide students with a solid foundation of knowledge and skills in the field of psychometrics as it relates to quantitative research methods and data analysis. The course seeks to develop critical understanding and the ability to apply psychometric principles and techniques in the assessment, measurement, and interpretation of psychological data for research purposes.
Specific Objectives:
1. Understand the fundamental concepts of psychometrics and their application in quantitative research.
2. Acquire knowledge of the theories and models used in psychometric assessment and measurement.
3. Develop skills in the use of psychometric instruments and techniques for data collection, analysis, and interpretation.
4. Apply acquired skills to evaluate and measure psychological constructs in quantitative research settings.
5. Develop the ability to critically evaluate the validity and reliability of psychometric instruments.
6. Gain an understanding of ethical considerations in psychometric research, quantitative research methods, and data analysis.
Application of Knowledge and Understanding: Students will be able to apply the knowledge gained in psychometrics to select and use appropriate psychometric tools for data collection and analysis in quantitative research. They will demonstrate the ability to interpret and draw meaningful conclusions from the obtained results using quantitative research methods, psychometric principles, and data analysis techniques.
Autonomy of Judgment: Students will develop autonomy of judgment through critical analysis and interpretation of psychometric data in quantitative research settings. They will be able to assess the validity and reliability of the instruments used and evaluate the practical implications of psychometric measurements in research.
Communication Skills: Students will acquire effective communication skills to present research findings using psychometric data analysis techniques. They will be able to communicate their results clearly and accurately, both in written and oral form, using appropriate technical language.
Learning Skills: The course will foster students' continuous learning skills in the field of psychometrics, quantitative research methods, and data analysis. They will be encouraged to explore relevant scientific literature, stay updated on the latest research and developments in the field, and adopt a critical and reflective approach to learning.
Prerequisites: Prerequisites for the course on Psychometrics, Quantitative Research, and Data Analysis may include a foundation in general psychology, statistics, and research methodology. It is desirable for students to have familiarity with basic principles of psychology, including psychological constructs, assessment methods, and data interpretation. Additionally, a good understanding of descriptive and inferential statistics will be beneficial as statistical methods are often employed in the analysis of psychometric data. Furthermore, students are recommended to have completed related courses such as Clinical Psychology, Psychological Assessment, or Research Methods in Psychology to establish a strong basis for the topics covered in the Psychometrics, Quantitative Research, and Data Analysis course.

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
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

Knowledge and understanding
In order to pass the exam, the student is asked to be able to analyze the main aspects of psychopatholog-ical functioning in the light of the theories presented as well as to vet the relative implications for the planning of the intervention that should be applied to the diverse clinical conditions and therapeutic rela-tionship.

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

Making judgments
The course prompts the student to identify the specific aspects of the various clinical conditions in which the psychodynamic 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 that can be shared with other professional of mental health establishing a dia-logue with the other diagnostic attitudes. During the lectures attention will be drawn to the contribution that the clinical psychoanlytic point of view can bring to equipe discussions and the formulation of com-plex 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 clinical psychoanalytic theories for the description of the processes of thought characterizing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and assessment, for the professional exchange with colleagues of the mental health equipe, in the planning and analysis of the process of clinical change. These skills will result useful for both their application to the various aspects of developmental psychopathology proposed by the other exams of the Course of Study and in the first clini-cal experiences carried out after the end of the Degree.

Prerequisites
It is important that the student possess the basic knowledge concerning the development of psychoanalytic models of mental functioning, psychopathology and treatment, of the key psychoanalytic concepts and of the psychopathological and personality syndromes.

Educational objectives

INGLESE
GENERAL GOALS: The primary aim of the course is to provide basic knowledge of investigative techniques and statistical analyses used in affective neuroscience studies. The general objective is to provide students with the ability to learn the complex experimental processes that characterize affective neuroscience studies.

SPECIFIC GOALS: The various techniques used in this field (behavioral, psychophysical, electrophysiological and imaging) require the formulation of ad hoc experimental designs for each hypothesis. To this end, example studies will be presented on which issues related to: sampling, validity, experimental design, hypothesis formulation, analysis and writing up of results will be explored. Special attention will be paid to the concept of operationalization and measurement of the variables of interest.

