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.
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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
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Educational objectives The course explores the main theoretical and clinical models related to psychosocial development during adolescence and young adulthood. Particular attention will be given to understanding the psychopathological issues that emerge during these life stages, including mood disorders, anxiety disorders, eating disorders, personality disorders, addic-tions, self-harm, and relational difficulties. The course will analyze the major developmental tasks of these phases, with a focus on the psychological dynamics of separation and individuation, the maturation of autonomy, and the management of affective and social relationships. In addition to the psychodynamic perspective, the course integrates contributions from developmental neuroscience in order to understand the neurobiological transformations that occur during adolescence and young adulthood. Special focus will be given to brain maturation processes, particularly the development of the prefrontal cortex and its impact on emotional regulation, decision-making, and impulse control. The course will also address the risk and protective factors that influence psychological development, including trau-matic experiences, family and social dynamics, as well as the challenges related to processing pubertal bodily changes and adapting to external environmental demands. Particular attention will be paid to the effects of the digital environ-ment and online/onlife dynamics, which play an increasingly significant role in contemporary psychopathology, as well as to the new forms of addiction emerging in these developmental phases. A specific focus will be dedicated to the construction of gender identity and the psychological challenges associated with this process during adolescence and young adulthood. The course will explore diverse developmental trajectories of gender identity, potential difficulties related to gender dysphoria, and their impact on psychological well-being. Psychodynamic implications of gender identity exploration and definition will be addressed, with particular attention to the role of familial, social, and cul-tural contexts. Additionally, the experiences of gender minorities and the effects of social stigma will be analyzed, with the aim of developing clinically appropriate intervention strategies based on the most recent scientific evidence. The course includes theoretical lessons and practical activities in which students will have the opportunity to engage with real clinical cases and reflect on diagnoses and therapeutic plans. Laboratory activities will offer an in-depth focus on the main psychopathological disorders of adolescence and young adulthood through the reading and discussion of complex clinical cases. Students will be encouraged to develop critical analysis skills and to design appropriate psy-chotherapeutic interventions. Space will be dedicated to understanding countertransference implications in the treat-ment of disorders characteristic of these life stages. The overall goal of the course is to provide students with a compre-hensive and up-to-date preparation on the main psychopathological issues of adolescence and young adulthood, with a focus on the practical application of theoretical and clinical knowledge to the treatment of the most common psycho-logical difficulties in these developmental phases.
Learning Objectives
By the end of the course, students will have acquired the foundational knowledge necessary to:
a) Gain an in-depth understanding of the main psychodynamic and neuroscientific theories of psychosocial develop-ment in adolescence and young adulthood, with particular focus on individuation processes, the maturation of auton-omy, and the relational and affective dynamics typical of these life stages.
b) Acquire theoretical and clinical tools for understanding the main psychopathological conditions emerging in ado-lescence and young adulthood, including mood disorders, self-harming behaviors, addictions, anxiety disorders, eat-ing disorders, personality disorders, and relational difficulties. Students will also examine risk and protective factors, as well as the role of traumatic experiences and family and social dynamics in the development of such disorders.
c) Integrate the psychodynamic perspective with contributions from developmental neuroscience, acquiring a solid understanding of the neurobiological transformations that occur during adolescence and young adulthood, particular-ly the role of prefrontal cortex maturation, emotional regulation, and reward system circuits in addictions and behav-ioral disorders.
d) Analyze the role of digital technologies and online/onlife dynamics in the psychological development of adoles-cents and young adults, exploring the impact of virtual interactions and new forms of addiction on psychic and rela-tional functioning.
e) Develop competencies for managing and treating the psychopathological disorders typical of these developmental phases, with particular attention to designing clinical interventions grounded in an integrated understanding of the young patient’s psychological and neurobiological development.
f) Deepen their understanding of gender identity construction during adolescence and young adulthood, exploring de-velopmental trajectories, difficulties associated with gender dysphoria, and the role of familial, social, and cultural in-fluences. Students will acquire clinical tools to identify and address issues related to gender identity by integrating a psychodynamic perspective with the most recent scientific evidence.
g) Promote critical reflection on psychotherapeutic approaches and ethical implications in the treatment of psycho-pathological issues in adolescence and young adulthood, encouraging sensitivity to individual differences and the cul-tural and social contexts that shape developmental pathways.
General aims
The primary objective of the course is to provide students with an in-depth and integrated understanding of psychody-namic and neuroscientific theories related to psychological development during adolescence and young adulthood, with particular attention to the most common psychopathological manifestations in these life stages. The course ex-plores the main theoretical models of psychosocial and neurobiological development, delving into the dynamics of separation, individuation, and the construction of autonomy, as well as the risk and protective factors that influence psychopathological vulnerability.
The most recurrent psychological disorders in adolescence and young adulthood will be analyzed, including mood disorders, anxiety disorders, eating disorders, addictions, self-harm, and personality disorders, with a focus on their clinical presentations and diagnostic specificities during these developmental phases. The integration with develop-mental neuroscience will offer deeper insight into the neurobiological transformations that affect emotional regulation, impulse control, and adaptive functioning, providing a more comprehensive view of the relationship between psychic processes and cerebral substrates.
