Cognitive Neurosciences and Psychological Rehabilitation

Educational objectives

Educational Objectives. The general purpose of the course is to provide a thorough understanding of the methods of clinical evaluation, diagnostic classification, and anatomical correlates of cognitive function disorders resulting from localized or degenerative brain injury. The course will guide the student in the study of the clinical, anatomo-functional and theoretical problems addressed by Clinical and Experimental Neuropsychology and to illustrate how these problems are now being revisited through methods and paradigms developed more recently in the broader field of Cognitive Neuroscience. The student who has taken the course with profit will have acquired all the knowledge fundamental to understanding neuropsychological issues that arise in both clinical and experimental settings. The knowledge of clinical and experimental neuropsychological issues gained by taking the course will therefore have relevant translational value.

The course consists of a series of lectures (9 credits).

Upon completion of the course, the student is expected to have achieved the following specific learning objectives (Dublin indicators):

- Knowledge and understanding. Through lectures and course study, students are expected to show thorough knowledge and understanding of: a) methods of clinical and experimental investigation of cognitive function in patients with acquired brain injury; b) methods of classification and clinical evaluation of neuropsychological disorders; c) methods and principles of differential clinical diagnosis; d) methods for studying neural correlates of neuropsychological disorders

- Ability to apply knowledge and understanding. Students will be able to contextualize and use the knowledge acquired to: a) understand and assimilate theoretical and empirical developments offered by new studies in the field of Neuropsychology and Cognitive Neuroscience; b) interpret the results obtained from clinical-neuropsychological assessments and screenings; c) know how to interpret the results of anatomical/radiological investigations and reports

- Autonomy of judgment. The student will be able to use the acquired knowledge for an effective understanding of the neural basis of cognitive functions in brain-injured and healthy subjects. In addition, the student will have developed the ability to identify and make suggestions for improving the assessment and study of cognitive function in neuropsychological patients and healthy subjects

- Communication skills. The student will be able to report in written and oral form the content conveyed by lectures and reading of study and further study texts in Italian and/or English. He/she should also demonstrate ability to communicate in a non-specialized form the course content and ability to summarize the neuropsychological-clinical picture of patients with appropriate language.

- Learning skills. Students should be able to show: a) good educational continuation in clinical and experimental neuropsychology; b) independently acquire and develop new diagnostic or experimental tools.

Educational objectives

The main objective of this course is to acquire knowledge of anatomy and functional aspects of the central and peripheral nervous systems. This knowledge is a fundamental requirement for understanding various aspects foreseen by the course and, in general, within the neuroscientific, neuropsychological, and rehabilitation fields, which need a direct reference to the neuroanatomical and functional organization of the brain. This objective will be achieved through lectures carried out by the teacher. The course consists of a theoretical part (6 credits). Upon completion of the course, the student is expected to have achieved the following specific learning objectives (Dublin indicators):
I) Knowledge and understanding: The student will acquire skills concerning the neuroanatomical and functional organization of the central and peripheral nervous systems. Specific knowledge and skills will help the student orient himself within the constituent parts of the nervous system to fully appreciate the potential and limitations of the techniques for acquiring brain signals and anatomical images of the brain. These are indispensable tools for understanding the architecture of the nervous system and the functional modules that compose it.

II) Ability to apply knowledge and understanding: The student will acquire skills in identifying and examining the circuits that constitute the primary sensory and motor systems, using the modern techniques of anatomical and in vivo visualization of the brain. In addition, the student will acquire skills in interpreting the results published in peer-review scientific articles. Applying specific skills and abilities is indispensable in the clinical and research fields, in the neuroscientific, neuropsychological, and rehabilitation fields, and in general, in those fields that require a direct reference to the neuroanatomical and functional organization of the brain.

III) Autonomy of judgment: The student will be able to fully understand the existing knowledge in the neurophysiological, cognitive, and functional neuroimaging literature. He will also be able to evaluate the methodological approach critically and the results of innovative scientific research, identifying their potential impact on the knowledge of the anatomical and functional organization of the brain and the neuropsychological rehabilitation methods. The lectures of the teacher, and especially the laboratory activities, will contribute to developing critical and judgmental skills.

IV) Communication skills: The student will acquire skills in disseminating basic and advanced knowledge related to the neuroanatomical organization of the brain, suitable for both expert and non-expert interlocutors.

V) Learning skills: The student will develop instrumental and study skills helpful in acquiring new knowledge in an autonomous and self-managed way. The development of autonomous learning skills will be promoted by the use of atlas images and original scientific articles in English.

