Applied Dynamic and Clinical Psychology

Please visit the instructions regarding how to fill in your study plan

This feature allows you to view your educational path, if you enrolled in previous years

Curriculum(s) for 2024 - Applied Dynamic and Clinical Psychology (32372)

Clinical psychosexology

1st year

Lesson	Semester	CFU	Language
10611899 \| CLINICAL PSYCHOLOGY APPLIED TO THE HEALTH AND CARE CONTEXTS	1st	9	ENG
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.
10611903 \| PSYCHOMETRICS QUANTITATIVE RESEARCH AND DATA ANALYSIS	1st	9	ENG
Educational objectives General aims The course aims to provide students with a solid training in quantitative research techniques and data analysis ap-plied to the field of dynamic and clinical psychology. Students will acquire advanced skills in psychometrics, essential for the design and interpretation of research studies and for clinical assessment based on standardized tools. Specific aims Knowledge and understanding Students will acquire: in-depth knowledge of statistical theories and models used in psychometrics; understanding of quantitative research methodologies and data collection and analysis techniques in psychology; familiarity with the major psychometric tests used in clinical assessment and research. Applying knowledge and understanding Students will be able to: apply statistical methods to analyze data collected in clinical and research settings; use Jamovi statistical software for psychometric data processing; design research studies that include the selection, application and interpretation of psychometric tests and scales. Making judgments Students will develop: the ability to critically evaluate the research literature, discerning the quality and appropriate-ness of psychometric instruments used; the autonomy to formulate hypotheses based on quantitative data and to choose the most appropriate psychometric instruments for specific clinical and research contexts. Communication skills Students will acquire: the ability to present research findings, data interpretations and psychometric evaluations both orally and in writing, with clarity and precision; skills to communicate effectively with colleagues, clients and non-specialist stakeholders, using technical language appropriately. Learning skills Students will be able to: continue to learn independently, deepening their psychometric and research skills; keep abreast of methodological and technological innovations in the field of quantitative research in psychology. Prerequisites For optimal learning, it is recommended that students possess: a basic knowledge of descriptive and inferential statis-tics; familiarity with basic concepts of psychology and, preferably, clinical psychology; basic computer skills, including the ability to use data elaboration software.
10611901 \| THEORY AND TECHNIQUES OF CLINICAL INTERVENTION	1st	6	ENG
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).
10611900 \| DYNAMIC PSYCHOPATHOLOGY	1st	6	ENG
Educational objectives General aims The course aims at providing the students with the general knoweldge of the psychodynamic theories of mental functioning, personality growth and psychopathological processes. Through the presentation and discussion of clinical material the course also aims at providing the students with accurate methods and tools of assessment of personality and psychopathological conditions as well as with the more suitable planning of the clinical intervention. Specific aims Knowledge and understanding In order to pass the exam, the student is asked to be able to analyze the main aspects of psycho-pathological 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 relationship. 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 re-lational 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 dialogue with the other diagnostic attitudes. During the lectures attention will be drawn to the contri-bution that the clinical psychoanlytic point of view can bring to equipe discussions and the formula-tion of complex project of intervention in the diverse context of mental health. Learning Skills During both traditional lectures and the laboratory the student will be enabled to test the relevance of the diverse clinical psychoanalytic theories for the description of the processes of thought characteriz-ing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and as-sessment, 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 clinical 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.
10611902 \| METHODS OF ASSESSMENTS IN AFFECTIVE NEUROSCIENCE	2nd	6	ENG
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
10611905 \| MENTAL HEALTH AND CROSS CULTURAL PSYCHIATRY	2nd	6	ENG
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.
10611904 \| DEVELOPMENTAL MODELS OF SOCIAL AND CULTURAL COGNITION	2nd	6	ENG
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.
AAF2386 \| Professionalizing Internship	2nd	20	ITA
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.
Elective course	2nd	9	ENG
Educational objectives 9 credits are available for the courses chosen by students which will give them the opportunity to integrate the training by passing exams that are not included in the curriculum. These other courses can be chosen even among those offered alternatively within the curriculum (CdS), or chosen by other degree programs as long as consistent with the thematics of the curriculm.

