Study plan

Curriculum unico

First year

Orientamento unico
Course		Semester	CFU	SSD
1055873 - Psychology of social and emotional development in childhood and adolescence	General aims The course provides theoretical and applicative contents related to: biological bases of social development Theories of social development (10 hours) attachment relationships peer relationships empaty,prosocial and moral reasoning emotions regulation and effortfull control gender identity and segregation identity processes in adolescence Vulnerabillty and health risk behaviors in adolescence (30 hours) The course is based on lectures, encouraging active student participation. There will be exercises in small groups aimed at the application of evaluation tools of socio-emotional development and quality of interpersonal relationships into classrooms. ((8 hours) Students who have attendance problems will still have to carry out a practical activity by e-learning. Attendance to the lessons is considered not mandatory. Specific aims. Knowledge and understanding: passing the exam would imply being capable of knowing and understanding social development, determinants and correlates across different ages Applying knowledge and understanding: passing the exam would imply mastering appropriate tools to identify typical and atypical social/emotional profiles Making judgment: passing the exam would imply mastering the ability to make informed judgments and evaluations on determinants and correlates of typical and atypical social/emotional profiles. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological test and programs in the field of social and emotional development. During the traditional lessons such abilities would be transmitted by emphasizing different perspective	First semester	6	M-PSI/04
1044797 - Psychology of Typical and atypical language development		First semester	9	M-PSI/04
1044768 - Neuropsychology	The course aims at offering a solid basic and methodological background on neuropsychology and conceptual tools useful for describing, assessing, and interpreting pathological behavior in terms of neuropsychological models. Knowledge and understanding: Students will acquire a solid background on the basic principles of neuropsychology, the historical evolution of related concepts, neuropsychological research methods and techniques, and tools for assessment and intervention; will become familiar with the most frequent cognitive deficits following cerebral lesions and dysfunctions, their clinical properties, diagnostic criteria, and most prominent theoretical-explanatory models. Applying knowledge and understanding: Students will be able to acquire relevant information from the observation of the behavior of a patient with cognitive deficits following brain damage, and to describe and explain it using appropriate terms; will be able to read and understand scientific papers on neuropsychological and cognitive neuroscience topics. Making judgements: Students will learn to formulate judgments about patients’ behavior and to make choices about the diagnosis based on a limited amount of information, while critically defending them and discussing their limitations. Communication skills: Students will summarize the results of observations and tests with a clear and specific language; will communicate the results of their evaluation in written and oral form; will adapt their communication to the listener’s knowledge. Learning skills: Students will develop instrumental and research skills useful for acquiring further knowledge; will use bibliographic search engines aimed at elaborating on the topics discussed during the course.	Second semester	9	M-PSI/02
1044794 - Psychometric Tecniques	General aims. The teaching aims to deepen the understanding of the use and interpretation of the main basic statistics measures, and to provide knowledge on the use, planning and interpretation of the principal multivariate analysis techniques. A part of the course presents the basic foundations of psychological research, focusing in particular on the methodological aspects and ethical problems concerning studies aimed at verifying the effectiveness of interventions in the rehabilitation or educational field. In the first part of the course some topics in the descriptive statistics area will be revised (variables, measurement levels, measures of central tendency and variability, use of percentile ranks, percentages, contingency tables, correlation and simple regression) with examples on their use in clinical practice and research. The expected learning outcomes would be: correctly use and interpret z