Educational objectives

The course is aimed at giving students specific information on mechanisms that regulate neuronal circuits formation, maintenance and plasticity, as well as on the main neurotransmission systems. This knowledge provides a solid ground to understand: 1) the role played by genetic/epigenetic factors in nervous system structure and function; 2) mechanisms of neurotransmitter activity; 3) how psychoactive molecules influence the neurotransmission; 4) structural and functional damages underlying neurodevelopmental disorders and neurodegeneration. Issue of this course will be discussed in light of the experimental method and the most recent break-through of molecular and cellular biology and biotechnology.
knowledge and understanding
Up-to-date knowledge of molecular mechanisms underlying the function of nervous system cells, with particular refe-rence to the activity of various neurotransmitters. By taking the course and passing the exam the student will become well acquainted with normal functioning of neural circuits and with genetic and/or epigenetic anomalies responsible of mental retardation syndromes and neurodegeneration.
Applying knowledge and understanding
This course provides the student the knowledge to set cognitive abilities, either normal or abnormal, within the fra-mework of molecular and cellular substrates and ontogenetic processes. The specific knowledge acquired nicely com-plements the overall Master degree training, making the student capable of setting/handling possible interventions with a great self-confidence and better interacting with additional professional profiles.
Making judgements.
Issues of this course are discussed in light of the most recent break-through of scientific studies, which exploit various experimental models and approaches. Hence, by taking this course and passing the exam the student will be able to critically analyze organic substrates of brain functions, with particular reference to mechanisms of plasticity both genet-ically and epigenetically-regulated.
communication skills
Attending classroom lessons the student becomes well acquainted with terms typical of the neurobiology, genetics and epigenetics, along with methodological approaches of research in these fields. This allows him to develop communica-tion abilities to be usefully spent in various professional settings. Hence, passing the exam would imply the student has acquired/improved specific skills needed for an efficacious scientific communication.
Learning skills.
Taking this course and passing the exam would imply that the student has fully learnt molecular and cellular substrates of brain functions. These abilities are attained during traditional lessons that emphasize and critically discuss the com-plexity of neurobiological mechanisms, in light of the most up-to-date findings of studies reported by the scientific literature.

Educational objectives

General objectives. The aim of the course is to provide in-depth knowledge on some of the most important topics in psychobiology and the main research methods used in
scientific research. Furthermore, another objective is to develop skills of understanding and critical analysis of scientific literature.
Specific objectives. The objectives of the course will be to encourage the development of skills in evaluating the theoretical and methodological aspects of the investigation of the
psychobiological mechanisms of normal and pathological behavior.

Educational objectives

The course aims at analyzing how individuals develop abilities to mentally represent the knowledge starting from sensory and perceptive skills. The expected learning outcomes are: to identify behavioral parameters for cognitive development at different stages, to identify the transitions that characterize the development of several cognitive skills (emergency vs. mastery), to recognize individual differences, to evaluate the di-screpancy between competence and performance of children at different stages of development; to reco-gnize the role social factors in cognitive development.
Knowledge and understanding.
Passing the exam would imply being capable to understand the mechanisms that underlie the development of the different components of cognition (representation, reasoning, language, action planning, theory of mind) in relation to the intrinsic and extrinsic factors that can determine the individual differences
Applying knowledge and understanding.
Passing the exam would imply mastering the ability to identify the qualitative and quantitative changes that characterize the cognitive functioning of the child in the first years of life, and the factors can affect these changes.

Educational objectives

Obiettivi generali
Providing knowledge about the neuroimaging techniques in the field con cognitive neuroscience, the degree of causal evidence of each one and their contribution to understanding the relation between the mind and the brain (6 CFU of theoretical activities). Practical and methodological skills will be acquired (3 CFU of practical activities).

Obiettivi specifici
Knowledge and understanding.
Understanding the topics, from both theoretical and methodological perspectives, along with the analyses pipelines devoted to disclosing the relation between brain and the mind, in both normal and pathological functioning, with reference to different levels of causal evidence.
Applying knowledge and under-standing.
Developing a critical thinking of the topics, identifying the strengths and limitations of the various methodological approaches. Acquiring the practical knowledge of the experimental paradigms, by means of laboratories activities. By the end of the course, students will have acquired skills in the main neuroimaging methods, including lesion mapping, structural and functional brain imaging.
Making judgements.
Understanding and critically analyze evidence from neuroimaging studies, recognizing strengths and limits. These skills will be acquired through the critical analysis of international scientific articles, which the student will have discuss in the classroom discussing the strengths, limits and future perspectives. Planning an experimental neuroimaging study based on an independent literature search.
Communication skills.
Acquiring the ability to clearly present an original research project, which has to be designed in small groups of students. Communications skills should include the ability to convey the main aspects of a neuroimaging study, theoretical premises, the hypothesis and the objectives, the method, and the expected results, using a technical language.
Learning skills.
Acquiring theoretical, methodological, and experimental skills, which allow students to design and conduct neuroimaging studies, as well as analyze neuroimaging data for testing specific experimental hypotheses.

Educational objectives

The 12 CFU chosen by student represent a valuable opportunity to customize and enrich their educational path, acquiring specific and transversal skills, developing their professional attitudes and aspirations, and promoting their intercultural awareness. The objective is to enable students to also develop specific skills in complementary areas of interest to their main educational path in neuroscience, such as the fields of criminological and forensic law, clinical psychology, economic psychology and educational sciences.

Educational objectives

The course also aims to offer valuable curricular internship experiences (18 CFU) at public or private institutions that have established collaboration agreements with the Department, including the Fondazione Santa Lucia IRCCS, the Institute of Cognitive Sciences and Technologies, and San Raffaele in Rome. Two curricular internship credits (2 CFU) will also be acquired through supervised practical activities in the professionalizing laboratories of the Department of Psychology. The curricular internship experience represents a unique opportunity for students to acquire specific and transversal skills, apply the theoretical knowledge acquired in the classroom to real-life situations, and collaborate with other professionals in the field, thus promoting their professional and personal growth.

