Course program
The program is articulated in the presentation of psychopathological disorders, on the argumentation and treatment of disorders in terms of differential diagnosis with reference to the formulation of clinical psychological intervention. Moreover, applicative examples of clinical psychology competence in healthcare contexts will also be presented.
Psychotic disorders [];
Mood disorders [];
Post-traumatic stress disorder [],
Anxiety disorders [];
Eating disorders [];
The addictions [];
Personality disorders [];
Somatic disorders [];
Lines of research in psychopathology and application of psychological interventions in the healthcare contexts [];
Clinical cases through simulated activities in the classroom and discussion on the proposed films [].
Prerequisites
No prerequisites required.
Books
Adopted texts
1. Gabbard, G. O. (2015). Psichiatria psicodinamica: quinta edizione basata sul DSM-5. Raffaello Cortina Editore.
2. S. Freud, Casi Clinici, Newton Compton, 1997. Le domande verteranno sui casi: il piccolo Hans; Dora; l'uomo dei lupi.
3. Campedelli, V., Ciacchella, C., Veneziani, G., Meniconzi, I., Paone, E., Silecchia, G., & Lai, C. (2022). Body Image and Body Mass Index Influence on Psychophysical Well-Being in Bariatric Patients: A Cross-Sectional Study. Journal of Personalized Medicine, 12(10), 1597.
4. Veneziani, G., Ciacchella, C., Campedelli, V., & Lai, C. (2022). The mediation role of shame proneness in the association between perceived parenting and the severity of addictive behaviors: risk or protective factor?. Current Psychology, 1-10.
5. Pellicano, G. R., Daniela, S., Chiara, C., Arianna, G., Paola, A., & Carlo, L. (2022). Epigenetic correlates of the psychological interventions outcomes: A systematic review and meta-analysis. Journal of Affective Disorders Reports, 7, 100310.
6. 6. Veneziani, G., Ciacchella, C., Onorati, P., & Lai, C. (2024). Attachment theory 2.0: A network analysis of offline and online attachment dimensions, guilt, shame, and self-esteem and their differences between low and high internet users. Computers in Human Behavior, 156, 108195.
7. Luciani, F., Veneziani, G., Giraldi, E., Campedelli, V., Galli, F., & Lai, C. (2025). To be aware or not to be aware of the prognosis in the terminal stage of cancer? A systematic review of the associations between prognostic awareness with anxiety, depression, and quality of life according to cancer stage. Clinical psychology review, 116, 102544. Advance online publication. https://doi.org/10.1016/j.cpr.2025.102544.
8. Veneziani, G., Luciani, F., Miceli, M., Spallaccini, S., Galli, F., Pezzuti, L., & Lai, C. (2024). Inside the gamer's mind: How violent video games and emotional dysregulation affect EEG interbrain synchronization. Computers in Human Behavior Reports, 16, 100509. https://doi.org/10.1016/j.chbr.2024.100509.
Manuali per approfondimento e confronto:
Lingiardi V., and McWilliams N. (2018). PDM-2. Manuale diagnostico psicodinamico. Raffaello Cortina Editore. (Asse Adulti) (The changes in the new PDM-3 will be explored in depth during lessons.).
Pompili, E., Biondi, M., & Nicolò, G. (2023). DSM-5-TR: manuale diagnostico e statistico dei disturbi mentali. Cortina R, editor.
Frequency
Optional
Exam mode
Evaluate the knowledge acquired during the course on the psychopathological disorders of the Axis 1 and 2 of DSM V. Evaluate the ability to argue and treat disorders in terms of differential diagnosis with reference to the formulation of a clinical psychological intervention.
In order to pass the exam it is necessary to achieve a score of not less than 18/30. The student must demonstrate that he has acquired a basic knowledge of the topics covered during the course.
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 connect them in a logical and coherent way.
Lesson mode
In presence and distance learning on the computer. Theoretical presentation of the different psychopathological disorders and practical exercises on clinical cases through simulated activities in the classroom and discussion on the proposed films.