2nd year

Lesson	Semester	CFU	Language
10611907 \| PSYCHOLOGY AND PSYCHOPATHOLOGY OF SEXUAL AND PARAPHILIC BEHAVIOR	1st	9	ENG
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 and to paraphilic behaviors 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 an adequate knowledge of the biological, psychological, psycho-pathological, and relational aspects associated to 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.
10591763 \| psychoendocrinology and medical sexology	1st	6	ENG
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.
10611908 \| THEORIES OF GENDER AND PSYCHOSEXUAL DEVELOPMENT	2nd	6	ENG
Educational objectives The course aims to elucidate the primary theories concerning psychosexual development and the construction of gen-der identity, providing a historical perspective that highlights changes in psychodynamic understanding, diagnostic models, and psychological intervention and treatment. In the psychodynamic realm, the comprehension of gender identity and sexuality has a long and controversial history. The goal of this course is to reconstruct the main phases of this history to arrive at a contemporary and complex reading of the various topics. Special attention will be given to the most recent advancements in diagnosis and treatments, occurring in light of a new understanding of sexual orienta-tions and gender identities. The course intends to provide an exhaustive preparation on concepts of psychosexual de-velopment, infantile sexuality, gender identity, gender incongruence, with extensive sections dedicated to the presenta-tion of clinical cases. Traversing the developmental arc from early childhood to adulthood, the course aims to provide a deep understanding of core concepts of gender identity, gender constancy, gender typicality, gender intensification, gender role, gender incongruence, and gender dysphoria. The program includes an examination of these themes with-in a clinical, scientific, and cultural comprehension. Each topic will be explored in detail with particular reference to a multidisciplinary approach, based on a biopsychosocial model. In this "sexual century," as psychoanalyst Ethel Person termed it, psychoanalysis has learned much and has witnessed new contributions that allow us not only to under-stand better but also to treat more accurately various types of sexual expressions, behaviors, and feelings. Particular at-tention will be given to transgender and non-binary identities and to emerging forms of affective and sexual relation-ships (e.g., polyamory and asexuality). The course will involve lectures that provide ample space for discussion, shared reflection, conceptualization of clinical cases, and the designing of treatment plans. Various ethical issues related to psychological and psychotherapeutic interventions on matters concerning sexual orientation, gender identity, and sexual deviance will be considered. Special attention will be given to understudied areas of the clinical encounter with these populations, such as "countertransferential" issues of rejection and attraction in response to atypical sexual be-havior or non-conforming gender identities. The course thoroughly addresses topics such as sexual abuse, sexual trauma, and non-consensual sexual activity and anticipates active participation by students in discussing these topics. For this reason, the instructor will ensure that every discussion takes place in a safe and inclusive environment, guar-anteeing confidentiality regarding the issues addressed. General aims By the end of the course, students will have acquired the basic knowledge necessary to: a) thoroughly understand the main theories of developmental psychology on the construction of gender identity and the development of sexuality; b) possess the fundamentals for a psychodynamic understanding of psychosexual development; c) develop a detailed knowledge of the construction and development of variant gender identities, with particular attention to non-binary identities; d) deepen their knowledge of the processes underlying sexual orientations, affective relationships, and the emerging new forms of sexuality. Specific aims Knowledge and understanding Passing the exam guarantees that students will acquire theoretical knowledge on the main theories of developmental psychology and dynamic psychology concerning psychosexual development and the construction of gender identity. Additionally, topics such as infantile sexuality and transgender and non-binary identities will be explored in depth. Applying knowledge and understanding By the end of the course, students will have the ability to use theories from dynamic psychology and developmental psychology in the in-depth understanding of the construction of gender identity and psychosexual development, fol-lowing a biopsychosocial model. Special attention will be paid to the role of culture and society in the construction of gender roles. Making judgments The course includes lectures and laboratory activities. By the end of the course, including through active participation in class discussions, students will have developed the skills necessary for an in-depth understanding of clinical and ethical aspects necessary for an in-depth understanding of the construction of gender identity and psychosexual devel-opment, which is also useful for planning individualized interventions. These skills are acquired during the course through the discussion of clinical cases and the viewing of video materials (interviews and films). Communication skills Successful completion of the exam involves students' acquisition of effective and empathic communication skills through learning inclusive, correct scientific language appropriate to the specifics and purposes of developmental in-terventions, with a focus on transgender and nonbinary individuals and people with ego-dystonic sexual orientations. Learning skills Successful completion of the exam involves the acquisition of learning skills that will enable students to deepen their knowledge of the main developmental psychology theories on the construction of gender identity in their clinical-diagnostic training, providing a historical perspective in which changes in psychological and clinical understanding, diagnostic modeling, and psychological intervention and treatment are highlighted. In addition, students will acquire the rudiments for the psychodynamic understanding of psychosexual development. These skills are acquired, in dif-ferent ways, both during lectures and during laboratory activities, devoted particularly to the presentation of clinical material. Prerequisites Basic knowledge in developmental psychology and dynamic psychology provided by bachelor's degree programs is required
10611909 \| CLINICAL PSYCHOLOGY OF TRAUMA STIGMA AND GENDER VIOLENCE	2nd	6	ENG
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 psychometric tools both in adult populations and in developmental age. Application of some tools for therapeutic treatment of trauma and knowledge of the psychological and legal support network, which in the presence of trauma, helps to reduce the 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 describe the therapeutic approach. Learning skills During the course the student will learn the concepts treated autonomously and apply diagnostic and therapeutic processes in real contexts following the examples described during the lessons.
AAF1750 \| Further linguistic knowledge	2nd	3	ITA
Educational objectives Foreign students may use part of the available credits (6 CFU) to acquire linguistic knowledge in Italian enabling a B2 level.
AAF2386 \| Professionalizing Internship	2nd	20	ITA
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.
AAF2595 \| Prova Finale LM-51	2nd	13	ITA
Prova Pratica Valutativa	2nd	ITA
Prova Finale	2nd	13	ITA