At the end of the curricular internship, students will be able to:

Use critical and creative theoretical and methodological knowledge acquired in the classroom to address innovative situations in the professional context of the internship
Apply specific professional methods and techniques independently in the context of the internship, demonstrating problem-solving skills and adaptability to new situations
Effectively collaborate with other professionals in the field, demonstrating teamwork skills and interpersonal communication
Acquire advanced skills in complementary areas to the main training path, such as patient management, professional ethics, scientific research, etc.
Demonstrate an advanced understanding of professional responsibility and the ethical and social consequences of their actions during the internship.

Educational objectives

The aim of the AAF is to provide students the possibility to acquire -- in applied contexts -- a wide range of specific knowledge and/or competence related to their future profession.
prova finale.

Educational objectives

The 12 CFU chosen by student represent a valuable opportunity to customize and enrich their educational path, acquiring specific and transversal skills, developing their professional attitudes and aspirations, and promoting their intercultural awareness. The objective is to enable students to also develop specific skills in complementary areas of interest to their main educational path in neuroscience, such as the fields of criminological and forensic law, clinical psychology, economic psychology and educational sciences.

Educational objectives

The aim of the AAF is to provide students the possibility to acquire -- in applied contexts -- a wide range of specific knowledge and/or competence related to their future profession.
prova finale.

Educational objectives

General Objectives
The course provides students with knowledge on: a) psychological and neuroscientific theories of emotion and the neural circuits involved in threat and reward learning, b) the neural mechanisms underlying emo-tional changes occurring across the lifespan, c) the main psychological and neuroscientific models on Face Processing. The successful completion of the course entails students acquiring knowledge of a) current psy-chological and neuroscientific models on emotion elicitation and regulation, b) the typical and atypical changes in emotion processing occurring across the lifespan, c) psychological and neuroscientific models of Face Processing.
The specific objectives are: a) knowing the psychological and neuroscientific models of emotion processes from perception, elicitation, response, and regulation; b) knowing the relation between emotion and atten-tion, emotion and cognition, emotion and memory, emotion and complex cognitive functions; c) knowing the neural and behavioural changes occurring across the lifespan in emotion processing; c) knowing how faces are processed throughout development to old age.
Lectures: The objective of the lectures is advanced knowledge acquisition on a) emotion models and the neuroscientific approach to emotion; b) the instruments to measure emotional responses; c) on the emotion perception and elicitation and on the neural circuits involved in processing faces and bodies; d) on the inter-actions between emotion and attention and the neural circuits involved in top-down and bottom-up mecha-nisms; e) on the emotion regulation processes and the neural circuits involved; f) of the neural bases of pro-cessing punishment, acquired fear and LeDoux theory; g) the neural circuits for processing reward; h) the relation between emotion and memory; i) emotion across the lifespan and brain changes.
Laboratory: The laboratory activities have the objective to allow students to apply the acquired theoretical knowledge on emotional processes to the different clinical and experimental contexts. Students will have to be able to use the knowledge to examine the application and use of different instruments for emotion elici-tation and measurement, and to assess the involvement of the underlying neural circuits; to critically analyze clinical and experimental evidence. Therefore, the laboratory activities have the specific objective the de-velopment of problem-solving abilities that allow to analyze, manage, and solve specific issues on emotion assessment and measurement in the context of neuropsychological rehabilitation. The correct application of the acquired knowledge is evidence of efficient learning.
Knowledge and understanding.
The successful course completion entails having the knowledge of the course content, being able to remem-ber and recognize the precise information in response to specific questions. In addition to the theoretical contents, the successful completion of the course requires understanding the course content and reaching the specific objectives, together with being able to transfer, interpret and extrapolate the acquired theorical knowledge to different applied contexts. Specifically, the successful course completion requires a) having acquired the knowledge on emotion perception, elicitation, response and regulation and the neural circuits involved; b) understanding the relation between neural circuits and emotional processes; c) being able to ex-trapolate and make predictions on the effects of brain lesions on emotional processes and on the relation be-tween emotion and attention, emotion and cognition, emotion and memory, emotion and high cognitive functions, decision making and emotion regulation.
Applying knowledge and understanding.
Through the laboratory activities and laboratory assignments to be carried out individually and in small groups, students will need b) to be able use the learned concepts to solve a problem; c) being able to apply the acquired knowledge to experimental and clinical contexts; d) being able to implement clinical and exper-imental protocols for the behavioural assessment and measurement of emotional responses; e) to demon-strate problem solving abilities in analysing and finding solutions to measuring emotional processes using cognitive and behavioural strategies. The correct application of the acquired knowledge is evidence of effi-cient learning.
Independent judgment.
The successful completion of the course requires knowledge of the course content and being able to correct-ly apply the acquired knowledge, but also being able to independently assess, judge, and chose the strate-gies and instruments to measure different aspects of emotional processes, from emotion perception and elic-itation to attentional processes, memory processes, and regulation processes, being able to discuss ad-vantages and limitations.
Communication skills.
Throughout the laboratory activities, students will have to demonstrate a) being able to put together scien-tific information on a topic, present it, communicate it, defend it and explain it to their peers; b) being able to communicate clinical and experimental data to psychologists, psychiatrists, and health professionals to ex-plain the available options to assess different aspects of emotional processes.
Learning skills.
The successful completion of the course requires that students can learn independently new knowledge and are able to apply it to new problems, can look for new empirical and clinical evidence for continuing profes-sional development, can critically assess empirical and clinical evidence, the methods used, and are able to put together a scientific argument in favor or against a proposal.