scores and percentiles in individual case studies; understand results of research studies; design and implement simple experimental plans for hypothesis testing; collect data through instruments and perform statistical analyses with subsequent interpretation of the results; critically address the examination of the literature on a topic, evaluating any ethical and methodological problems These objectives will be achieved through lectures and practical laboratory activities, organized as follows. The main part of the course will deal with the main multivariate statistical techniques: Univariate Analysis of Variance (ANOVA) for one-way and factorial designs with and without repeated measures; Multivariate Analysis of Variance (MANOVA); Univariate and Multivariate Planned Comparisons and Trends Analysis; Multiple Regression with standard, stepwise and hierarchical procedures; Log-linear modeling procedures for multi-way frequency tables; Multivariate exploratory techniques: Clusters Analysis and Factor Analysis. The third part of the course covers basic elements of research methodology: different types of research; research validity; threats to the validity of research; the control of the disturbance variables; ethical and methodological problems in the before-after study designs aimed to verify the effectiveness of either rehabilitative treatments or school or cognitive abilities enhancement interventions. For each topic described practical activities are provided by the teacher, to be carried out in the classroom during laboratory hours. Practical activities presents statistical or methodological problems and asks students to perform one or more of the following tasks: define the variables involved and specify their characteristics, define the experimental design, identify any disturbance variables and explain how to control them, calculate statistical indices, verify hypotheses and comment the results. Each practical activity is followed by the teacher's presentation of the correct procedures for solving the proposed problems and by the discussion of the mistakes made by the students. Further classroom laboratory activities include the critical examination of methodological and ethical problems in research articles; moreover the students will collect data by means of a questionnaire administered to parents of school-aged children, will analyze the data in the classroom through statistical software, and will discuss the results. Student’s learning outcomes will be checked in the classroom in the middle and the end of the course, in the form of the exam simulation. The solution of the proposed problems will be provided by the teacher at the end of each test so that students will be able to self-evaluate their performance. The result of these checks will allow students to orientate the study on the topics on which they show more gaps. Specific aims. Knowledge and understanding. Passing the exam allows students to be able to understand the meaning and use of the main statistical indices used in clinical practice, and to know the basic elements of the research methodology and the assumptions underlying the use of significance tests. Students will also have knowledge on the use, setting of data and interpretation of results in relation to the following statistical techniques: correlation, simple and multiple regression, univariate and multivariate analysis of variance, planned comparisons and analysis of trends, loglinear models, analysis of clusters and factor analysis. Applying knowledge and understanding. Practical laboratory activities will enable students to: build performance profiles in the study of individual cases using the comparison with the normative data; understand results of research studies; design and implement simple experimental plans for hypothesis testing; collect data through instruments and perform statistical analyses with subsequent interpretation of the results. Making judgment. Laboratory activities train students to critically address the examination of the literature on a topic, evaluating any ethical and methodological problems. Communication skills. Passing the exam implies the ability to communicate, even to non-experts, the results of statistical analysis. Learning skills. The knowledge of the course topics and the mastery of the skills acquired through laboratory activities provide the basis for autonomously continuing the study of further statistical techniques and methodological procedures typical of psychological research.	Second semester	9	M-PSI/03
- A SCELTA DELLO STUDENTE		Second semester	18
OPZIONALE 1		Go to group		M-PSI/04