Developmental psychopathology

1st year

Lesson	Semester	CFU	Language
10611899 \| CLINICAL PSYCHOLOGY APPLIED TO THE HEALTH AND CARE CONTEXTS	1st	9	ENG
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.
10611903 \| PSYCHOMETRICS QUANTITATIVE RESEARCH AND DATA ANALYSIS	1st	9	ENG
Educational objectives General aims The course aims to provide students with a solid training in quantitative research techniques and data analysis ap-plied to the field of dynamic and clinical psychology. Students will acquire advanced skills in psychometrics, essential for the design and interpretation of research studies and for clinical assessment based on standardized tools. Specific aims Knowledge and understanding Students will acquire: in-depth knowledge of statistical theories and models used in psychometrics; understanding of quantitative research methodologies and data collection and analysis techniques in psychology; familiarity with the major psychometric tests used in clinical assessment and research. Applying knowledge and understanding Students will be able to: apply statistical methods to analyze data collected in clinical and research settings; use Jamovi statistical software for psychometric data processing; design research studies that include the selection, application and interpretation of psychometric tests and scales. Making judgments Students will develop: the ability to critically evaluate the research literature, discerning the quality and appropriate-ness of psychometric instruments used; the autonomy to formulate hypotheses based on quantitative data and to choose the most appropriate psychometric instruments for specific clinical and research contexts. Communication skills Students will acquire: the ability to present research findings, data interpretations and psychometric evaluations both orally and in writing, with clarity and precision; skills to communicate effectively with colleagues, clients and non-specialist stakeholders, using technical language appropriately. Learning skills Students will be able to: continue to learn independently, deepening their psychometric and research skills; keep abreast of methodological and technological innovations in the field of quantitative research in psychology. Prerequisites For optimal learning, it is recommended that students possess: a basic knowledge of descriptive and inferential statis-tics; familiarity with basic concepts of psychology and, preferably, clinical psychology; basic computer skills, including the ability to use data elaboration software.
10611901 \| THEORY AND TECHNIQUES OF CLINICAL INTERVENTION	1st	6	ENG
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).
10611900 \| DYNAMIC PSYCHOPATHOLOGY	1st	6	ENG
Educational objectives General aims The course aims at providing the students with the general knoweldge of the psychodynamic theories of mental functioning, personality growth and psychopathological processes. Through the presentation and discussion of clinical material the course also aims at providing the students with accurate methods and tools of assessment of personality and psychopathological conditions as well as with the more suitable planning of the clinical intervention. Specific aims Knowledge and understanding In order to pass the exam, the student is asked to be able to analyze the main aspects of psycho-pathological 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 relationship. 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 re-lational 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 dialogue with the other diagnostic attitudes. During the lectures attention will be drawn to the contri-bution that the clinical psychoanlytic point of view can bring to equipe discussions and the formula-tion of complex project of intervention in the diverse context of mental health. Learning Skills During both traditional lectures and the laboratory the student will be enabled to test the relevance of the diverse clinical psychoanalytic theories for the description of the processes of thought characteriz-ing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and as-sessment, 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 clinical 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.
10611902 \| METHODS OF ASSESSMENTS IN AFFECTIVE NEUROSCIENCE	2nd	6	ENG
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
10611905 \| MENTAL HEALTH AND CROSS CULTURAL PSYCHIATRY	2nd	6	ENG
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.
10611904 \| DEVELOPMENTAL MODELS OF SOCIAL AND CULTURAL COGNITION	2nd	6	ENG
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.
Elective course	2nd	9	ENG
Educational objectives 9 credits are available for the courses chosen by students which will give them the opportunity to integrate the training by passing exams that are not included in the curriculum. These other courses can be chosen even among those offered alternatively within the curriculum (CdS), or chosen by other degree programs as long as consistent with the thematics of the curriculm.
AAF2386 \| Professionalizing Internship	2nd	20	ITA
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.