Educational objectives

General Objectives
The aim of the course is to provide the knowledge, the methodological and technical skills to carry a psychodiag-nostic examination and to carry out different kind of psychological interventions, especially to prevent and treat mental disorders based on the evidence-based practice approach.
Knowledge and understanding
At the end of the course, the student will have knowledge about: 1) the main activities, procedures and functions of psychological evaluation, as well as the main psychological interventions in the field of mental health; 2) the main diagnostic classification systems of mental disorders; 3) the principles of evidence-based practice applied to psychological evaluation and intervention; 4) cognitive-behavioral models of mental disorders; 5) the relational factors that influence the effectiveness of a psychological assessment and intervention; 6) main psychological in-tervention techniques; 6) theories and intervention for psychological well-being promotion; 7) ethical principles in psychological practice.
Applying knowledge and understanding
At the end of the course, the student will have acquired the following skills: 1) choosing the best diagnostic tools (e.g. questionnaires, self-monitoring tools, interviews) according to the specificity of the clinical case and the characteristics of the instrument itself (e.g. statistical reliability indexes, investigated constructs, target popula-tion); 2) conducting a psychodiagnostic interview; 3) administering, scoring and interpreting the psychological tests presented during the course; 4) carry out a mental status exam; 5) conceptualizing a clinical case based on the cognitive-behavioral models; 6) planning and conducting the main psychological interventions in the field of mental health; 7) adequate communication and relational skills for best psychological practice; 8) applying inter-vention techniques in the field of prevention, support, and psychological rehabilitation; 9) conducting psychologi-cal assessments and interventions in line with the professional ethical principles.
Making judgements
Through administering and scoring questionnaires, exercises on structured interviews, behavioral experiments to demonstrate self-regulation processes in psychopathology, presentation of clinical cases, working groups on spe-cific problems) homeworks (e.g. self-monitoring tasks of emotional episodes), and practical activities on specific psychological intervention techniques students will be able to integrate information and manage the complexity of the data collected during the psychodiagnostic process, to formulate clinical evaluations even in the presence of limited or incomplete information, to plan a psychological intervention in the field of prevention and treatment of mental disorders, to apply specific techniques of psychological intervention, to critically think on the social and ethical responsibilities related to psychological assessment and intervention.
Communication skills
On the basis of the theoretical lessons and with the help of role playing and clinical interviews, at the end of the course, the student will know how to: 1) draw up a psychodiagnostic report; 2) conduct feedback interviews; 3) to communicate the psychodiagnostic profiles, being able to illustrate the processes that led to their acquisition, both to specialists and non-specialist interlocutors; 4) use the communication and relational styles that most fa-vour the success of a psychological evaluation and intervention also according to the problems presented by the client/patient.
Learning skills
Upon completion of the course the student will have acquired critical knowledge on the characteristics of the psy-cho-diagnostic process and on psychological intervention, on the communicative and relational aspects in the field of clinical psychology, that will allow him/her to update himself autonomously through reliable knowledge sources or to attend to post-graduate courses with adequate introductory knowledge. Furthermore, the student will be able to plan and organize a learning program based on him/her individual characteristics and the needs.

Educational objectives

The course also aims to offer valuable curricular internship experiences (18 CFU) at public or private institutions that have established collaboration agreements with the Department, including the Fondazione Santa Lucia IRCCS, the Institute of Cognitive Sciences and Technologies, and San Raffaele in Rome. Two curricular internship credits (2 CFU) will also be acquired through supervised practical activities in the professionalizing laboratories of the Department of Psychology. The curricular internship experience represents a unique opportunity for students to acquire specific and transversal skills, apply the theoretical knowledge acquired in the classroom to real-life situations, and collaborate with other professionals in the field, thus promoting their professional and personal growth.

At the end of the curricular internship, students will be able to:

Use critical and creative theoretical and methodological knowledge acquired in the classroom to address innovative situations in the professional context of the internship
Apply specific professional methods and techniques independently in the context of the internship, demonstrating problem-solving skills and adaptability to new situations
Effectively collaborate with other professionals in the field, demonstrating teamwork skills and interpersonal communication
Acquire advanced skills in complementary areas to the main training path, such as patient management, professional ethics, scientific research, etc.
Demonstrate an advanced understanding of professional responsibility and the ethical and social consequences of their actions during the internship.

