Clinical Psychology

Educational objectives

General aims:
Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then.

The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution.

Specific aims
Students will acquire the ability to discern the different interpretative levels that they can use in different contexts.

Knowledge and understanding
Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation.

Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention

Applying knowledge and understanding
Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts

Basic competence to understand the configuration of the other (user)’s desire

Making judgements
Students will be able to establish clinical psychological settings within different contexts

Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange.

Communication skills
Students will be able to establish the relationship between psychologist and context of intervention through clinical categories

Basic ability to enter relationship with the other (the client of the intervention)’s desire

Learning skills
Students will manage the construction of the field of intervention using their acquired ability to interpret.

Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention

Educational objectives

General aims:
Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then.

The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution.

Specific aims
Students will acquire the ability to discern the different interpretative levels that they can use in different contexts.

Knowledge and understanding
Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation.

Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention

Applying knowledge and understanding
Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts

Basic competence to understand the configuration of the other (user)’s desire

Making judgements
Students will be able to establish clinical psychological settings within different contexts

Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange.

Communication skills
Students will be able to establish the relationship between psychologist and context of intervention through clinical categories

Basic ability to enter relationship with the other (the client of the intervention)’s desire

Learning skills
Students will manage the construction of the field of intervention using their acquired ability to interpret.

Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention

Educational objectives

General aims:
Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then.

The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution.

Specific aims
Students will acquire the ability to discern the different interpretative levels that they can use in different contexts.

Knowledge and understanding
Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation.

Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention

Applying knowledge and understanding
Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts

Basic competence to understand the configuration of the other (user)’s desire

Making judgements
Students will be able to establish clinical psychological settings within different contexts

Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange.

Communication skills
Students will be able to establish the relationship between psychologist and context of intervention through clinical categories

Basic ability to enter relationship with the other (the client of the intervention)’s desire

Learning skills
Students will manage the construction of the field of intervention using their acquired ability to interpret.

Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention

Educational objectives

General aims.
The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed.
The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health.
The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field.
Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions

Specific aims
The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work.
The presence, role and use of psychological skills in the contexts under consideration will be discussed

Knowledge and understanding
What the student will know when completing the course:
• The main reference theories;
• The main methods and tools of psychological intervention in health and third sector organizations
• The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector
•The role and use of psychological skills in the contexts under consideration.
• The Models of network work, interventions in social contexts

Applying knowledge and understanding
The student completing the course will have acquired:
• the ability to grasp the complexity of new biological, psychological and social health questions
• the ability to compare, exchange and integrate different skills
• the ability to organize, conduct, participate in working groups
• the ability to implement multidisciplinary interventions
• the ability to use interdisciplinary and network working models

Making judgements
The activities that contribute to the development of these skills:
Classroom exercises,
• subgroup discussions,
• simulations,
• comparison with professionals working in health and third sector organizations,
• experimentation in real contexts outside the classroom
• Participation and management of working groups

Communication skills
The main activities aimed at developing the ability to communicate / transmit what has been learned:
• group discussions,
• oral plenary reports of the activities carried out in the sub-group,
• joint preparation of reports of activities carried out in groups

Learning skills
The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy:
• Experimentation of activities carried out with indirect supervision
• Individual assessment as well as group

Prerequisites
It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL

Educational objectives

General aims.
The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed.
The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health.
The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field.
Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions

Specific aims
The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work.
The presence, role and use of psychological skills in the contexts under consideration will be discussed

Knowledge and understanding
What the student will know when completing the course:
• The main reference theories;
• The main methods and tools of psychological intervention in health and third sector organizations
• The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector
•The role and use of psychological skills in the contexts under consideration.
• The Models of network work, interventions in social contexts

Applying knowledge and understanding
The student completing the course will have acquired:
• the ability to grasp the complexity of new biological, psychological and social health questions
• the ability to compare, exchange and integrate different skills
• the ability to organize, conduct, participate in working groups
• the ability to implement multidisciplinary interventions
• the ability to use interdisciplinary and network working models