Second year

Orientamento unico
Course		Semester	CFU	SSD
1044800 - Tecniques of developmental assessment	Developmental assessment techniques General aims. The course aims at providing the students with theoretical and practical knowledge about the various phases of the developmental psychological assessment with children and the main diagnostic tools used. The expected learning outcomes would be: competence about planning and conducting a developmental assessment, knowledge of principal characteristics of tools used, capacity to write a report for resume the results of the assessment. The traditional lessons would allow students to analyze and to talk about the issues regarding the client and the referral of child, the interface with different type of informants involved in the assessment (parents, teachers, physicians, etc.), the choice of tools to use, the characteristics of feedback to the interested subjects. Laboratory lessons would provide students to manage assessment procedures and to examine in depth the characteristics of some of the principal psychodiagnostic tools (especially methods of administration, coding and interpretation), also using role-play, videotapes and clinical case reports. Laboratory activities thus ensures acquiring practical and technical ability related to the assessment of typical and atypical development. Attendance to the laboratory lessons must be considered mandatory. Specific aims. Knowledge and understanding: passing the exam would imply being capable of knowing the phases of a developmental assessment and the most widely used tools. Applying knowledge and understanding: passing the exam would imply to be able: a) to planning a developmental assessment considering different people involved and the characteristics of the examined child; b) to use some of the main tools employed. Making judgment: passing the exam would imply mastering the ability to planning appropriately the various phases of assessment and to make informed judgments about assessment tools, knowing their areas of application, strengths and weaknesses. These abilities would be attained in the traditional lessons as well as during the laboratory sessions, through clinical role-play, analysis of videotapes and clinical protocols, writing of psychodiagnostic assessment reports. Communication skills: passing the exam would attest that students master the communicative-relational tools implemented in all phases of psychodiagnostic assessment, from reception to parents and child, to the administration of psychological assessment tools, up to the drafting of reports (addressed to parents and/or to the various professional figures they are in charge of the child) and conducting interviews to communicate the results obtained. Learning skills: passing the exam implies the acquisition of transversal learning skills that will allow the student to deepen in the course of his/her academic and professional career the main tools used in psychological assessment in preschool and school age, which are subject to continuous reviews and updates	First semester	9	M-PSI/04
AAF1690 - Other Professionalizing Activities	Other activities aimed to improving 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. In particular, the other activities aimed to improving professionals skills may include the following activities: • Participation in conferences and seminars organized by the departments or faculties or to which it has given legal aid; • Participation in conferences and seminars sponsored by outside organizations or bodies recognized very high quality; • Practical activities carried out by external companies or organizations in the form of internships or practical experiences that has identified a qualified project manager training and that certifies the hours worked; • Specific activities organized by the courses; • Participation in research projects managed and certified by teachers of the degree program; • Learning activities of advanced informatics useful for the profession (eg. Courses on the use of statistical software for data analysis, etc.); • Learning activities for scientific English language learning or other activities useful to the profession; • Courses for bibliographic research organized by the Library of the Faculty; • External training courses or advanced training recognized for their very high quality. The Course Board on the basis of the documentation submitted by the student will certify the credits. Any other information will be posted on the homepage of the Department of Developmental and Social Psychology.	First semester	3
1044796 - Psychology of groups and educational organizations	General aims. The course aims at providing the students with theories for analyzing groups and educational organizations and with the methodological practices to develop psychosocial interventions in educational organizations. The course will develop across three different modules: 1. Cultural psychology of groups and organizations – this is to provide students with knowledge on practices of social, discursive and material interaction in groups and communities of practices and on the analysis of educational organizations. 2. Theory of Situated learning and organizational development – this is to provide students of knowledge on situated learning models, on work practices and competences in groups and educational organizations and on strategies for fostering innovation in educational organizations. 