Educational objectives

The course also aims to offer valuable curricular internship experiences (18 CFU) at public or private institutions that have established collaboration agreements with the Department, including the Fondazione Santa Lucia IRCCS, the Institute of Cognitive Sciences and Technologies, and San Raffaele in Rome. Two curricular internship credits (2 CFU) will also be acquired through supervised practical activities in the professionalizing laboratories of the Department of Psychology. The curricular internship experience represents a unique opportunity for students to acquire specific and transversal skills, apply the theoretical knowledge acquired in the classroom to real-life situations, and collaborate with other professionals in the field, thus promoting their professional and personal growth.

At the end of the curricular internship, students will be able to:

Use critical and creative theoretical and methodological knowledge acquired in the classroom to address innovative situations in the professional context of the internship
Apply specific professional methods and techniques independently in the context of the internship, demonstrating problem-solving skills and adaptability to new situations
Effectively collaborate with other professionals in the field, demonstrating teamwork skills and interpersonal communication
Acquire advanced skills in complementary areas to the main training path, such as patient management, professional ethics, scientific research, etc.
Demonstrate an advanced understanding of professional responsibility and the ethical and social consequences of their actions during the internship.

Educational objectives

The thesis is aimed at allowing students to plan, implement, present and discuss the work conducted for the thesis to a committee nominated by the Degree Course. The described activity has been conducted under the supervision of a tutor chosen by the student and approved by the Degree Course. The thesis is a scientific paper aimed at documenting that the student has acquired the required theoretical knowledge and methodological skills and that the student has acquired professional autonomy and critical skills. These aspects are assessed based on the written thesis, on the oral presentation, and on the discussion in front of the tutor, co-tutor and members of the examining committee.

Educational objectives

Educational Objectives. The general purpose of the course is to provide a thorough understanding of the methods of clinical evaluation, diagnostic classification, and anatomical correlates of cognitive function disorders resulting from localized or degenerative brain injury. The course will guide the student in the study of the clinical, anatomo-functional and theoretical problems addressed by Clinical and Experimental Neuropsychology and to illustrate how these problems are now being revisited through methods and paradigms developed more recently in the broader field of Cognitive Neuroscience. The student who has taken the course with profit will have acquired all the knowledge fundamental to understanding neuropsychological issues that arise in both clinical and experimental settings. The knowledge of clinical and experimental neuropsychological issues gained by taking the course will therefore have relevant translational value.

The course consists of a series of lectures (9 credits).

Upon completion of the course, the student is expected to have achieved the following specific learning objectives (Dublin indicators):

- Knowledge and understanding. Through lectures and course study, students are expected to show thorough knowledge and understanding of: a) methods of clinical and experimental investigation of cognitive function in patients with acquired brain injury; b) methods of classification and clinical evaluation of neuropsychological disorders; c) methods and principles of differential clinical diagnosis; d) methods for studying neural correlates of neuropsychological disorders

- Ability to apply knowledge and understanding. Students will be able to contextualize and use the knowledge acquired to: a) understand and assimilate theoretical and empirical developments offered by new studies in the field of Neuropsychology and Cognitive Neuroscience; b) interpret the results obtained from clinical-neuropsychological assessments and screenings; c) know how to interpret the results of anatomical/radiological investigations and reports

- Autonomy of judgment. The student will be able to use the acquired knowledge for an effective understanding of the neural basis of cognitive functions in brain-injured and healthy subjects. In addition, the student will have developed the ability to identify and make suggestions for improving the assessment and study of cognitive function in neuropsychological patients and healthy subjects

- Communication skills. The student will be able to report in written and oral form the content conveyed by lectures and reading of study and further study texts in Italian and/or English. He/she should also demonstrate ability to communicate in a non-specialized form the course content and ability to summarize the neuropsychological-clinical picture of patients with appropriate language.

- Learning skills. Students should be able to show: a) good educational continuation in clinical and experimental neuropsychology; b) independently acquire and develop new diagnostic or experimental tools.

Educational objectives

General objectives. The aim of the course is to provide in-depth knowledge on some of the most important topics in psychobiology and the main research methods used in
scientific research. Furthermore, another objective is to develop skills of understanding and critical analysis of scientific literature.
Specific objectives. The objectives of the course will be to encourage the development of skills in evaluating the theoretical and methodological aspects of the investigation of the
psychobiological mechanisms of normal and pathological behavior.

Educational objectives

The primary objective of the class is to acquire knowledge about the functional organization of the human central nervous system in relation to sensory, motor, and higher cognitive processes, with particular reference to the cerebral cortex, and skills related to the study of human functional neuroanatomy through neuroimaging techniques.

Educational objectives

The course aims at analyzing how individuals develop abilities to mentally represent the knowledge starting from sensory and perceptive skills. The expected learning outcomes are: to identify behavioral parameters for cognitive development at different stages, to identify the transitions that characterize the development of several cognitive skills (emergency vs. mastery), to recognize individual differences, to evaluate the di-screpancy between competence and performance of children at different stages of development; to reco-gnize the role social factors in cognitive development.
Knowledge and understanding.
Passing the exam would imply being capable to understand the mechanisms that underlie the development of the different components of cognition (representation, reasoning, language, action planning, theory of mind) in relation to the intrinsic and extrinsic factors that can determine the individual differences
Applying knowledge and understanding.
Passing the exam would imply mastering the ability to identify the qualitative and quantitative changes that characterize the cognitive functioning of the child in the first years of life, and the factors can affect these changes.