Making judgements
The activities that contribute to the development of these skills:
Classroom exercises,
• subgroup discussions,
• simulations,
• comparison with professionals working in health and third sector organizations,
• experimentation in real contexts outside the classroom
• Participation and management of working groups

Communication skills
The main activities aimed at developing the ability to communicate / transmit what has been learned:
• group discussions,
• oral plenary reports of the activities carried out in the sub-group,
• joint preparation of reports of activities carried out in groups

Learning skills
The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy:
• Experimentation of activities carried out with indirect supervision
• Individual assessment as well as group

Prerequisites
It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL

Educational objectives

General aims.
The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed.
The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health.
The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field.
Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions

Specific aims
The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work.
The presence, role and use of psychological skills in the contexts under consideration will be discussed

Knowledge and understanding
What the student will know when completing the course:
• The main reference theories;
• The main methods and tools of psychological intervention in health and third sector organizations
• The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector
•The role and use of psychological skills in the contexts under consideration.
• The Models of network work, interventions in social contexts

Applying knowledge and understanding
The student completing the course will have acquired:
• the ability to grasp the complexity of new biological, psychological and social health questions
• the ability to compare, exchange and integrate different skills
• the ability to organize, conduct, participate in working groups
• the ability to implement multidisciplinary interventions
• the ability to use interdisciplinary and network working models

Making judgements
The activities that contribute to the development of these skills:
Classroom exercises,
• subgroup discussions,
• simulations,
• comparison with professionals working in health and third sector organizations,
• experimentation in real contexts outside the classroom
• Participation and management of working groups

Communication skills
The main activities aimed at developing the ability to communicate / transmit what has been learned:
• group discussions,
• oral plenary reports of the activities carried out in the sub-group,
• joint preparation of reports of activities carried out in groups

Learning skills
The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy:
• Experimentation of activities carried out with indirect supervision
• Individual assessment as well as group

Prerequisites
It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL

Educational objectives

General aims.
Lessons will allow the student to assimilate those psychoanalytic notions that will be essential in clinical psychology. The work achieved in class on specific concepts and on theoretical-clinical models will allow the student to build a connection between different concepts and between theory and clinic.

Specific aims

Knowledge and understanding
At the end of the course the student will be able to comprehend the multiple structures of psychoanalytic theories proposed during the lessons. He will also be able to comprehend theoretical evolutions of the different models and to recognize the theoretical and clinical reasons that led to these transformations. The knowledge acquired will help him to understand the contemporary developments of the discipline.

Applying knowledge and understanding
At the end of the course the student will be able to apply the concepts previously learned to unknown areas, such as child psychoanalysis and psychoanalysis of couple. He will also be able to understand in which clinical areas it’s allowed and essential to apply the theories considered.

Making judgments
At the end of the course the student will be capable of understanding clinical and ethical matters in case of inaccurate and superficial utilisation of the methods used in the psychoanalytic technique.

Communication skills
At the end of the course, the student will be able to employ a technical language that will allow him to comprehend and to communicate with experts.

Learning skills
The student will be able to study independently through the use of primary sources of the theories considered during the course. He will also be able to deepen the concepts treated in the textbooks.
while studying the books in the program, instead of manuals.

Prerequisites
It would be beneficial for the student to have at least a handbook knowledge about the main psychoanalytic theories.

Educational objectives

General aims

Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes.

Specific aims
At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation

Knowledge and understanding

At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation.

Applying knowledge and understanding

With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships.

Making judgments

At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings.

Communication skills

At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics.

Learning skills
At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms.

Prerequisites
Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics

Educational objectives

General aims

Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes.

Specific aims
At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation

Knowledge and understanding

At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation.

Applying knowledge and understanding

With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships.

Making judgments

At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings.

Communication skills

At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics.

Learning skills
At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms.

Prerequisites
Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics

Educational objectives

General aims

Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes.

Specific aims
At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation

Knowledge and understanding

At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation.

Applying knowledge and understanding

With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships.

Making judgments

At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings.