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: The student will be expected to show knowledge and understanding analyze and resolve dimensions related to the formulation of a proper sprimental design in the field of affective neuroscience. This objective will be achieved through lectures, laboratory activities and exercises in which simulations or discussion with direct student participation are planned with regard to problems and analysis of experimental designs.
The foundation will thus be laid for the acquisition of skills
- in understanding and planning an experimental design
- in choosing the appropriate technique for the hypothesis
- in defining ad hoc psychometric strategies
- in the interpretation of results
- in the critical writing of literature (e.g., introduction and discussion of papers)

JUDGMENTAL AUTONOMY: The student should be able to know how to independently evaluate possible methodologies and/or techniques to be used in solving the problems with which he/she is confronted.

COMMUNICATIVE SKILLS & LEARNING SKILLS: The student must demonstrate the development of his or her communication skills both through discussion with the lecturer during the development of project work and in the writing of papers to be presented during the course via slides. He/she must also demonstrate the ability to set up a scientific paper using appropriate terminology and language

PREREQUISITES: As with most of the teachings in the master's courses, this course requires the possession of skills acquired during the bachelor's degree program. The concept of "assessment" presupposes knowledge of the approach to the study of psychological tests and the related basic knowledge proper to psychometrics. In addition, knowledge of basic English is req

Educational objectives

Educational objectives

General aims.
The main objective is to learn the main aspects of the nosography of mental disorders, the clinical aspects, and the most important protective and risk factors for psychopathological symptoms, mainly regarding mood disorders, anxiety disorders, schizophrenia spectrum disorders, addictions, and substance use disorders. Another main objective of the course concerns the manifestations of mental disorders in different cultures. Cross-cultural Psychiatry is based on the conception that the functioning of the human psyche, while being universally similar, changes according to profound relationships with the culture in which each person is involved and lives, including, for example, the type of family, ethical and moral values, technologies, and ideological systems.

Specific Aims
Knowledge and Understanding
The course focuses on the characteristics of the abovementioned mental disorders and the most important risk and prevention factors. Another focus is on the basic elements to formulate a diagnostic hypothesis and understand an adequate therapeutic project, even in various cultural and sociological diversities.

Applying Knowledge and Understanding
The student will be able to apply the knowledge of the aforementioned issues to achieve the ability of categorical and dimensional diagnostic evaluation in clinical and transcultural psychiatry, considering possible projects and therapeutic, rehabilitative, and prevention interventions.

Making judgments
Ability to understand the basic psychopathology of mental disorders and to recognize the different symptoms also in the light of transcultural and sociological aspects to obtain correct diagnostic formulations and to be able to understand appropriate therapeutic pathways.

Communication skills
Development of adequate linguistic and communicative knowledge regarding the epidemiology, psychopathology, and clinic of the main mental disorders in local and transcultural contexts.

Learning skills
At the end of the course, the student will have learned the main and essential elements for the evaluation of the symptoms of mental disorders in the context of different cultures, formulating diagnostic hypotheses, and understanding appropriate therapeutic projects.

Educational objectives

General aims.
This course will provide an overview of theories, methods, and research findings in the area of social cognition, with emphasis on both cognitive and social development. Because social cognition is a type of cognition, general lessons about conceptual representations and their development will apply. The ‘social’ in social cognition will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and social groups, in particular, children’s repre-sentations of other people, their motives, goals, and intentions. We will review the latest research in the development of social cognition, including research on theory of mind, empathy, imitation, emotion and altruism. Developmental dis-orders characterized by impairments in social and communication behaviors will also be reviewed. The course com-bines in class lectures with debate/discussions preparation and presentations by students, with the aim of creating a dynamic class context for active learning.

Knowledge and understanding

At the end of the course students should be able to:
a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations;
b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development;
c) Explain the advantages of various research methodologies in the field.

Applying knowledge and understanding

At the end of the course students should be able to:
a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena;
b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain;
c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development.
d) Explain the major controversies in the scientific literature in the field, through student-led debates and discus-sions.

Making judgments
We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field to everyday problems and real world concerns that are relevant to social policy and educa-tional practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific 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 empirical research in small groups.
Communication skills
We expect that by the end of the course students will be able to present and 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 demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills.