Educational objectives

The course of Developmental Neuropsychology and Rehabilitation aims to provide students with a comprehensive knowledge of the theoretical and research foundations, as well as the methodologies of neuropsychological assessment and rehabilitation in children and adolescents. The course structure combines theorical part and laboratory part to ensure a comprehensive and practical education that prepares students to effectively address developmental neuropsychological disorders and rehabilitation.

During the first part of the course, students will focus on examining the psychobiological and neural correlates of the central nervous system, brain plasticity, and the assessment and rehabilitation techniques used in the major neuropsychological disorders. Specifically, complex clinical pictures such as Attention Deficit Hyperactivity Disorder, Autism, Intellectual Disability, as well as neuropsychological disorders such as gesture communication, language, reading, writing, arithmetic, visuospatial abilities, and executive functions will be explored in depth.

Laboratory hours will allow students to gain a practical understanding of neuropsychological assessment techniques and develop the necessary skills to plan and implement personalized rehabilitation programs for children and adolescents. During this phase, students will have the opportunity to work with rehabilitative tests and protocols and apply the knowledge and skills acquired during the theoretical part of the course.

I) Knowledge and Understanding:
Students of the Developmental Neuropsychology and Rehabilitation course will acquire an in-depth knowledge of the processes and mechanisms of brain development and the main neuropsychological theories of development. Moreover, students will understand the main theoretical and methodological approaches used in neuropsychological assessment, research, and rehabilitation.

Students will apply the acquired knowledge to understand and interpret data from neuropsychological assessments. Additionally, they will be able to identify specific intervention needs for various neuropsychological disorders in children and adolescents. Finally, students will develop the ability to understand the importance of interdisciplinary collaboration in neuropsychological assessment and rehabilitation, as well as to develop communication and collaboration skills with other professionals in the field.

II) Ability to Apply Knowledge and Understanding:
Students of the course will use neuropsychological assessment techniques and tools to evaluate cognitive, emotional, and behavioral functions in children and adolescents. Furthermore, they will develop personalized rehabilitation programs based on assessment data and be able to apply acquired knowledge in managing different neuropsychological disorders.

Students will monitor the effectiveness of rehabilitation programs and make any necessary modifications to ensure the improvement of their patients' neuropsychological functions. Finally, students will collaborate with other healthcare professionals to ensure an integrated approach to neuropsychological assessment and rehabilitation in children and adolescents.

III) Communication Skills:
Students of the course will develop effective and clear communication skills and the use of appropriate representative tools such as diagrams and graphs to present neuropsychological research data at conferences and meetings. Specifically, they will learn to communicate the results of neuropsychological assessments and the proposed intervention methods in a clear and simple manner to individuals with different levels of knowledge and understanding. Finally, students should be able to use digital communication tools, such as software for managing certain tests, in a professional and appropriate manner.

IV) Learning Skills:
Students will develop the ability to learn autonomously and continuously to constantly maintain their skills and adapt to new challenges in the field of neuropsychology and neuropsychological rehabilitation. They will identify relevant sources of information for their work, critically evaluate available information, and select the best scientific evidence for neuropsychological assessment and rehabilitation in children and adolescents. Additionally, they will plan personalized learning plans, defining learning objectives and strategies for developing the necessary knowledge and skills to fill their gaps in knowledge and competence.

Educational objectives

Aim of the course is to develop in-depth and specific knowledge in the field of clinical neuropsychology, with particular reference to the theoretical-methodological principles that guide the different forms of neuropsychological intervention. For this purpose, reference will be made to an in-depth analysis of the current scientific literature and the available guidelines. The course will allow the acquisition of skills in the development, planning and conduct of evidence-based clinical projects.
Upon completion of the course the student is expected to have achieved the following specific learning objectives (Dublin indicators):
I) Knowledge and understanding: through the analysis of the scientific literature and the practical application in the laboratory activity, students will have to demonstrate in-depth knowledge and understanding of clinical neuropsychology, and of the neuropsychological disorders present in individuals affected by developmental anomalies and pathologies, of neuropsychological deficits acquired in the course of neurological pathologies, as well as of the neuropsychological correlates in psychiatric pathologies and in the course of pathologies that are not primarily neurological.
II) Ability to apply knowledge and understanding: students must be able to contextualize the acquired knowledge and evaluate its application in clinical and rehabilitation contexts of the different theoretical-methodological approaches (rational, holistic, restorative, compensatory).
III) Making judgments: students will acquire the ability to analyze clinical cases, identifying strengths and weaknesses in neuropsychological profiles; they will also have to be able to choose the appropriate theoretical-methodological approach for different types of cases (acquired, neurodegenerative, developmental and ongoing non-primarily neurological pathologies) neuropsychological anomalies be able to critically analyze and evaluate accurately the adequacy of methodology regarding the various fields of experimental psychophysiology.
IV) Communication skills: through discussion and group comparison, students must be able to communicate the results of their clinical analyzes clearly and effectively.
V) Learning skills: at the end of the course, students will be able to independently deepen their knowledge, using a rigorous, critical and evidence-based approach.