Communication skills

At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics.

Learning skills
At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms.

Prerequisites
Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics

Educational objectives

General aims
The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention.

Specific aims

Knowledge and understanding
The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments.

Applying knowledge and understanding
The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments.

Making judgements
The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases.

Communication skills
The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments.

Learning skills
The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently.

Prerequisites
None

Educational objectives

General aims
The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention.

Specific aims

Knowledge and understanding
The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments.

Applying knowledge and understanding
The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments.

Making judgements
The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases.

Communication skills
The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments.

Learning skills
The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently.

Prerequisites
None

Educational objectives

General aims
The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention.

Specific aims

Knowledge and understanding
The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments.

Applying knowledge and understanding
The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments.

Making judgements
The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases.

Communication skills
The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments.

Learning skills
The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently.

Prerequisites
None

Educational objectives

Aims

General aims
Acquisition of the main psychological or psychopathological development paths connected to sexual be-havior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields.

Specific aims

Knowledge and understanding
At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior.

Applying knowledge and understanding
At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields.

Making judgements
At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization.

Communication skills
Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns.

Learning skills
The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid.

Prerequisites:
Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.

Educational objectives

Aims

General aims
Acquisition of the main psychological or psychopathological development paths connected to sexual be-havior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields.

Specific aims

Knowledge and understanding
At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior.

Applying knowledge and understanding
At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields.

Making judgements
At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization.

Communication skills
Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns.

Learning skills
The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid.

Prerequisites:
Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.

Educational objectives

Aims

General aims
Acquisition of the main psychological or psychopathological development paths connected to sexual be-havior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields.

Specific aims

Knowledge and understanding
At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior.

Applying knowledge and understanding
At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields.

Making judgements
At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization.

Communication skills
Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns.

Learning skills
The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid.

Prerequisites:
Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.

Educational objectives

General aims.
The Laboratory, starting from the main concepts of modern psychosomatics, aims to promote the development of the ability to read, critically analyze and discuss clinical cases and the possible applications of psychology and its instruments in different healthcare contexts.

Specific aims
Knowledge and understanding
Starting from the description of a classic psychosomatic approach, the student will develop professional skills on the role of psychology in healthcare contexts. Through work in small groups, role playing and critical discussion activities regarding clinical cases about work in co-presence psychologist and general practitioner as well as clinical case in multidisciplinary teams, the student will develop methods of reading and intervention in the different contexts of health and disease.
Applying knowledge and understanding
To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The discussion of clinical cases, as well as role playing, will promote a competence in analyzing individual discomfort conditions within the proposed models. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situations.
Making judgements
Through the discussion in small groups, the role-playing and the comparison with the teacher on clinical case, the critical skills of the students will be supported. Through the work with the class group, individually or in small groups, the exchange and autonomy of thought and communication will be promoted.

Communication skills
The exchange, the communication and the sharing of reflections will be supported within the Laboratory in structured spaces for discussion between peers and with the teacher.

Learning skills
The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible.

Prerequisites
Knowledge of the main concept of the modern psychosomatic

Educational objectives

General aims.
The Laboratory, starting from the main concepts of modern psychosomatics, aims to promote the development of the ability to read, critically analyze and discuss clinical cases and the possible applications of psychology and its instruments in different healthcare contexts.

Specific aims
Knowledge and understanding
Starting from the description of a classic psychosomatic approach, the student will develop professional skills on the role of psychology in healthcare contexts. Through work in small groups, role playing and critical discussion activities regarding clinical cases about work in co-presence psychologist and general practitioner as well as clinical case in multidisciplinary teams, the student will develop methods of reading and intervention in the different contexts of health and disease.
Applying knowledge and understanding
To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The discussion of clinical cases, as well as role playing, will promote a competence in analyzing individual discomfort conditions within the proposed models. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situations.
Making judgements
Through the discussion in small groups, the role-playing and the comparison with the teacher on clinical case, the critical skills of the students will be supported. Through the work with the class group, individually or in small groups, the exchange and autonomy of thought and communication will be promoted.

