Clinical Psychology

Activity type

Psicologia generale e fisiologica

SSD

M-PSI/01

Year

2nd year

Semester

1st semester

CFU

3

Hours distribution

36 laboratory hours

Lecturers

MARIA CASAGRANDE

Activity type

Psicologia generale e fisiologica

SSD

M-PSI/01

Year

2nd year

Semester

1st semester

CFU

3

Hours distribution

24 classroom hours

Lecturers

MARIA CASAGRANDE

General objectives:
the course aims to acquire the knowledge indicated in the program and to develop theoretical, methodological, and research skills in the field of emotion psychology, emotional regulation and dysregulation, and health psychology.

Specific objectives:
1. make the student capable of connecting the topics covered during the course logically and coherently.
2. develop the ability to analyze the issues covered critically.
3. acquisition of an appropriate language.
4. develop clinical, methodological and research skills in the field of psychology of emotions, health psychology, and health promotion (e.g., evaluation of risk factors and resources, the role of emotions and emotional regulation in the psychological well-being and psychopathological diseases, health promotion interventions, planning of basic research and intervention research, etc.).

Knowledge and understanding:
of the main theoretical models, constructs and instruments, and methods of the psychology of emotions and health psychology.

Ability to apply knowledge and understanding:
To theoretical constructs, to the individual, group, organizational problems, etc.

Judgment autonomy:
ability to evaluate theoretical models, clinical and methodological methods critically.

Communication skills:
ability to use a suitable lexicon, knowing how to communicate in a logical and coherent way

Learning ability:
knowledge, theoretical models, clinical and methodological instruments and methods, knowing how to connect knowledge critically.

Students' learning will be tested both in the itinere (during lectures), through questions posed to students by the teacher or by stimulating discussions on specific topics, and in the final exam.
In both cases, the following elements will be taken into account in the assessment of learning outcomes:
1. The knowledge acquired.
2. The student's ability to make logical and coherent connections between the topics covered in the course.
3. The ability to critically analyze the topics covered.
4. Use of appropriate vocabulary.

Basic knowledge of general psychology and neuroscience.
For an adequate understanding of the program, the following represent prerequisites:
1) General knowledge of neuroanatomy and neurophysiology, with special reference to:
a) neurons
b) synapses
c) general structure of the Central Nervous System
d) general structure of the Autonomic Nervous System
2) Basic knowledge of general Psychology, with special reference to:
a) Personality theories
b) Individual differences
c) Test theories and techniques

The course will cover the main theoretical models in health psychophysiology and health promotion. It will focus on the biopsychosocial model, neural correlates, psychological and neuropsychological models of emotions and emotional (dys)regulation, main constructs and theoretical models in health psychophysiology, and the psychophysiological model of stress. Additionally, the course aims to provide practical techniques for health promotion. Some lectures will aim to develop the skills necessary for critical reading of international scientific articles and reporting of scientific data using PowerPoint presentations.
Lab
General theory: body and brain as an integrated system.
Heart–brain axis: heart rate variability, autonomic regulation, and emotions.
Breath–brain interaction: neurophysiological correlates of breathing.
Gut–brain axis: microbiota and cognitive functions.
Relationships between physiological, psychological, cognitive, emotional, and behavioral functions.
Physiological systems involved in behavioral addictions.
The role of psychological, cognitive, and behavioral variables in behavioral addictions.
Assessment of behavioral addictions and definition of addiction risk.
Laboratory: design and conduction of experiments (HRV, breathing, cognitive/emotional questionnaires, cognitive performance).
Scientific methodology: data analysis, interpretation, and paper structuring.
Paper writing: collective discussion and drafting in IMRaD format.

Pio Enrico Ricci Bitti, Paola Gremigni (a cura di) “Psicologia della salute”; Carrocci Editore, 2022
Joseph Ledoux “Anxious: Using the Brain to Understand and Treat Fear and Anxiety” (English Edition)
Lab
Selected Articles
Self Comes to Mind, Damasio
Descartes’ Error, Damasio
Ornella Corazza, Gianluca Esposito, Psicologia e psicopatologia delle nuove dipendenze
Caretti, La Barbera (Curatore) Le dipendenze patologiche. Clinica e psicopatologia; Raffaello Cortina Editore, 2004

Module: PSYCHOLOGY OF HEALTH AND EMOTIONS
Laboratorio Thayer, J. F., & Lane, R. D. (2009). Claude Bernard and the heart–brain connection: Further elaboration of a model of neurovisceral integration. Neuroscience & Biobehavioral Reviews, 33(2), 81-88.
Casagrande, M., Boncompagni, I., Forte, G., Guarino, A., & Favieri, F. (2020). Emotion and overeating behavior: Effects of alexithymia and emotional regulation on overweight and obesity. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 25(5), 1333-1345.
Casagrande, M., Forte, G., Favieri, F., Agostini, F., Giovannoli, J., Arcari, L., ... & Cacciotti, L. (2021). The broken heart: the role of life events in takotsubo syndrome. Journal of Clinical Medicine, 10(21), 4940.
Forte, G., Favieri, F., & Casagrande, M. (2019). Heart rate variability and cognitive function: A systematic review. Frontiers in neuroscience, 13, 710.
Forte, G., & Casagrande, M. (2025). The intricate brain–heart connection: The relationship between heart rate variability and cognitive functioning. Neuroscience, 565, 369-376.
Forte, G., Morelli, M., & Casagrande, M. (2021). Heart rate variability and decision-making: Autonomic responses in making decisions. Brain sciences, 11(2), 243.
Thayer, J. F., & Lane, R. D. (2000). A model of neurovisceral integration in emotion regulation and dysregulation. Journal of affective disorders, 61(3), 201-216.