Students will be guided toward an understanding of general psychopathology, with a focus on relational difficulties, emotional regulation processes, and the challenges of adapting to adult life. Special attention will be given to the im-pact of traumatic experiences, family and social dynamics, and the digital environment on the mental health of adoles-cents and young adults, with a critical reflection on new forms of addiction and online/onlife dynamics.
The expected learning outcomes are:
(a) acquisition of theoretical and clinical competencies for understanding and managing the main psychopathological issues of adolescence and young adulthood;
(b) development of analytical skills to formulate targeted therapeutic plans based on the psychological, neurobiologi-cal, and relational specificities of these developmental stages;
(c) acquisition of tools to understand the impact of neurobiological changes and social interactions—both online and offline—on contemporary psychopathology.
Lectures will provide the theoretical foundations for a psychodynamic and neuroscientific interpretation of common psychopathological disorders in adolescence and young adulthood. Laboratory activities and small-group discussions will allow for in-depth analysis of clinical cases, assessment of affective and cognitive processes, and the design of therapeutic interventions grounded in an integrated understanding of psychic and neurobiological development.
Specific aims
Knowledge and understanding
Passing the exam ensures that students acquire theoretical knowledge of the main psychodynamic and neuroscientific theories of psychosocial development in adolescence and young adulthood, with particular attention to common psy-chopathologies in these stages, such as anxiety disorders, mood disorders, addictions, self-harm, eating disorders, and personality disorders. Students will also acquire theoretical, ethical, and practical skills for conducting clinical inter-views with patients presenting with complex psychopathological issues, such as relational difficulties, traumatic expe-riences, and family dynamics that influence psychological development.
Applying knowledge and understanding
At the end of the course, students will have the ability to apply psychodynamic and developmental psychological theo-ries to understand and address typical psychopathological issues in adolescence and young adulthood, using these theories as tools for the clinical encounter with adolescents and young adults presenting mood disorders, personality disorders, and relational difficulties. Students will be able to apply the concepts learned in the treatment of complex disorders, integrating appropriate psychotherapeutic approaches.
Making judgments
The course includes both lectures and discussion groups. At the end of the course, thanks to active participation in class discussions, students will have developed the necessary skills for critical and clinical assessment of common psychopathological issues in adolescence and young adulthood. They will be able to analyze clinical cases from a psy-chodynamic perspective, considering the psychological, relational, and emotional aspects required for the design of appropriate therapeutic interventions.
Communication skills
Passing the exam entails the acquisition of effective and sensitive communication skills, with particular attention to empathic listening and the management of delicate topics, such as the relational and psychopathological difficulties typical of adolescence and young adulthood. Students will learn how to use accurate scientific and clinical language, while also adopting a therapeutic approach that respects the specificities and challenges of these patients, fostering a safe and inclusive environment during the clinical interview.
Learning skills
Passing the exam will enable students to further deepen their understanding of the psychopathological issues typical of adolescence and young adulthood throughout their clinical and diagnostic training. Students will acquire tools to explore psychodynamic theories related to psychosocial and psychopathological development during these life stages, with particular attention to developmental changes in the treatment of psychological disorders.
Prerequisites
The following prerequisites are recommended for a better understanding of the course content and more effective learn-ing:
a) basic knowledge of the most widely used nosographic systems for the assessment of mental disorders;
b) basic knowledge of key psychoanalytic concepts;
c) basic knowledge in the area of clinical interviewing.
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Educational objectives The final examination for the Master's Degree in Psychology - Class LM-51 qualifies for the practice of psychology (Art. of DI 654/2022).
To this end, the aforementioned final examination includes the conduct of an evaluative practical test that precedes the discussion of the dissertation and to which those who achieve a passing judgment of the TPV are admitted.
The evaluative practical test on the professional skills acquired during TPV is aimed at ascertaining the candidate's level of technical preparation for licensure.
The master's degree program provides 13 cfu for the conduct of the Final Examination.
Students in master's degree programs must develop a thesis whose value in credits is indicated in the Manifesto in effect in the year of the student's enrollment in the first year of the course. Please note that each credit corresponds to an average of 25 hours of student activity. The thesis is discussed in a final examination before a committee that, after hearing the thesis advisor and co-rapporteur, will evaluate the quality of the work presented by the candidate and the outcome of the discussion.
The final examination consists of the presentation and discussion of a master's thesis work (presented in the manner established by the Faculty) before a committee appointed according to the University regulations. The thesis to be conducted in English and carried out under the supervision of a faculty member of the course, will expound in the form of an original scientific account, an empirical research or reworking of the scientific literature, or a critical discussion of a professional experience relevant to the educational objectives of the course. The personal commitment to writing the thesis paper-which must substantiate the theoretical and methodological skills acquired by the candidate in the course of the training activities-will be commensurate with the training credits awarded to this final work. The paper should be of a length congruent in number of pages and bibliographical references cited, studied and critically commented with the thesis topic.
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