Communication skills
The exchange, the communication and the sharing of reflections will be supported within the Laboratory in structured spaces for discussion between peers and with the teacher.

Learning skills
The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible.

Prerequisites
Knowledge of the main concept of the modern psychosomatic

Educational objectives

General aims
The course aims to explore the psychosomatic approach on the conceptualization of the disease (both physical and mental) and its development, and to define possible models of psychological interventions within the medical care settings.

Specific aims

Knowledge and understanding
Starting from the description of a classical psychosomatic approach, the student will learn the evolution that this model has undergone in the last 50 years, until the contemporary theories of BodyMind functioning, such as the model of psycho-biological dysregulation and the multiple code theory of Wilma Bucci. The role of life events and relational components in the construction of health and disease will be also analyzed. Finally, the perspective of health psychology will be explored, as a general framework for the psychological intervention of promotion and support in the medical care settings. Ways of analysis and intervention in different health and illness contexts will be defined. These objectives will be achieved through lectures, discussion groups on the topics explored, and discussion of clinical conditions.

Applying knowledge and understanding
To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situations. The practice (individually or through simulated conditions) on the use of some evaluation tools will consolidate the possibility of knowing and using the instruments.

Making judgements
Through the discussion in small groups and the comparison with the teacher on various issues, theoretical and practical, the critical skills of the students will be supported. Through the oral report to the class group, individually or in small groups, of some themes chosen by the students according to their specific interests, the exchange and autonomy of thought and communication will be promoted.

Communication skills
The exchange, the communication and the sharing of reflections will be supported within the course in structured spaces for discussion between peers and with the teacher.

Learning skills
The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible.

Prerequisites
No prerequisite.

Educational objectives

General aims
The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report.
Specific aims
Knowledge and understanding
By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing.
Applying knowledge and understanding
He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability.

Making judgements
The student will have acquired skills in evaluating the properties of psychological tests.
Communication skills
The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered.
Learning skills
The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing.
Prerequisites
Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.

Educational objectives

General aims
The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report.
Specific aims
Knowledge and understanding
By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing.
Applying knowledge and understanding
He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability.

Making judgements
The student will have acquired skills in evaluating the properties of psychological tests.
Communication skills
The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered.
Learning skills
The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing.
Prerequisites
Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.

Educational objectives

General aims
The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report.
Specific aims
Knowledge and understanding
By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing.
Applying knowledge and understanding
He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability.

Making judgements
The student will have acquired skills in evaluating the properties of psychological tests.
Communication skills
The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered.
Learning skills
The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing.
Prerequisites
Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.

Educational objectives

General aims
The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation.
Specific aims
Knowledge and understanding
To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques
Applying knowledge and understanding
To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools.
Making judgments
To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically.
Communication skills
To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature.
Learning skills
To be able to develop learning skills useful in reading clinical-scientific texts

Prerequisites
There are no specific prerequisites for this course.

Educational objectives

General aims
The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation.
Specific aims
Knowledge and understanding
To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques
Applying knowledge and understanding
To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools.
Making judgments
To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically.
Communication skills
To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature.
Learning skills
To be able to develop learning skills useful in reading clinical-scientific texts

Prerequisites
There are no specific prerequisites for this course.

Educational objectives

General aims
The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation.
Specific aims
Knowledge and understanding
To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques
Applying knowledge and understanding
To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools.
Making judgments
To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically.
Communication skills
To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature.
Learning skills
To be able to develop learning skills useful in reading clinical-scientific texts

Prerequisites
There are no specific prerequisites for this course.

Educational objectives

General aims
The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health.

Specific aims
Knowledge and understanding
Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions.
Applying knowledge and understanding
At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts.
Making judgments
Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts.
Communication skills
Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts.
Learning skills
Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice.
Prerequisites
To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.

Educational objectives

General aims
The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health.