Module: COGNITIVE AND EMOTIONAL DYSFUNCTIONS IN BEHAVIORAL ADDICTIONS
• Thayer, J. F., & Lane, R. D. (2009). Claude Bernard and the heart–brain connection: Further elaboration of a model of neurovisceral integration. Neuroscience & Biobehavioral Reviews, 33(2), 81-88.
• Casagrande, M., Boncompagni, I., Forte, G., Guarino, A., & Favieri, F. (2020). Emotion and overeating behavior: Effects of alexithymia and emotional regulation on overweight and obesity. Eating and Weight Disorders-Studies on Anorexia, Bulimia and Obesity, 25(5), 1333-1345.
• Casagrande, M., Forte, G., Favieri, F., Agostini, F., Giovannoli, J., Arcari, L., ... & Cacciotti, L. (2021). The broken heart: the role of life events in takotsubo syndrome. Journal of Clinical Medicine, 10(21), 4940.
• Forte, G., Favieri, F., & Casagrande, M. (2019). Heart rate variability and cognitive function: A systematic review. Frontiers in neuroscience, 13, 710.
• Forte, G., & Casagrande, M. (2025). The intricate brain–heart connection: The relationship between heart rate variability and cognitive functioning. Neuroscience, 565, 369-376.
• Forte, G., Morelli, M., & Casagrande, M. (2021). Heart rate variability and decision-making: Autonomic responses in making decisions. Brain sciences, 11(2), 243.
• Thayer, J. F., & Lane, R. D. (2000). A model of neurovisceral integration in emotion regulation and dysregulation. Journal of affective disorders, 61(3), 201-216.

Lectures and interactive lessons.
Books
Pio Enrico Ricci Bitti, Paola Gremigni (a cura di) “Psicologia della salute”; Carrocci Editore, 2022
Joseph Ledoux “Anxious: Using the Brain to Understand and Treat Fear and Anxiety” (English Edition).

The program is the same for attending and non-attending students.

Attendance is not mandatory but recommended.

In evaluating the exam, the final grade is determined on the following elements: 1) Knowledge acquired from textbooks, scientific articles, and insights gained during lessons; 2) The student's ability to logically and coherently connect the topics covered in the course; 3) The ability to critically analyze the covered topics. 4) Use of an appropriate language; 5) The correctness of the procedure identified for the solution of problems posed by the teacher (for example, assessment of risk factors and resources, health promotion interventions, planning of intervention research, etc.); 6) the adequacy of the proposed solution in relation to the knowledge and skills that the student assumes has acquired at the end of the course.
To pass the exam the student must achieve a grade of not less than 18/30. The student must demonstrate sufficient knowledge of the course topics and basic skills, as well as an appropriate vocabulary.
To achieve a score of 30/30 cum laude, the student must demonstrate excellent knowledge of all course topics, linking them logically and consistently, and achieving the required skills, including good critical skills and the use of appropriate vocabulary.

The questions asked during the lesson and the exam will focus on testing the theoretical knowledge acquired, critical thinking skills, and the ability to connect the various aspects covered in lessons and in the texts.

Module: PSYCHOLOGY OF HEALTH AND EMOTIONS

• Theoretical introduction to body–brain interaction. Part 1
  • Books: Scientific paper


• Theoretical introduction to body–brain interaction. Part 2
  • Books: Scientific paper


• The gut–brain axis
  • Books: Scientific paper


• The relationship between physiological systems and cognitive, psychological, and emotional processes. Part 1
  • Books: Scientific paper


• The relationship between physiological systems and cognitive, psychological, and emotional processes. Part 1
  • Books: Scientific paper


• Behavioral addiction
  • Books: Scientific paper


• Lab: psychophysiological data collection. Training
  • Books: Scientific paper


• Lab: psychophysiological data collection. Training
  • Books: Scientific paper


• Data analysis and scientific method. Training
  • Books: Scientific paper


• Drafting a scientific paper. Training
  • Books: Scientific paper


• Drafting a scientific paper. Training
  • Books: Scientific paper

• Program description, thesis presentation. Definition of health psychology.
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• The biopsychosocial model and the biomedical model.. The mind-body relationship. Health promotion. Areas of application. Social marketing.
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• The theoretical models of health psychology. Quality of life. Beliefs about health and illness.
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• Psychological variables and lifestyles as predictors of health.
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• Mourning. Emergency psychology.
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• Aging
  • Books: Health Psychology textbook indicated as exam material, scientific articles for further reading.


• Psychological, psychophysiological, neuropsychological, and neurophysiological models of emotions.
  • Books: LeDoux's manual indicated as exam text, scientific articles for further reading.


• Stress models.
  • Books: LeDoux's manual indicated as exam text, scientific articles for further reading.


• Emotional regulation and dysregulation. Alexithymia
  • Books: LeDoux's manual indicated as exam text, scientific articles for further reading.


• Neural plasticity. Neurotransmitters and neuromodulators.. The limbic system.
  • Books: LeDoux's manual indicated as exam text, scientific articles for further reading.


• LeDoux's neuropsychological model of emotions. The extended amygdala. Anxiety. Emotional awareness.
  • Books: LeDoux's manual indicated as exam text, scientific articles for further reading.