Prerequisites
A basic knowledge of Developmental Psychology is required.

Educational objectives

The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and
gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the
requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation
interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each
other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own
professional action within the perimeter marked by professional ethics.

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 attention will be given to evidence-based content and the quantitative methodological approach. In addition, 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 adequate knowledge of the biological, psychological, psycho-pathological, and relational aspects associated with female and male sexual function and dysfunction, 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.

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

The course aims to outline the main theories on psychosexual development and the construction of gender identity, providing a historical perspective in which changes in psychodynamic understanding, diagnostic modeling, and psy-chological intervention and treatment are highlighted. Within the psychodynamic field, the understanding of gender identity and sexuality has a long and controversial history. The aim of the course is to reconstruct the main steps in this history, leading to a contemporary and complex reading of the various topics. Particular attention will be given to the most recent advances in diagnosis and treatment, which have occurred in light of a new understanding related to sexual orientations and gender identities. The course aims to provide a comprehensive primer on the concepts of psy-chosexual development, gender identity, sexual perversions and paraphilias, with extensive sections devoted to the presentation of clinical cases. Beginning with the revolutionary insights of Freud's Three Essays on Sexual Theory (1905), the course will explore the many transformations in the understanding of normal and pathological expressions of sexuality, as well as new data from clinical experiences and observations of children. In this "sexual century," as psychoanalyst Ethel Person has called it, psychoanalysis has learned a great deal and witnessed new contributions that enable us not only to better understand, but also to treat more accurately, various types of sexual expressions, be-haviors and feelings. Finally, again following a historical perspective, the course will provide an introduction to the psychodynamic understanding of sexual deviance, to provide students with useful tools for clinical encounters with these populations. The course will include face-to-face lectures that will provide ample time for discussion, shared re-flection, conceptualization of clinical cases and design of treatment plans. Various ethical issues related to psychologi-cal and psychotherapeutic interventions on issues of sexual orientation, gender identity, and sexual deviance will be considered. Special attention will be given to little-studied areas of the clinical encounter with these populations, such as the "countertransferential" areas of dis-guise and attraction with respect to atypical sexual behavior or gender non-conforming identities. The course deals in depth with topics such as sexual abuse, sexual trauma, and nonconsensual sexual activity, and includes active participation by students in the discussion of these topics. For this reason, it will be the responsibility of the instructor to assure the class that any discussion takes place in a safe and inclusive environ-ment, ensuring confidentiality with respect to the topics covered.

Aims of the course:
By the end of the course, students will have acquired the basic knowledge necessary to: a) have an in-depth knowledge of psychodynamic readings on psychosexual development, and on gender identity construction; b) have the necessary tools for clinical understanding of issues related to gender dysphoria and sexual development; c) possess the basic ru-diments for a psychodynamic understanding of sexual deviance.

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 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 psychopathology. Knowledge of the main psycho-social aspects of violence 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 therapeutic 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 decision-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 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 student 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 de-scribe 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

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

Educational objectives

The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and
gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the
requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation
interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each
other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own
professional action within the perimeter marked by professional ethics.

Educational objectives

General aims
Students will explore issues related to the main approaches in the psychosomatic field with specific refe-rence to the main contexts of psychological-clinical work in the health area, both in adults and in deve-lopmental age. Issues relating to the main psychopathological frameworks and how these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compliance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psycholo-gists can be found working will be explored in more detail. Students will be provided with evidence-based indications for the planning and implementation of clinical-psychological interventions in healthcare settings. At the end of the course, students should be able to make a diagnosis and implement clinical work to plan psychological interventions.

Specific aims
Knowledge and understanding
- Knowledge and comprehension of healthcare settings
- Knowledge of the main pathological and psychopathological frameworks in which the psychologist works in healthcare settings
- Knowledge of the main models of clinical interventions in medical settings

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 with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers

Learning skills
Basic learning skills are required.

Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.