Specific aims
Knowledge and understanding
Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions.
Applying knowledge and understanding
At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts.
Making judgments
Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts.
Communication skills
Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts.
Learning skills
Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice.
Prerequisites
To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.

Educational objectives

General aims
The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health.

Specific aims
Knowledge and understanding
Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions.
Applying knowledge and understanding
At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts.
Making judgments
Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts.
Communication skills
Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts.
Learning skills
Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice.
Prerequisites
To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.

Educational objectives

General aims:
The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures.

Specific aims:
At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills).

Knowledge and understanding
Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments.

Applying knowledge and understanding
The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations.

Making judgements
During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications.

Communication skills
The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way.

Learning skills
The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam).

Prerequisites
Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course.
Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.

Educational objectives

General aims:
The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures.

Specific aims:
At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills).

Knowledge and understanding
Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments.

Applying knowledge and understanding
The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations.

Making judgements
During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications.

Communication skills
The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way.

Learning skills
The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam).

Prerequisites
Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course.
Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.

Educational objectives

General aims:
The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures.

Specific aims:
At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills).

Knowledge and understanding
Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments.

Applying knowledge and understanding
The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations.

Making judgements
During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications.

Communication skills
The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way.

Learning skills
The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam).

Prerequisites
Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course.
Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.

Educational objectives

Aims

General aims
The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts.

Specific aims

knowledge and understanding
In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony.

applying knowledge and understanding
Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions.

making judgements
Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence.

communication skills
Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general.

learning skills
Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.

Educational objectives

Aims

General aims
The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts.

Specific aims

knowledge and understanding
In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony.

applying knowledge and understanding
Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions.

making judgements
Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence.

communication skills
Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general.

learning skills
Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.

Educational objectives

Aims

General aims
The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts.

Specific aims

knowledge and understanding
In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony.

applying knowledge and understanding
Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions.

making judgements
Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence.

communication skills
Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general.

learning skills
Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.

Educational objectives

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.

Educational objectives

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.

Educational objectives

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.

Educational objectives

General aims
The course aims to provide students with a knowledge of the history of clinical methodologies in the psy-chological and psychiatric sciences from the eighteenth century to the present. For each method of inter-vention the stories of the researchers who helped to build clinical psychology and the social and cultural objectives that led them to elaboration of specific mental models will be analyzed.
In particular, the differences between the psychological and psychiatric traditions will be highlighted. The course will focus on the history of clinical intervention in psychology, starting from the initial models that have influenced clinical psychology. In particular, the assumptions underlying the contributions that de-fined the psychological intervention in psychopathology and the current modeling of the intervention will be highlighted. In particular, the topics covered will concern the following areas:
Analysis of the construction of the clinical method in psychology.
The origin of theories of psy interventions.
History of mental models in clinical psychology.
The psychological-clinical intervention in contemporary epistemological critique.
History of psychopathology.
History of psychotherapy.

Specific aims

Knowledge and understanding
The course provides the student with the ability to understand which clinical models will be able to use in dealing with intervention situations. In particular, he will be able to discriminate between the different approaches to psychopathology.

Applying knowledge and understanding
Students will learn through history how the interventions in psychology and psychiatry have developed; students will also be able to relate to colleagues who have had professional training different from the psychological one.

Making judgements
Passing the exam implies the acquisition of the ability to critically judge one's clinical work in the diagnosis and planning of the psychological intervention.

Communication skills
The student will acquire a useful vocabulary for communicative exchange with the different figures operating in the field of mental health.

Learning skills
The course completes the student's clinical training, helping him to contextualize his own intervention, choosing his own approach also based on the history of clinical psychology and psychiatry.

The student must demonstrate that he has acquired sufficient knowledge of the course topics with a basic consistency. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to link them in a logical and consistent way.

Prerequisites
It is important that the student has acquired previous skills in the history of the psychological sciences

Educational objectives

General aims
The main objective of this course of study is to provide the basic knowledge of psychiatric disorders and psychological features related to drugs of abuse and addictive behaviors.
The course provides theoretical sessions through lectures, frontal lessons, and practical sessions, including clinical cases and supervision of patients.