2nd year

Lesson	Semester	CFU	Language
10612481 \| INFANT MENTAL HEALTH	1st	6	ENG
Educational objectives General aims. The course aims to present the theoretical and diagnostic orientations of infant mental health, with particular attention to psychodynamic theories of developmental psychopathology, empirical data from Infant Research, and international diagnostic classification systems. Starting from studies on the child-caregiver relationship (the primary focus of the as-sessment) and caregiving contexts, it will delve into the guidelines of developmental psychopathology, major diagnos-tic systems, and specific clinical frameworks characterizing infant mental health, with particular reference to the clas-sification of mental health and developmental disorders in infancy and early childhood according to the PDM-2. It will also cover treatment models and approaches for children and their families, the role of early clinical interventions in preventing or reducing psychopathological risk during infancy. Specific aims Knowledge and understanding Students will need to achieve the following knowledge and understanding: - guidelines of developmental psychopathology; - the contribution of Infant Research to understanding infant mental health; - the processes involved in attuned interaction in the caregiving context, starting from the prenatal period; - the role of relational framework and caregiving context from a transactional perspective of development, emphasizing the role of risk and protective factors (present in the family and the social network) in defining the infant’s developmen-tal trajectories; - the importance of early experiences for personal development; - the impact of risk and protective factors on developmental trajectories; - disturbances and psychopathology in the field of infant mental health; - major manuals and diagnostic procedures, particularly the Psychodynamic Diagnostic Manual - second edition (PDM-2); - major disorders in infant mental health; - a multifactorial understanding of disorders, in line with a biopsychosocial understanding of developmental disorders and psychopathology; - major treatment models and approaches for infants and their families. Applying knowledge and understanding It is expected that students will achieve the following skills: - utilize a relational perspective of development in assessment and diagnosis in early childhood; - take into account the multiplicity and multifactorial nature of psychopathological disorders and different develop-mental pathways; - master the main diagnostic systems for infancy and early childhood; - critically reflect on the main diagnostic procedures for infancy and early childhood; - use multi-axial assessment tools for the infant-caregiver relationship; - illustrate the family's adaptive emotional functioning profiles that characterize both adaptive development and psy-chopathological risk during infancy and early childhood; - recognize and distinguish the main criteria for diagnosing developmental disorders and psychopathology in infancy and early childhood. Making judgements It is expected that students will achieve the ability to integrate knowledge and manage the complexity of the factors underlying the onset of psychopathology during infancy and early childhood, as well as to formulate hypotheses about understanding developmental pathways considering evolutionary and contextual processes at the origins and course of major developmental disturbances and disorders in infant mental health. Communication skills Students are expected to acquire the specific language for describing basic psychopathological and clinical phenomena in the field of infant mental health. Learning skills At the end of the course, students will have gained a good level of autonomy in critically understanding diagnostic sys-tems concerning infant mental health and interpreting the main developmental psychopathological phenomena. Prerequisites To understand the different diagnostic frameworks and etiopathogenetic processes addressed in the course, it is advis-able to have a preliminary knowledge of psychodynamic theories of development and psychodynamic psychopathol-ogy.
10611914 \| PSYCHOLOGY OF TRAUMA IN INFANCY AND ADOLESCENCE	1st	6	ENG
Educational objectives General aims. The course will provide students with basic knowledge about traumatic experiences in childhood and adolescence, 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 psychological 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 determinants, main effects on personality development and principles of therapeutic intervention in infancy and adolescence 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 no
AAF1750 \| Further linguistic knowledge	1st	3	ITA
Educational objectives Foreign students may use part of the available credits (6 CFU) to acquire linguistic knowledge in Italian enabling a B2 level.
10611912 \| ADOLESCENT PSYCHOPATHOLOGY	2nd	9	ENG