3. Laboratory on Methodology for the analysis of groups and educational organizations – this is to provide students with the methodological competence and practices (observations, interviews; analysis of interactions) for analyzing and fostering interventions on groups and educational organizations. The expected learning outcome would be: to know the interpretative framework and the main dimensions of cultural psychology of groups and organizations; to know how to analyze and assess groups and educational organization considering their interactional, communicative and social dimensions; to know the social and formative strategies for the development of groups and educational organizations; to know the epistemological principles, methods and tools of situated and qualitative research for analysis and fostering psychosocial interventions on groups and organization. Specific aims. For the students, passing the exam would imply being capable of: 1) Knowing the interpretative framework and the main dimensions of cultural psychology of groups and organizations (Knowledge and understanding); 2) acquiring the ability to analyze empirically the practices of social, discursive and material interaction in groups and communities of practices and the main dimensions of educational organizations; to be able to identify strategies of social and educational intervention to foster organizational innovation; to be able to use, with methodological reflexivity, methods and instrument of situated and qualitative research (ethnographic observations, narrative interviews, analysis of interactions) for analyzing work and organizational practices. (Applying knowledge and understanding). 3) Acquiring the ability to make informed judgments and critical evaluations through the collective assessment of programs of psychosocial intervention in educational organizations and through the practical and methodological affordances acquired during the participation to the Laboratory on Methodology for the analysis of groups and educational organizations (Making judgment); 4) acquiring skills in public speaking through the presentation of the project work’s results and acquiring scientific writing skills through the preparation of a written report at the end of the Laboratory on Methodology for the analysis of groups and educational organizations (that will be evaluated) (Communication skills); 5) acquiring ability to further and autonomous learning related to theoretical, methodological and applicative knowledge on social psychology of groups and organizations, through the different framework, knowledge and competence discussed and evaluated during the course (Learning skills).	First semester	9	M-PSI/05
1044817 - Temperament and personality psychology over the life course	General aims This course aims to promote students’ theoretical and practical competences to get knowledge of the main theoretical models in the study of temperament and personality-related characteristics across the life-span, with particular attention to the role of individual differences in those interventions which goal is promoting well-being and preventing maladjustment across the life-span. Expected learning goals are: competences in critical comprehension of theoretical models in Psychology of temperament and personality across the life-span, competences in the identification and analysis of in-dividual differences in temperament and personality across the life-span, competences in preparation and management of universal intervention promoting well-being and preventing maladjustment. Frontal lessons will promote students’ knowledge of basic principles that guide them in identifying indica-tors connected with individual differences’ examination aimed to promote well-being and prevent malad-justment across the life-span. In addition, students will have the opportunity to examine in depth recent studies about temperamental factors and personality development, as well as about the most effective universal evidence-based interventions. Specific aims. Knowledge and comprehension: passing the exam guarantee to be able to comprehend and to handle scientific tools to evaluate temperament and personality dimensions, as well as evidence-based intervention programs. Skills to apply knowledge and comprehension: passing the exam guarantee to be able to identify the indicators to evaluate personality across the life-span, and to be able to plan intervention programs directed to children, adolescents, and adults. Independent judgment: passing the exam imply getting the capacity to critically evaluate theoretical models and evaluation tools, being able to recognize correspondent advantages and disadvantages. In addition, passing the exam promotes capabilities related to planning promotion and prevention intervention programs. Those skills are acquired during the lessons through students’ exposure to scientific reports and case-studies on personality profiles during frontal lessons and during in-class group activities. Communicative skills: passing the exams imply the capacity to effectively use communicative tools to present profiles and scientific reports focusing on temperament and personality factors. Learning skills: passing the exam imply acquisition of transverse learning skills that will allow students to examine theoretical and practical models, and related intervention programs, in depth across the course of their professional and academic career. Such learning skills are acquired during this course, with particular emphasis – especially during frontal lessons – to the discussion on theoretical models and profile analysis, and the presentation of alternative methods to prepare and to write promotion and prevention intervention programs.	Second semester	6	M-PSI/01
AAF1016 - Final exam	The dissertation consists in the presentation and discussion of thesis (presented according to the modalities established by the faculty) before the Commission appointed by the Degree Course. The thesis, of a theoretical nature and / or empirical must document the theoretical and methodological skills acquired during the training activities as scientific report.	Second semester	18
OPZIONALE 2		Go to group
OPZIONALE 3		Go to group		M-PSI/04