Educational objectives

The 12 CFU chosen by student represent a valuable opportunity to customize and enrich their educational path, acquiring specific and transversal skills, developing their professional attitudes and aspirations, and promoting their intercultural awareness. The objective is to enable students to also develop specific skills in complementary areas of interest to their main educational path in neuroscience, such as the fields of criminological and forensic law, clinical psychology, economic psychology and educational sciences.

Educational objectives

The aim of the AAF is to provide students the possibility to acquire -- in applied contexts -- a wide range of specific knowledge and/or competence related to their future profession.
prova finale.

Educational objectives

The 12 CFU chosen by student represent a valuable opportunity to customize and enrich their educational path, acquiring specific and transversal skills, developing their professional attitudes and aspirations, and promoting their intercultural awareness. The objective is to enable students to also develop specific skills in complementary areas of interest to their main educational path in neuroscience, such as the fields of criminological and forensic law, clinical psychology, economic psychology and educational sciences.

Educational objectives

The aim of the AAF is to provide students the possibility to acquire -- in applied contexts -- a wide range of specific knowledge and/or competence related to their future profession.
prova finale.

Educational objectives

The course overall promotes students’ knowledge in the main theoretical models in Individual Differences in Personality Psychology and in the research methods in studying Personality within Neuroscience and the main evaluation tools to capture the main individual differences. Particular effort will be devoted to explaining those factors that contribute to the individual vulnerability to develop behavioral and emotional problems, as well as the factors that promote individual well-being.
The course consists of a theoretical part (3 credits) and a laboratory application part (3 credits).
Upon completion of the course the student is expected to have achieved the following specific learning objectives (Dublin indicators):
I) Knowledge and understanding:
Theoretical lessons: The course provides knowledge of research methods to study and evaluate predictive capacity of main personality traits on vulnerability to psychopathology. Students will develop the capacity to comprehend current neuro-scientific models to understand the role of individual differences in personality traits in tasks involving attentional and emotional processes.
During laboratory activities students will acquire knowledge concerning: a) specific instruments for the assessment of temperament and personality, through their use during laboratory activities; b) knowledge concerning the relations among different personality characteristics (temperament and personality) in individual psychological functioning through the single case analysis; c) knowledge concerning mechanism contributing to the stability of personality individual differences.
II) Ability to apply knowledge and understanding:
Theoretical lessons promote the capacity to critically evaluate current theoretical models in predicting empirical results and their implications in terms of evidence-based intervention programs, the capacity to critically discuss models that highlight strengths and limits of studies that capitalize upon recent models developed within cognitive psychology and cognitive neuroscience.
Laboratory activities promote students’ capacities to apply knowledge to assessment and intervention through the integration of theory with practice, with the assessment process and the analysis of single cases, and the identification of strategy of intervention in health promotion and prevention.
III) Autonomy of judgement:
Theoretical lessons: Students will be able to gather and to interpret information useful to formulate evaluation and scientific hypothesis about theories, methods, and evaluation tools to study personality psychology, considering social and ethical norms. Those skills are acquired through students’ exposure to scientific reports on personality profiles.
Laboratory activities: Students will be capable to critically evaluate the different instruments for the assessment of personality individual differences to be used in different context, will be capable to analyse and connect different personality characteristics and to make hypothesis on case studies. During in-class group activities critical thinking will be promoted.
IV) Communication skills:
Frontal lessons: Students’ will develop oral and written communicative skills about knowledge that will be acquired through in-class oral presentations on research topics based on literature reviews and meta-analyses, and from a selection of recent empirical studies. In-class critical discussion of the experimental evidence to support specific hypothesis will contribute to boost students’ communicative skills in presenting and discussing experimental and clinical data toward the scientific community of researchers and/or clinical professionals interested in personality psychology.
Laboratory activities: In sharing the results of individual and/or group work on assessment instruments or single cases, students will develop their capabilities to clearly communicate their reasoning, to discuss with other students’ and teacher’ different points of view, and they will further strengthen their debating skills.
V) Learning skills:
Theoretical lessons: Students’ will acquire learning skills that are transversal to many fields within psychology and that, over the course of their professional and academic career, will allow them to enhance their knowledge of the theoretical and practical models within psychology, and of the intervention programs linked to such models. Moreover, students will acquire skills to examine and to integrate information from different sources (e.g., lectures, articles, workshops, scientific databases) to build knowledge and expertise on specific topics. Those skills will be acquired during this course, with emphasis on the discussion of theoretical models and on promotion and prevention intervention programs.
Laboratory activities: Those learning skills are acquired during this course, with particular emphasis to the discussion on analysis of single cases conducted autonomously by students.