Specific aims

Knowledge and understanding
A specific objective of this course is to understand and study the different substances of abuse, the different patterns of consumption, and the neurobiological, psychological, and psychopathological features related to the consumption and the abuse of psychoactive substances, including the reward pathway in the brain. Several lessons are dedicated to the theoretical frameworks of new pathological addictions (compulsive gambling and technological addictions).

Applying knowledge and understanding
Ability to apply diagnostic assessment tools. Ability to plan therapeutic, rehabilitation and prevention interventions. Ability to recognize and evaluate suicidal risk factors related to the use of psychoactive substances.

making judgments
Ability to analyze the complex relationship between subject and object of addiction. Ability to discern between biological, psychological and psychopathological aspects involved in the phenomenon of addictions.

Communication skills
Through discussing clinical cases, students will show to have communicative and linguistic knowledge of pathological addictions.

Learning skills
At the end of the course, the student must possess made the knowledge for recognizing and evaluating the psychological-clinical interventions in pathological addictions and must be able to understand these problems from a psychological and a psychopathological point of view.

Educational objectives

General aims
The course aims to provide students with a knowledge of the history of clinical methodologies in the psy-chological and psychiatric sciences from the eighteenth century to the present. For each method of inter-vention the stories of the researchers who helped to build clinical psychology and the social and cultural objectives that led them to elaboration of specific mental models will be analyzed.
In particular, the differences between the psychological and psychiatric traditions will be highlighted. The course will focus on the history of clinical intervention in psychology, starting from the initial models that have influenced clinical psychology. In particular, the assumptions underlying the contributions that de-fined the psychological intervention in psychopathology and the current modeling of the intervention will be highlighted. In particular, the topics covered will concern the following areas:
Analysis of the construction of the clinical method in psychology.
The origin of theories of psy interventions.
History of mental models in clinical psychology.
The psychological-clinical intervention in contemporary epistemological critique.
History of psychopathology.
History of psychotherapy.

Specific aims

Knowledge and understanding
The course provides the student with the ability to understand which clinical models will be able to use in dealing with intervention situations. In particular, he will be able to discriminate between the different approaches to psychopathology.

Applying knowledge and understanding
Students will learn through history how the interventions in psychology and psychiatry have developed; students will also be able to relate to colleagues who have had professional training different from the psychological one.

Making judgements
Passing the exam implies the acquisition of the ability to critically judge one's clinical work in the diagnosis and planning of the psychological intervention.

Communication skills
The student will acquire a useful vocabulary for communicative exchange with the different figures operating in the field of mental health.

Learning skills
The course completes the student's clinical training, helping him to contextualize his own intervention, choosing his own approach also based on the history of clinical psychology and psychiatry.

The student must demonstrate that he has acquired sufficient knowledge of the course topics with a basic consistency. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to link them in a logical and consistent way.

Prerequisites
It is important that the student has acquired previous skills in the history of the psychological sciences

Educational objectives

General aims
Through the course the students will reach a good knowledge of the most recent theories of typical and atypical devel-opment in the field of cognition, learning and social development. They will be able to analyze and critically discuss the contribution of different theoretical positions and recent empirical results. They will master the main research methods in this area and will be able to plan and carry out study and field intervention projects.

Specific aims
Knowledge and understanding).
Upon completion of the course the student will be able to describe and critically discuss the main approaches and the-oretical models that explain development. He will be able to describe constructs, processes and mechanisms of typical and atypical individual development. He will be aware of the main methodologies and research designs for the study of development and the detection of changes in skills and functions over the course of life.

Applying knowledge and understanding
Upon completion of the course the student will be able to critically read a research article in the field of developmental psychology by identifying the theoretical reference model, analyzing the methodology used in order to interpret the re-sults in terms of knowledge advancement in the discipline, limits and potentialities of practical application in educa-tional and clinical intervention. He will also be able to set up and carry out a bibliographic search in the field of devel-opmental psychology.