Optional Groups

**OPZIONALE 1: The student must acquire 9 CFU from the exams below**
Course		Year	Semester	CFU	SSD	Language
1044805 - Psychology and School	The general aim of the course is to show and to promote student’s understanding of some professional tools of the psychologist in order to cope with the relationships among adults and with the students. These tools are: the interview, the focus group and the communication to large group. The analysis of the performance of each student is articulated in such a way: individual reflection after the performance; “e-learning discussion” among the little group of the student on the base of the transcription of the interview or focus group; discussion among all student in classroom after the vision of the video of the interview or the focus group In order to reach the full comprehension of each tool, during the lessons some different phases are proposed: the first is the design, the secondi is the revision by the help of the whole class, and then the individual use by the students. Each student has to video tape and transcribe verbatim the interview and the focus-group About the communication to a large group, students’ groups have to give three different ppt presentations referring to educational psychology themes. Each presentation is analized by the whole class for the cognitive and behavioural aspects and by these suggestions the students give the feedback to the classmates performances. About the communication to a large group, students’ groups have to give three different ppt presentations referring to educational psychology themes. Each presentation is analized by the whole class for the cognitive and behavioural aspects and by these suggestions the students give the feedback to the classmates performances. At the end of the course each student will have a full comprehension of the psychologist professional three tools and will start the necessary process to complete his/her competence; moreover he had also learnt to work in group using collaborative modalities.	First year	First semester	9	M-PSI/04
1055874 - Psychology of parenting and family relationships	The general objective of the course is to understand changes that occur from childhood to adolescence. The course is divided into two conceptually interconnected parts. The course will analyzes the family from a systemic-relational point of view. In the first part will be introduced the "classical" family theories to arrive at the most recent theoretical contributions in the psychology of parenting and family relationships. Students will be guided in the deepening of the following topics: a) the most important theories for the understanding of parenting and family functioning; b) the evaluation of parenting and family functioning; c) the role of politics, religion, culture and ethnicity in influencing parenting, dynamics and family structures. Students will also participate in the study of clinical cases concerning dysfunctional family dynamics and at risk parenting. The monographic part of the course will deal with the theme of families made up of same-sex parents and the well-being of children who grow up in same-sex parent families. In the final part of the course a workshop will be activated on the issue of parenting, family functioning and adolescent well-being. The laboratory activities will include several activities: a) bibliographic research on the topics of parenting, family functioning and well-being in adolescence; b) on-line and paper-based administration of a battery of psychological questionnaires; c) scoring, attribution of scores and their standardization; d) construction and comment of one or more psychological profiles. Upon completion of the course the student will be able to understand the relationship between parenting, family functioning and well-being of children and adolescents. In particular, with reference to the adolescent phase, the student will have a thorough knowledge of the variables of parenting and family functioning that can promote the well-being of the children. It will also have a basic knowledge of the different models of systemic-relational therapy. The skills acquired will involve greater ability to work with parents and families. The student will also be encouraged to interact positively with the parents of the child / boy according to the different stages of development. Specifically, the deepening in adolescence will allow: a) to better understand the tasks of development in adolescence; b) a knowledge of family functioning and of the variables most able to promote individual and family well-being. The transversal skills acquired will cover the critical and judgmental abilities enhanced by participation in theoretical and practical laboratory activities. The administration of a battery of instruments on parenting, family functioning and well-being in adolescence will allow the student to verify empirically the studied psychological theories. The participation of students in the presentation and discussion of clinical cases concerning dysfunctional family dynamics and at-risk parenting will allow the student to understand the skills necessary for effective and adequate communication with parents and the different members of the family in an emotional climate function in which communication takes place, of the most common mistakes that can be made during clinical interviews. With the participation in research projects (critical analysis of bibliographic sources, administration of self-report measures, scoring and data entry) in the field of developmental psychology, the student will be better able to continue the study in a independent way and deepen the themes of the developmental psychology that he will need to study.	First year	First semester	9	M-PSI/04