Educational objectives

General Objectives: The course on Psychometrics, Quantitative Research, and Data Analysis aims to provide students with a solid foundation of knowledge and skills in the field of psychometrics as it relates to quantitative research methods and data analysis. The course seeks to develop critical understanding and the ability to apply psychometric principles and techniques in the assessment, measurement, and interpretation of psychological data for research purposes.
Specific Objectives:
1. Understand the fundamental concepts of psychometrics and their application in quantitative research.
2. Acquire knowledge of the theories and models used in psychometric assessment and measurement.
3. Develop skills in the use of psychometric instruments and techniques for data collection, analysis, and interpretation.
4. Apply acquired skills to evaluate and measure psychological constructs in quantitative research settings.
5. Develop the ability to critically evaluate the validity and reliability of psychometric instruments.
6. Gain an understanding of ethical considerations in psychometric research, quantitative research methods, and data analysis.
Application of Knowledge and Understanding: Students will be able to apply the knowledge gained in psychometrics to select and use appropriate psychometric tools for data collection and analysis in quantitative research. They will demonstrate the ability to interpret and draw meaningful conclusions from the obtained results using quantitative research methods, psychometric principles, and data analysis techniques.
Autonomy of Judgment: Students will develop autonomy of judgment through critical analysis and interpretation of psychometric data in quantitative research settings. They will be able to assess the validity and reliability of the instruments used and evaluate the practical implications of psychometric measurements in research.
Communication Skills: Students will acquire effective communication skills to present research findings using psychometric data analysis techniques. They will be able to communicate their results clearly and accurately, both in written and oral form, using appropriate technical language.
Learning Skills: The course will foster students' continuous learning skills in the field of psychometrics, quantitative research methods, and data analysis. They will be encouraged to explore relevant scientific literature, stay updated on the latest research and developments in the field, and adopt a critical and reflective approach to learning.
Prerequisites: Prerequisites for the course on Psychometrics, Quantitative Research, and Data Analysis may include a foundation in general psychology, statistics, and research methodology. It is desirable for students to have familiarity with basic principles of psychology, including psychological constructs, assessment methods, and data interpretation. Additionally, a good understanding of descriptive and inferential statistics will be beneficial as statistical methods are often employed in the analysis of psychometric data. Furthermore, students are recommended to have completed related courses such as Clinical Psychology, Psychological Assessment, or Research Methods in Psychology to establish a strong basis for the topics covered in the Psychometrics, Quantitative Research, and Data Analysis course.

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
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

Knowledge and understanding
In order to pass the exam, the student is asked to be able to analyze the main aspects of psychopatholog-ical functioning in the light of the theories presented as well as to vet the relative implications for the planning of the intervention that should be applied to the diverse clinical conditions and therapeutic rela-tionship.

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

Making judgments
The course prompts the student to identify the specific aspects of the various clinical conditions in which the psychodynamic 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 that can be shared with other professional of mental health establishing a dia-logue with the other diagnostic attitudes. During the lectures attention will be drawn to the contribution that the clinical psychoanlytic point of view can bring to equipe discussions and the formulation of com-plex 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 clinical psychoanalytic theories for the description of the processes of thought characterizing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and assessment, for the professional exchange with colleagues of the mental health equipe, in the planning and analysis of the process of clinical change. These skills will result useful for both their application to the various aspects of developmental psychopathology proposed by the other exams of the Course of Study and in the first clini-cal experiences carried out after the end of the Degree.

Prerequisites
It is important that the student possess the basic knowledge concerning the development of psychoanalytic models of mental functioning, psychopathology and treatment, of the key psychoanalytic concepts and of the psychopathological and personality syndromes.

Educational objectives

INGLESE
GENERAL GOALS: The primary aim of the course is to provide basic knowledge of investigative techniques and statistical analyses used in affective neuroscience studies. The general objective is to provide students with the ability to learn the complex experimental processes that characterize affective neuroscience studies.

SPECIFIC GOALS: The various techniques used in this field (behavioral, psychophysical, electrophysiological and imaging) require the formulation of ad hoc experimental designs for each hypothesis. To this end, example studies will be presented on which issues related to: sampling, validity, experimental design, hypothesis formulation, analysis and writing up of results will be explored. Special attention will be paid to the concept of operationalization and measurement of the variables of interest.

ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: The student will be expected to show knowledge and understanding analyze and resolve dimensions related to the formulation of a proper sprimental design in the field of affective neuroscience. This objective will be achieved through lectures, laboratory activities and exercises in which simulations or discussion with direct student participation are planned with regard to problems and analysis of experimental designs.
The foundation will thus be laid for the acquisition of skills
- in understanding and planning an experimental design
- in choosing the appropriate technique for the hypothesis
- in defining ad hoc psychometric strategies
- in the interpretation of results
- in the critical writing of literature (e.g., introduction and discussion of papers)

JUDGMENTAL AUTONOMY: The student should be able to know how to independently evaluate possible methodologies and/or techniques to be used in solving the problems with which he/she is confronted.

COMMUNICATIVE SKILLS & LEARNING SKILLS: The student must demonstrate the development of his or her communication skills both through discussion with the lecturer during the development of project work and in the writing of papers to be presented during the course via slides. He/she must also demonstrate the ability to set up a scientific paper using appropriate terminology and language

PREREQUISITES: As with most of the teachings in the master's courses, this course requires the possession of skills acquired during the bachelor's degree program. The concept of "assessment" presupposes knowledge of the approach to the study of psychological tests and the related basic knowledge proper to psychometrics. In addition, knowledge of basic English is req

Educational objectives

Educational objectives

General aims.
The main objective is to learn the main aspects of the nosography of mental disorders, the clinical aspects, and the most important protective and risk factors for psychopathological symptoms, mainly regarding mood disorders, anxiety disorders, schizophrenia spectrum disorders, addictions, and substance use disorders. Another main objective of the course concerns the manifestations of mental disorders in different cultures. Cross-cultural Psychiatry is based on the conception that the functioning of the human psyche, while being universally similar, changes according to profound relationships with the culture in which each person is involved and lives, including, for example, the type of family, ethical and moral values, technologies, and ideological systems.

Specific Aims
Knowledge and Understanding
The course focuses on the characteristics of the abovementioned mental disorders and the most important risk and prevention factors. Another focus is on the basic elements to formulate a diagnostic hypothesis and understand an adequate therapeutic project, even in various cultural and sociological diversities.

Applying Knowledge and Understanding
The student will be able to apply the knowledge of the aforementioned issues to achieve the ability of categorical and dimensional diagnostic evaluation in clinical and transcultural psychiatry, considering possible projects and therapeutic, rehabilitative, and prevention interventions.

Making judgments
Ability to understand the basic psychopathology of mental disorders and to recognize the different symptoms also in the light of transcultural and sociological aspects to obtain correct diagnostic formulations and to be able to understand appropriate therapeutic pathways.

Communication skills
Development of adequate linguistic and communicative knowledge regarding the epidemiology, psychopathology, and clinic of the main mental disorders in local and transcultural contexts.

Learning skills
At the end of the course, the student will have learned the main and essential elements for the evaluation of the symptoms of mental disorders in the context of different cultures, formulating diagnostic hypotheses, and understanding appropriate therapeutic projects.

Educational objectives

General aims.
This course will provide an overview of theories, methods, and research findings in the area of social cognition, with emphasis on both cognitive and social development. Because social cognition is a type of cognition, general lessons about conceptual representations and their development will apply. The ‘social’ in social cognition will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and social groups, in particular, children’s repre-sentations of other people, their motives, goals, and intentions. We will review the latest research in the development of social cognition, including research on theory of mind, empathy, imitation, emotion and altruism. Developmental dis-orders characterized by impairments in social and communication behaviors will also be reviewed. The course com-bines in class lectures with debate/discussions preparation and presentations by students, with the aim of creating a dynamic class context for active learning.

Knowledge and understanding

At the end of the course students should be able to:
a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations;
b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development;
c) Explain the advantages of various research methodologies in the field.

Applying knowledge and understanding

At the end of the course students should be able to:
a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena;
b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain;
c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development.
d) Explain the major controversies in the scientific literature in the field, through student-led debates and discus-sions.

Making judgments
We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field to everyday problems and real world concerns that are relevant to social policy and educa-tional practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific 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 empirical research in small groups.
Communication skills
We expect that by the end of the course students will be able to present and 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 demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills.

Prerequisites
A basic knowledge of Developmental Psychology is required.

Educational objectives

The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and
gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the
requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation
interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each
other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own
professional action within the perimeter marked by professional ethics.