Educational objectives

General Aims: Know the main theoretical models, know counseling and interview techniques and know how to apply them in a counseling interview. The aim of the lectures is to know the theoretical models and the approaches to the interview and to counseling and the aim of the laboratory is to practice the application of the couneling skills within these theoretical frameworks.
The course consists of a theoretical part (3 credits) and an applied laboratory part (3 credits).
Upon completion of the course, the student is expected to have achieved the following specific learning objectives (Dublin indicators):
I. Knowledge and understanding : Students must be able to know and understand the phases and procedures for carrying out an interview, they will have to know and understand the main approaches to counseling, be aware of the ethical aspects, recognize and distinguish the abilities and the micro abilities of the counselor. They should know the limits of counseling and the differences with psychotherapy.
II. Applying knowledge and understanding: know how to apply the knowledge and phases of counseling and theoretical models within the conduction of an interview with a specific aim, recognize and appropriately use the skills and micro-skills of the interview and the counseling, and be able to connect the interventions within an interview to a theoretical reference model. Knowing how to apply one's own knowledge to set an interview with a specific aim and be able to argue the reasons that lead to choose a specific technique. Being able to read, understand and critically evaluate scientific articles. Show critical use of the results of one or more research studies.
III. Making judgements: The students must be able to critically evaluate the data in his possession in relation to the case in question and to make a judgment based on the available information given. The students will be able to collect information and acquire a greater awareness of his / her own natural response style as a counselor under training; he/she will be able to understand the communication modalities and the main communication errors of his / her clients and find suitable ways to modify them. The students will develop the ability to know how to conduct an interview, critically establish an aim within an interview and take initiative, intentionally choose which strategy and which microskill should be adopted. The activities that contribute to the development of such skills are: work on transcripts of extracts from interviews, interviews conducted at home, interviews recorded, transcribed, and analyzed in classroom, role-playing and in-vivo interviews, video analysis, analysis of scientific articles.
IV. Communication skills: The students must know how to use a language suitable for interviewing and counseling, knowing how to choose the most appropriate skill in relation to the client, knowing how to communicate in an empathic way, knowing how to ask questions to a possible client, choosing the most appropriate form of communication with the client, students must know how to paraphrase, reflecting emotions and meaning, summarize, clarify, effectively confront the clients taking into account the different phases of the interview. Students will learn to recognize the generalizations and other distortions present in the language of a possible client, and they will learn to confront them in a respectful way. They will have to communicate and write in Italian in a comprehensible form, free from grammatical or syntactic errors. The students will develop all these skills through classroom exercises, video viewing, transcription analysis and live interviewing and role-playing.
V. Learning skills. The students will have the knowledge necessary for continuous learning and for updating their knowledge. The students can continue to apply the learned techniques, integrating them into their own personal style, acquiring genuineness in their use. The students will have the ability to use and consult various bibliographic sources in Italian and English and to assess their relevance, to consult the main counseling journals, and the sites of National and International scientific associations for the purpose of continuous updating.

Educational objectives

The course also aims to offer valuable curricular internship experiences (18 CFU) at public or private institutions that have established collaboration agreements with the Department, including the Fondazione Santa Lucia IRCCS, the Institute of Cognitive Sciences and Technologies, and San Raffaele in Rome. Two curricular internship credits (2 CFU) will also be acquired through supervised practical activities in the professionalizing laboratories of the Department of Psychology. The curricular internship experience represents a unique opportunity for students to acquire specific and transversal skills, apply the theoretical knowledge acquired in the classroom to real-life situations, and collaborate with other professionals in the field, thus promoting their professional and personal growth.

At the end of the curricular internship, students will be able to:

Use critical and creative theoretical and methodological knowledge acquired in the classroom to address innovative situations in the professional context of the internship
Apply specific professional methods and techniques independently in the context of the internship, demonstrating problem-solving skills and adaptability to new situations
Effectively collaborate with other professionals in the field, demonstrating teamwork skills and interpersonal communication
Acquire advanced skills in complementary areas to the main training path, such as patient management, professional ethics, scientific research, etc.
Demonstrate an advanced understanding of professional responsibility and the ethical and social consequences of their actions during the internship.

Educational objectives

The course also aims to offer valuable curricular internship experiences (18 CFU) at public or private institutions that have established collaboration agreements with the Department, including the Fondazione Santa Lucia IRCCS, the Institute of Cognitive Sciences and Technologies, and San Raffaele in Rome. Two curricular internship credits (2 CFU) will also be acquired through supervised practical activities in the professionalizing laboratories of the Department of Psychology. The curricular internship experience represents a unique opportunity for students to acquire specific and transversal skills, apply the theoretical knowledge acquired in the classroom to real-life situations, and collaborate with other professionals in the field, thus promoting their professional and personal growth.

At the end of the curricular internship, students will be able to:

Use critical and creative theoretical and methodological knowledge acquired in the classroom to address innovative situations in the professional context of the internship
Apply specific professional methods and techniques independently in the context of the internship, demonstrating problem-solving skills and adaptability to new situations
Effectively collaborate with other professionals in the field, demonstrating teamwork skills and interpersonal communication
Acquire advanced skills in complementary areas to the main training path, such as patient management, professional ethics, scientific research, etc.
Demonstrate an advanced understanding of professional responsibility and the ethical and social consequences of their actions during the internship.

Educational objectives

The thesis is aimed at allowing students to plan, implement, present and discuss the work conducted for the thesis to a committee nominated by the Degree Course. The described activity has been conducted under the supervision of a tutor chosen by the student and approved by the Degree Course. The thesis is a scientific paper aimed at documenting that the student has acquired the required theoretical knowledge and methodological skills and that the student has acquired professional autonomy and critical skills. These aspects are assessed based on the written thesis, on the oral presentation, and on the discussion in front of the tutor, co-tutor and members of the examining committee.