**OPZIONALE 2: The student must acquire 6 CFU from the exams below**
Course		Year	Semester	CFU	SSD	Language
1023546 - SOCIAL PEDAGOGY	General aims. General objectives. The course aims to lead the student, at the end of the course, to a) be able to reflect on the role and function of pedagogy in its "social" meaning, ie as an approach to educational problems taking into account the context and the interconnection between the various educational agencies; b) to master the knowledge related to the field of study of social pedagogy in the specificity of some educational problems in the Italian and international context; c) analyze the issue of dispersion in education and of school / social inclusion. The exclusion and social and cultural marginality is therefore analyzed through statistics and intervention projects related to drop-outs, to intercultural integration between the desks, to the promotion and diffusion of (multi) culture; d) to undertake independent research and analysis in the field of social pedagogy, to work in groups even in heterogeneous contexts. Specific aims Knowledge and understanding: To know and understand themes, problems and projects of a general nature, related to fields of study of social pedagogy, with particular attention to the different forms of scholastic and educational dispersion. Ability to apply knowledge and understanding: 1. reflection on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) educational phenomena contextualizing and locating them in specific cultural, economic, socio-political situations ; b) a reading from different angles through intervention projects; c) the "sources" that are indispensable for an investigation into the phenomena of dispersion (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.) 2. documentation of experiences conducted to counteract dispersion in upper secondary school, in the training system and in the reformed university system. Making judgments: Reflexive analysis and documented research will be conducted using the Moodle platform, with the tools of the forum and the individual and group tasks, to provide the opportunity and the formation of transversal skills in terms of critical skills and judgment, enhanced by participation in on-line work groups. Communication skills: During the lessons we will analyze and discuss some intervention projects and field research, reported on the Moodle, to provide a space for in-depth study and dialogue. Learning skills: The request for in-depth study and documented research, both individually and in groups, will put students in front of the need to continue the study independently in the course of attendance. The blended learning methods will allow to expand the times and the ways of understanding and studying the general themes of social pedagogy.	Second year	First semester	6	M-PED/01
1044799 - Developmental Neurology	General aims. The course aims at providing the students with theoretical and practical knowledge on neurodevelopmental disorders. Students will learn critical models for identifying signs and symptoms of the principal neuropsychiatric disorders in childhood and will be able to understand the interactions between organic, psychological and developmental factors. Lessons would allow students to master typical and atypical cognitive, language and motor development and epidemiology, clinical characteristics, signs and symptoms of neurodevelopmental disorders, particularly in the first years of life (pre-school age). At the end of the course, students will be able to identify alterations of psychomotor development and will manage tools to perform clinical assessments and to plan therapeutic intervention projects for the main disorders. Specific aims. Knowledge and understanding: passing the exam would imply being capable of understanding and identifying the alterations of psychomotor development and the symptomatology of various neurodevelopmental disorders and the relationship between them. Applying knowledge and understanding: passing the exam would imply mastering the knowledge of how to perform nosographic and developmental diagnosis and to know how to plan intervention projects for the main disorders. Making judgment: passing the exam would imply the acquisition of evaluating critically the clinical characteristics of the patient and of his/her family and the different phases of the diagnostic process. These abilities would be attained through a critical discussion of the symptomatology of differente neurodevelopmental disorders and also through the presentation of clinical cases and examples of neuropsychiatric evaluations. Communication skills: passing the exam would attest that students master the communication abilities and the tools needed for the collection of anamnestic data in a clinical setting, an efficacious communication during the evaluation process, the diagnosis, and the therapeutic program. Learning skills: passing the exam would imply the acquisition of skills conducive to further learning related to neuropsychiatric disorders, clinical assessment and the evidence based therapeutic programs which are subject to frequent and continuous revision.	Second year	Second semester	6	MED/39