Educational objectives The course aims to illustrate adolescent psychopathology by especially highlighting the diagnostic process leading to case formulation, in order to combine the complexity of clinical observation with the use of valid and reliable tools in this specific developmental stage. Diagnostic assessment, with emphasis on personality and its disorders, will be treated in the broader context of dynamic psychopathology. The main classification systems of mental disorders, with particular attention to the Psychodynamic Diagnostic Manual-Second Edition, PDM-2 (Section "Adolescence"), as well as the most recent assessment procedures of personality and psychological and relational functioning (including the Shedler-Westen Assessment Procedure; SWAP-200-A and SWAP-II-A), will be presented. Finally, the role of the therapeutic alliance and other intersubjective dimensions that characterize the relationship between clinician and adolescent will be explored. Course Objectives By the end of the course, the student will have acquired the necessary and most up-to-date knowledge to: a) navigate the different diagnostic models in the assessment of personality and psychopathology in adolescence; and b) select the most appropriate assessment methods according to different clinical and research contexts. Lab Objectives During the course, special attention will be given to the discussion of clinical cases and semi-structured interviews, survey tools and techniques will be applied, designed to promote the acquisition of professionalizing skills in the field of interviewing and diagnostic psychodynamic assessment of adolescents. General aims The main objective of the course is to describe the specific features of adolescent psychopathology and to promote accu-rate psychodiagnostic assessment that takes into account not only the main symptom patterns, but also their mental functioning and emerging personality styles and syndromes. The course aims to provide students with theoretical-clinical knowledge and technical skills on the most appropriate methodologies and procedures for developing a com-prehensive diagnosis and case formulation useful for the construction of individualized and effective interventions at this developmental stage. The expected learning outcomes are (a) the acquisition of skills aimed at comprehensively assessing the psycho(pato)logical conditions that emerge in this age group (especially through the "Adolescence" sec-tion of the Psychodynamic Diagnostic Manual-Second Edition, PDM-2); and (b) the use of semi-structured interviews, methods and tools for assessing the mental functioning, personality, defensive style and symptom patterns of adoles-cents. Frontal classes provide students with the fundamental knowledge for a dynamic-clinical assessment of the adoles-cent's affective, cognitive, motivational and interpersonal processes. Laboratory classes promote the acquisition of professionalizing skills aimed at the use of empirically validated tools, methods and procedures that can guide a diagnostic assessment sensitive to the adolescent's developmental specificities. Specific aims Knowledge and understanding Passing the exam ensures that students acquire the theoretical knowledge of the main features of psychopathology in adolescence and the practical skills necessary to develop an accurate assessment of psychopathology, as well as per-sonality and mental functioning. Applying knowledge and understanding Passing the exam ensures that students have the ability to use clinical-diagnostic assessment methods and procedures in relation to clinical and research settings, in line with the distinctive fields on which this Master's Degree Course is based. Making judgments Passing the exam ensures that students have the ability to evaluate the appropriateness of interviews, techniques and survey instruments based on different methodologies, and to critically consider their application and potential limita-tions in the context of adolescent psychopathology. These skills are acquired during the course through the discussion of clinical cases and the viewing of video materials (interviews and films). Communication skills Passing the exam requires students to acquire effective communication skills through learning both technical-diagnostic and communicative, non-slang language appropriate to the specifics of adolescent psychopathology. Learning skills Passing the examination involves the acquisition of learning skills that will enable students to deepen, in the course of their clinical-diagnostic training, knowledge of the main characteristics of the interview in adolescence and skills on the most common investigative techniques and procedures for the assessment of adolescent personality and psycho-pathology. These skills are acquired, in a variety of ways, both during lectures and during the laboratory, devoted par-ticularly to the discussion of clinical material. Prerequisites Useful prerequisites for a better understanding of teaching content and more effective learning are: a) basic knowledge in the context of clinical interviewing [important]; b) basic knowledge in the area of general and adolescent psycho-pathology [important]; c) basic knowledge related to the most widely used nosographic systems for the assessment of adolescent mental disorders [useful]; d) basic knowledge of the main methods and procedures of diagnostic assess-ment of individual mental functioning commonly used for adolescents [important].
AAF2386 \| Professionalizing Internship	2nd	20	ITA
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.
AAF2595 \| Prova Finale LM-51	2nd	13	ITA
Prova Pratica Valutativa	2nd	ITA
Prova Finale	2nd	13	ITA
New group