Educational objectives

General aims
The course will provide students with basic knowledge about traumatic experiences in childhood and adoles-cence, with specific reference to child abuse, neglect and maltreatment.
Early determinants of relational and interpersonal psychological trauma will be described, as well as main effects on the development of personality in early life stages.
Besides, the last part of the course will be focusing on principles of psychodynamic oriented treatment in psycho-logical infant and adolescent trauma.

Specific aims
Knowledge and understanding
Main theoretical concepts regarding determinants and effects on personality development of early psychological trauma will be acquired. A solid understanding of treatment intervention principles 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 childhood and adolescence. Application of some methodologies of therapeutic intervention.

Making judgments
Using the theoretical concepts described during the lectures, the student will acquire autonomy in decision-making regarding the modality and the techniques of psychological intervention to be applied in the different traumatic contexts.

Communication skills
Students will develop communicative efficacy with relation to the main topics of the course, i.e. early determi-nants, main effects on personality development and principles of therapeutic intervention in infancy and adoles-cence psychological trauma.

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.

Prerequisites
None

Educational objectives

General aims.
The general aims of the present course are the study of theoretical and diagnostic approaches to infant mental health, with a particular focus on the psychodynamic perspective. Following studies on the infant-caregiver relationship - the primary focus of assessment - and caregiving contexts, the perspective of developmental psychopathology, the most important diagnostic approaches and specific clinical disorders will be studied in depth.

Specific aims
Knowledge and understanding
Students are expected to achieve the following knowledge and understanding:
- the contribution of infant research to the understanding of infant mental health;
- the processes involved in attuned interaction in the caregiving context, starting from the antenatal period;
- the Developmental Psychopathology guidelines;
- the role of the relational framework and caregiving context on infant development;
- the importance of early experiences for the developing person;
- risk and protective factors impact on developmental trajectories;
- the most important diagnostic manuals and procedures, highlighting their strengths and weaknesses;
- the most important developmental disruptions and disorders in infant mental health;
- a multifactorial understanding of disorders, in line with a biopsychosocial understanding of develomental disruptions and psychopathology.

Applying knowledge and understanding
The students are expected to achieve the following ability to:
- use a developmental relational perspective on assessment and diagnosis in infant mental health;
- take into account the multiplicity and multifactorial nature of psychopathological disorders and the different developmental pathways;
- mastery of the most important diagnostic systems;
- reflect critically on the main diagnostic manuals and procedures;
- recognize and distinguish the main criteria that guide the diagnosis of developmental disruptions and psy-chopathology in infant mental health.

Making judgments
Students are expected to achieve the ability to integrate knowledge and manage complexity, as well as to formulate hy-potheses in understanding the developmental pathways, taking into account developmental and contextual processes at the origins and course of the most important developmental disruptions and disorders in child mental health.

Communication skills
Students are expected to acquire the specific language for describing basic psychopathological and clinical phenomena in child mental health field.
Learning skills
By the end of the course, the student will have acquired a good degree of autonomy in critically understanding of diag-nostic systems concerning child mental health and in reading the most important developmental psychopathological phenomena.

Prerequisites
To be able to understand the different disorders and ethiopathological processes described within the course, it is ad-visable to knowledge the psychodynamic psychopathology.

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

The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and
gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the
requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation
interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each
other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own
professional action within the perimeter marked by professional ethics.

Educational objectives

The course aims to illustrate the psychopathology of adolescence and the assessment process that leads from the interview to the diagnosis and psychodynamic formulation of the case, useful for treatment planning and the im-plementation of interventions tailored to the specificities of the adolescent. In order to draw up a comprehensive case assessment, it is essential to gather information on the adolescent's mental functioning, emerging personality styles and syndromes, and symptom patterns, taking into account the developmental trajectories and (mal)adaptive processes that characterize this period of development. In this course, special attention will there-fore be paid to the theoretical-clinical framework of the "Adolescence" section of the Psychodynamic Diagnostic Manual, Second Edition (PDM-2 0/18) and to the Diagnostic Examination of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) for adolescents. Specific space will also be reserved for the description and application of semi-structured interviews, instruments, methods and interview techniques aimed at assessing the psychologi-cal and interpersonal functioning of adolescents (Clinical Diagnostic Interview for Adolescents, CDI-A; Psychodiag-nostic Chart for Adolescents of the PDM-2, PDC-A; Shedler-Westen Assessment Procedure-II-A, SWAP-II-A) and, espe-cially, for identifying their defensive structure through the Defense Mechanisms Rating Scale (DMRS). Lastly, the role of the diagnostic alliance and other intersubjective dimensions that characterize the relationship between cli-nician and adolescent will be explored.