**OPZIONALE 3: The student must acquire 9 CFU from the exams below**
Course		Year	Semester	CFU	SSD	Language
1051658 - Adolescent at risk: assessment and intervention	7 Educational goals General aims The course aims at providing the students with theoretical and practical knowledge that would them help understand how to use theoretical models for explaining risk behaviors in adolescence, highlighting evaluation processes and evidence based treatments. The expected learning outcomes would be: competent and critical reading of theoretical models related to developmental psychology, research reports and single case study, efficacy evaluations; competent planning of prevention programs and evidence based programs for typical and atypical adolescents (eg., autism spectrum disorder). The traditional lessons would allow students to master the main principles behind a correct evaluation program, evaluation of protective and risk factors in adolescence. Laboratory lessons would provide students to manage assessment, and the analysis of risk and protective factors related to different risk behaviors. The laboratory thus ensures acquiring the practical and technical ability related to assessment and evidence based programs, and the analysis of specific risk and protective factors in adolescence. The students will examine the trends and issues that affect children and adolescents today—including substance abuse, eating disorders, depression, suicide, non suicidal self-injury behaviors, and they will have the possibility to analyze the programs for social inclusion of adolescents with autism spectrum disorder. The laboratory thus ensures acquiring the practical and technical ability related to evaluation and treatment for typical and atypical adolescents. Attendance to the laboratory lessons and experiences must be considered mandatory. 7.1 Specific aims Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely used tools for at risk adolescents and evidence based programs. Applying knowledge and understanding: passing the exam would imply mastering testing and planning intervention programs for specific target of adolescents. Making judgment: passing the exam would imply mastering the ability to make informed judgments and evaluations on test and questionnaires and for evidence based programs; such abilities would allow to detect pitfalls, limitations, and potential improvements and developments in the Italian context. These abilities would be attained through discussions on single case design, and evaluation reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication for evaluation process, and evidence based programs. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological test and programs for at risk adolescents. During the traditional lessons such abilities would be transmitted by emphasizing different perspective on risk and protective factors, and showing – during the laboratory session –single case studies and prevention and treatment programs.	Second year	First semester	9	M-PSI/04
1055875 - Learning disabilities and special educational needs	General aims. The course aims at building theoretical and practical knowledge concerning the neurodevelopmental disorders, with a specific focus on specific learning disabilities (namely, dyslexia), Attention and Hyperactivity deficits, mild intellectual disabilities. The expected learning outcomes would be as follows: (a) comprehension of a multifactorial model of human development in which several factors (i.e., neurobiological bases, cognitive mechanisms, emotions, family and school environment) interact to produce individual differences in cognitive development and learning profiles; (b) comprehension of the diagnostic criteria and the requirements of an assessment aimed at providing guidelines for intervention; (c) knowledge of the main tests and questionnaires for the assessment of the neurodevelopmental disorders that are the targets of this course; (d) ability of synthesizing the main results of an assessment; (e) ability of writing guidelines for the intervention at school; (f) knowledge of the Italian laws concerning special educational needs. The teacher-led lessons –enriched with discussion forums- will allow students to master the main principles behind a correct evaluation program, to be reflective in understanding the heterogeneous individual profiles within a same diagnostic category, to understand the complex set of psychometric and qualitative observations allowing to build a dynamic functional profile in which the weakness and strength points of an individual child are emphasized. Laboratory sessions will allow students to practice assessment procedures, simulate interviews with parents, observe and simulate interactions with children in the course of an assessment, synthesize and interpret the main results of an evaluation. These skills will be built through analyses of video and simulations. Attendance to the laboratory sessions is mandatory. Specific aims. Knowledge and understanding: passing the exam would imply having acquired concepts in relation to dyslexia, attention deficit and hyperactivity disorder, mild intellectual disabilities. For each of these atypical developmental profiles the students will also know the cognitive functions (e.g., working memory) and academic learning (e.g., text comprehension) that are likely to be weak or impaired, the main intervention techniques and guidelines for the schoolwork. Applying knowledge and understanding: passing the exam would imply writing a short reports in which the results of a short assessment involving a primary school child (after the acquired parents’ informed consent) will allow to practice some of the main concepts shared in the lessons and mastering testing procedures to evaluate reading, text comprehension, attention, some executive functions, working memory, self-efficacy. Making judgment: passing the exam would imply the ability to make informed judgments and evaluations on test and questionnaires, to detect pitfalls, limitations, and potential improvements, guidelines for intervention. These abilities would be attained through discussions on single cases and evaluation reports. Communication skills: passing the exam would attest that the student masters the communication abilities to lead an interview with parents, to synthesize the main point of an assessment report and the guidelines for an intervention. Learning skills: passing the exam will imply writing short essays in which the student is asked to generate concept maps depicting the main concepts of theoretical lessons, answering to requests of explanation, planning the main assessment steps taking into account the points of an interview with a child’s parents.	Second year	Second semester	9	M-PSI/04

School Regulations

Presentation of the Individual Educational Paths
All students, after their enrolment, have to fill in the individual educational path according to the deadlines indicated on Faculty's website. In such a path, students have to indicate their choices as for possible suggested path, compulsory optional groups, and extracurricular exams (elective exams). Without the presentation of the individual educational path, it is not possible to put one's name down for an elective course, being impossible thus to take the exams. Students can put down their names for and take all other compulsory exams.
The individual educational path must include the choices for the next years too, but these options can be modified at the start of the second year.