Optional groups

The student must acquire 6 CFU from the following exams

Lesson	Year	Semester	CFU	Language
10611910 \| HISTORY OF PSYCHOTHERAPY	2nd	2nd	6	ENG
Educational objectives General aims The course aims to provide students with a knowledge of the history of clinical methodologies in the psy-chological and psychiatric sciences from the eighteenth century to the present. For each method of inter-vention the stories of the researchers who helped to build clinical psychology and the social and cultural objectives that led them to elaboration of specific mental models will be analyzed. In particular, the differences between the psychological and psychiatric traditions will be highlighted. The course will focus on the history of clinical intervention in psychology, starting from the initial models that have influenced clinical psychology. In particular, the assumptions underlying the contributions that de-fined the psychological intervention in psychopathology and the current modeling of the intervention will be highlighted. In particular, the topics covered will concern the following areas: Analysis of the construction of the clinical method in psychology. The origin of theories of psy interventions. History of mental models in clinical psychology. The psychological-clinical intervention in contemporary epistemological critique. History of psychopathology. History of psychotherapy. Specific aims Knowledge and understanding The course provides the student with the ability to understand which clinical models will be able to use in dealing with intervention situations. In particular, he will be able to discriminate between the different approaches to psychopathology. Applying knowledge and understanding Students will learn through history how the interventions in psychology and psychiatry have developed; students will also be able to relate to colleagues who have had professional training different from the psychological one. Making judgements Passing the exam implies the acquisition of the ability to critically judge one's clinical work in the diagno-sis and planning of the psychological intervention. Communication skills The student will acquire a useful vocabulary for communicative exchange with the different figures oper-ating in the field of mental health. Learning skills The course completes the student's clinical training, helping him to contextualize his own intervention, choosing his own approach also based on the history of clinical psychology and psychiatry. The student must demonstrate that he has acquired sufficient knowledge of the course topics with a basic consistency. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to link them in a logical and consistent way. Prerequisites It is important that the student has acquired previous skills in the history of the psychological sciences
10616489 \| PSYCHOLOGY OF THE MIGRATION PROCESSES	2nd	2nd	6	ENG
Educational objectives General aims The course aims at providing the students with a panoramic of the theories and research studies concern-ing the aspects of psychological functioning that include the adjustment, cognition, organization of affec-tive experience and reorganizazion of identity following migration activities and cultural change. In this perspective, risk and protective factors are also considered that influence individual adjustment in the new social and cultural contexts and the relative implications for well-being and psychopathology. Specific Aims Knowledge and Understanding In order to pass the exam, the student has to be able to analyze the main aspects of psychological func-tioning in the light of the theories presented as well as to vet the relative implications for individual ad-justment of the impact of migration processes. Application of the knowledge and understanding The use of the theories presented will allow the student who has passed the exam to identify the key modes of psychological functioning as well as the risk and protective factors activated by migration processes. Making Judgment The course prompts the student to identify the specific aspects of the specific conditions and the adjust-ment difficulties linked to migration processes. Comunicative skills Passing the exam entails the mastery of the meaning and evaluation implications of the theories of mi-gration processes and cultural change. Learning skills During the traditional lectures the students will learn to evaluate the impact of migration processes and cultural change on individual psychological functioning and adjustmet. Prerequisites It is important that the student possesses the knowledge of the basis of the development of psychological heories concerning cognitive and affective functioning as well as of the develompemntal processes of social cognition.