Making judgements
The student will be able to identify areas of application of the models, approaches and methodologies typical of devel-opmental psychology in the clinical field, both to address educational practices promoting development, and to promptly identify deviant development trajectories and to design clinical interventions.

Communication skills
The student will learn to read and produce appropriate forms of communication to describe and discuss development processes including: scientific articles, reports, oral presentations, argumentative texts.
He will be able to present a coherent discourse on the discipline and to coordinate a discussion on the matter.
Learning skills).
The work of individual study, analysis of research articles and systematic review, small group work and inverted les-sons will allow the acquisition of flexible and effective strategies and learning methods.

Prerequisites
The prerequisites consist in the indispensable knowledge of the scientific method and in particular of the methods used in psychology. Knowledge of English in reading is important.

Educational objectives

General aims
Through the course the students will reach a good knowledge of the most recent theories of typical and atypical devel-opment in the field of cognition, learning and social development. They will be able to analyze and critically discuss the contribution of different theoretical positions and recent empirical results. They will master the main research methods in this area and will be able to plan and carry out study and field intervention projects.

Specific aims
Knowledge and understanding).
Upon completion of the course the student will be able to describe and critically discuss the main approaches and the-oretical models that explain development. He will be able to describe constructs, processes and mechanisms of typical and atypical individual development. He will be aware of the main methodologies and research designs for the study of development and the detection of changes in skills and functions over the course of life.

Applying knowledge and understanding
Upon completion of the course the student will be able to critically read a research article in the field of developmental psychology by identifying the theoretical reference model, analyzing the methodology used in order to interpret the re-sults in terms of knowledge advancement in the discipline, limits and potentialities of practical application in educa-tional and clinical intervention. He will also be able to set up and carry out a bibliographic search in the field of devel-opmental psychology.

Making judgements
The student will be able to identify areas of application of the models, approaches and methodologies typical of devel-opmental psychology in the clinical field, both to address educational practices promoting development, and to promptly identify deviant development trajectories and to design clinical interventions.

Communication skills
The student will learn to read and produce appropriate forms of communication to describe and discuss development processes including: scientific articles, reports, oral presentations, argumentative texts.
He will be able to present a coherent discourse on the discipline and to coordinate a discussion on the matter.
Learning skills).
The work of individual study, analysis of research articles and systematic review, small group work and inverted les-sons will allow the acquisition of flexible and effective strategies and learning methods.

Prerequisites
The prerequisites consist in the indispensable knowledge of the scientific method and in particular of the methods used in psychology. Knowledge of English in reading is important.

Educational objectives

General objectives:
The course aims to provide students with the acquisition of the main knowledge indicated in the program and the development of theoretical, technical and methodological skills for clinical interventions on cognitive and emotional impact on the child and on the family of the main serious diseases that require frequent hospital admissions during childhood and adolescence, with special preparation on the Psychoncology of the developmental age. Frontal lessons provide students with knowledge of the basic principles that guide assessment and intervention in these specific situations and encourage students to acquire technical language and the ability to analyze both hospital and family settings.

Specific objectives:
1. to make the student able to connect in a logical and coherent way the topics covered during the course.
2. develop the ability to critically analyze the topics covered.
3. acquisition of an appropriate language.
4. to develop clinical, methodological and intervention skills in the field of atypical developmental psychology (eg, assessment of risk factors and resources, psychodiagnosis skills, design of distraction therapies, etc.)

Knowledge and understanding
Of the main pathologies that give rise to frequent hospitalizations in the age of development, of the hospital organizations and their dynamics, of the proven efficacious therapies and of the appropriate and opportune pediatric psychological interventions.

Ability to apply knowledge and understanding
To individual, family, group, and organizational health problems.

Autonomy of judgment
Ability to critically evaluate theoretical models, clinical and methodological tools suitable for the case of intervention.

Communication skills
Knowledge of the specific specialized medical and psychological nomenclature, ability to use technical language and appropriate vocabulary, to practice communicating in a clear, direct, logical and coherent way.