At the end of the course, students will possess the basic and necessary knowledge for: a) using the information gathered during the interview to create an accurate case psychodynamic formulation that allows for a compre-hensive assessment of the adolescent's personality and psychopathology; and b) orientating themselves among the methods, techniques and investigative procedures most appropriate to the specificities of adolescence and most widely used for the purposes of a complex and articulate clinical-diagnostic assessment in this developmental phase.

During the lab, particular attention will be paid to the discussion of clinical cases and the application of semi-structured interventions, tools and investigation techniques, aimed at promoting the acquisition of professional skills in the field of psychopathology and psychodynamic diagnostic assessment of adolescents.

General aims:
The main objective of the course is to describe the specific characteristics of adolescent psychopathology and the peculiarities of the adolescent psychodiagnostic assessment process (in terms of mental functioning, emerging personality styles and syndromes, symptom patterns). The course aims to provide students with theoretical-clinical knowledge and technical skills on the most suitable methodologies and procedures for developing a comprehen-sive diagnosis and case formulation useful for the construction of individualized and effective interventions in this developmental phase. The expected learning outcomes are: (a) the acquisition of skills to comprehensively assess psychopathological conditions emerging in adolescence (Psychodynamic Diagnostic Manual, Second Edition, PDM-2 0/18; Diagnostic and Statistical Manual of Mental Disorders DSM-5 for adolescents); and (b) the use of semi-structured interviews, methods and instruments for assessing the mental functioning, personality and defensive style of ado-lescents (Clinical Diagnostic Interview for Adolescents, CDI-A; Psychodiagnostic Chart for Adolescents del PDM-2, PDC-A; Shedler-Westen Assessment Procedure-II-A, SWAP-II-A; Defense Mechanisms Rating Scale, DMRS).
Frontal lessons provide students with the fundamental knowledge to understand the relationship between specific symptom patterns and the affective, cognitive, motivational and interpersonal processes underlying these clinical conditions in adolescence.
Lab activities allow the acquisition of professional skills aimed at the use of investigation techniques and procedures capable of gathering during the interview all the information necessary for the formulation of a diagnosis sensitive to the adolescent's developmental specificities.

Specific aims:
Knowledge and understanding
Passing the exam guarantees students the acquisition of in-depth theoretical knowledge of the main symptom syndromes in adolescence and the practical skills necessary to develop an accurate assessment of the personality, defensive functioning and psychopathology of adolescents.
Applying knowledge and understanding
Passing the exam guarantees students the ability to apply semi-structured interviews, investigation methods, and tools appropriate to different clinical and intervention contexts during the clinical interview with adolescents.
Making judgments
Passing the exam guarantees students the ability to clinically frame different psycho-pathological pictures of the adolescent and to assess the appropriateness of interviews, techniques and investigation tools based on different methodologies, critically considering their application and potential limitations. These skills are acquired during the course through the discussion of clinical cases and the viewing of video material (interviews and films).
Communication skills
Passing the exam requires that students acquire effective communication skills by learning scientific language appropriate to the specifics of adolescent psychopathology.
Learning skills
Passing the exam requires the acquisition of learning skills that will enable the students to deepen, in the course of their clinical-diagnostic training, their knowledge of the main features of adolescent psychopathology and to ac-quire skills in the most common investigation techniques and procedures for assessing the personality and clinical syndromes of adolescents. These skills are acquired, in different fashions, both during the lectures and during the laboratory, devoted in particular to the discussion of clinical material.
Prerequisites
To better understand and learn in a more effective manner all the contents of the course, students should consider that the following prerequisites are appropriate: a) basic knowledge in the field of general psychopathology [important]; b) basic knowledge of the most widespread diagnostic systems used to assess adolescent’s mental disorders [useful]; c) basic knowledge of the main methods and procedures for individual mental functioning assessment typically employed in adolescence [important].