Admission Requirements
An essential requirement is a solid basic preparation on all psychological areas: general psychology, psychobiology, physiological psychology, development and educational psychology, social and industrial psychology, dynamic psychology, clinical psychology, methods of psychological assessment, statistical and psychometric methods; it is necessary as well to have obtained in previous studies at least 90 ECTS in the SSD M-PSI.
The verification of such a preparation will take place by means of an examination based on the previous curriculum. This kind of examination is established in the Programme's rules, which discipline the criteria for the evaluation of the previous training and the type and contents of the examination.

Features of the Final Test
The final test consists of a presentation and discussion of a Masters Degree thesis (presented according to Faculty's directions) in front of a board appointed according to the University's rules. The thesis, realised under the supervision of a teacher, will contain, as an original scientific report, an empirical research, a re-elaboration of scientific literature, or a critical discussion on a professional experience related to course's educational goals. Personal commitment to prepare the thesis - that must show the theoretical and methodological competences acquired during the educational activities - will be in proportion to the educational credits assigned to such a final work.

Transfer from Other Programmes and Validation of Exams
The rules for transfers and validations are established in the University's general rules.

For anything that is not established in these school rules, please see the rules of the Faculty of Medicine and Psychology of Sapienza University.

Information on the Course

The Course includes 13 exams: 10 are essential and 2 are elective, and to these other educational activities (AAF) are to be added. The first year is dedicated to the exams aimed at expanding and strengthening the basic knowledge on neuropsychology, psychometry, learning psychology, psychology of social and emotional development; in the second year, instead, there are the exams aimed at the acquisition of tools and methods useful for a consultation in schools and other educational organisations, or for the evaluation and intervention in child and adolescent's atypical development.

In a clearer way in comparison with the old system, the Course, by means of the elective groups, outlines two professional profiles, with greater knowledge and competences one toward educational institutions and organisations, and the other toward public and private centres dealing with evaluation and intervention in the neurodevelopmental disorders and emotional-relational problems.

The first year includes four compulsory courses and an elective group, with two possible PSI-04 courses (one about "psychologist and education" and the other about "psychologist for evaluation and intervention"); there are also 18 credits for elective exams.
The second year includes three compulsory courses and two elective groups: the first one is between a pedagogical course and a medical course (developmental neurology); the second one is between an exam on the learning disorders and special educational needs (profile "psychologist and education") and an exam on the risk factors in adolescence, with a special reference to the autism spectrum disorders (profile "psychologist for evaluation and intervention"). In order to allow the choice between the pedagogical exam and the medical one, keeping however compulsory the 12 credits for the similar and supplementary exams, one PSI-01 exam has been moved into the group of the similar and supplementary exam, but it still remains compulsory in the second year.

The second year also includes 3 credits for AAF and 18 credits for the final test.

The Course supplies students with the following competences:

a) mastery of developmental evaluation tools, both in its emotional-motivation aspects and in its social, cognitive, linguistic abilities and learning strategies;
b) mastery of techniques of observation, assessment, and testing for an early evaluation of the atypical development conditions;
c) mastery of the tools of observation and analysis of the functioning of operator groups within various kinds of educational organisations (schools, group homes, social cooperatives, and non-profit institutions);
d) skills in planning, realising, and evaluating educational interventions starting from childhood, that take into consideration of individual differences and are aimed at strengthening individuals' talents and abilities;
e) skills in planning, realising, and evaluating interventions aimed at the acquisition of social skills that foster children/adolescents' social adaptation;
f) skills in conducting interventions of educational consultation, in order to develop good organisational, professional, and educational practices;
g) skills in conducting interventions aimed at eliminating from educational contexts phenomena of gender discrimination/segregation or social exclusion.

The verification methods consist of written composition for the theoretical parts, and certificates of attendance and written reports for workshops.

The final test consists of a presentation and discussion of a Masters Degree thesis (presented according to Faculty's directions) in front of a board appointed according to the University's rules. The empirical thesis will certify the theoretical and methodological competences acquired during the educational activities, and it will have the form of a scientific report.