Learning skills
Basic knowledge, specific clinical and methodological tools for children, adolescents and their families in the course of serious and even fatal illnesses; learning of transversal knowledge between specialized medicine, oncology and psychoncology; to connect the knowledge learned in other subjects in a critical and functional way; recognize and evaluate possible clinical interventions that are appropriate for the context.

Prerequisites
Knowledge of physiology, psychophysiology (UTILE); general psychology (INDISPENSABLE); developmen-tal psychology (INDISPENSABLE); clinical psychology (INDISPENSABLE)

Educational objectives

General aims
The course aims to provide a multidimensional knowledge of the cognitive, emotional, psychological, behavioral, and social phenomena that characterize healthy and pathological aging (Mild Cognitive Impairment and dementias). The assessment, diagnosis, and treatment processes for mild and severe cognitive decline will be analyzed.

Specific aims
The course aims to provide the tools for assessing the cognitive, psychological, and behavioral profile, diagnosing mild and severe cognitive decline, producing a neuropsychological profile, and planning a personalized intervention to prevent and treat the cognitive, psychological, and behavioral impairment of aging.

Ability to apply knowledge and understanding
The theoretical knowledge acquired will drive the understanding of the various problems of the elderly and allow an adequate diagnostic process and effective planning of rehabilitation interventions.

Judgment autonomy
The student will be able to critically evaluate theoretical models and clinical and methodological tools (neuropsychological tests, psychological questionnaires, medical history interviews, etc.).

Communication skills
The student must develop the ability to use adequate vocabulary and communicate logically and coherently.

Learning ability
The student will have to learn the theoretical knowledge of aging, the use and interpretation of clinical and methodological tools, knowing how to connect knowledge critically.

Prerequisites
None

Educational objectives

General aims
The course aims to provide a multidimensional knowledge of the cognitive, emotional, psychological, behavioral, and social phenomena that characterize healthy and pathological aging (Mild Cognitive Impairment and dementias). The assessment, diagnosis, and treatment processes for mild and severe cognitive decline will be analyzed.

Specific aims
The course aims to provide the tools for assessing the cognitive, psychological, and behavioral profile, diagnosing mild and severe cognitive decline, producing a neuropsychological profile, and planning a personalized intervention to prevent and treat the cognitive, psychological, and behavioral impairment of aging.

Ability to apply knowledge and understanding
The theoretical knowledge acquired will drive the understanding of the various problems of the elderly and allow an adequate diagnostic process and effective planning of rehabilitation interventions.

Judgment autonomy
The student will be able to critically evaluate theoretical models and clinical and methodological tools (neuropsychological tests, psychological questionnaires, medical history interviews, etc.).

Communication skills
The student must develop the ability to use adequate vocabulary and communicate logically and coherently.

Learning ability
The student will have to learn the theoretical knowledge of aging, the use and interpretation of clinical and methodological tools, knowing how to connect knowledge critically.

Prerequisites
None

Educational objectives

General aims
The course aims to provide a multidimensional knowledge of the cognitive, emotional, psychological, behavioral, and social phenomena that characterize healthy and pathological aging (Mild Cognitive Impairment and dementias). The assessment, diagnosis, and treatment processes for mild and severe cognitive decline will be analyzed.

Specific aims
The course aims to provide the tools for assessing the cognitive, psychological, and behavioral profile, diagnosing mild and severe cognitive decline, producing a neuropsychological profile, and planning a personalized intervention to prevent and treat the cognitive, psychological, and behavioral impairment of aging.

Ability to apply knowledge and understanding
The theoretical knowledge acquired will drive the understanding of the various problems of the elderly and allow an adequate diagnostic process and effective planning of rehabilitation interventions.

Judgment autonomy
The student will be able to critically evaluate theoretical models and clinical and methodological tools (neuropsychological tests, psychological questionnaires, medical history interviews, etc.).

Communication skills
The student must develop the ability to use adequate vocabulary and communicate logically and coherently.

Learning ability
The student will have to learn the theoretical knowledge of aging, the use and interpretation of clinical and methodological tools, knowing how to connect knowledge critically.

Prerequisites
None