Psychology of typical and atypical development

7 Educational goals General aims The course aims at providing the students with theoretical and practical knowledge that would them help understand how to use theoretical models for explaining risk behaviors in adolescence, highlighting evaluation processes and evidence based treatments. The expected learning outcomes would be: competent and critical reading of theoretical models related to developmental psychology, research reports and single case study, efficacy evaluations; competent planning of prevention programs and evidence based programs for typical and atypical adolescents (eg., autism spectrum disorder). The traditional lessons would allow students to master the main principles behind a correct evaluation program, evaluation of protective and risk factors in adolescence. Laboratory lessons would provide students to manage assessment, and the analysis of risk and protective factors related to different risk behaviors. The laboratory thus ensures acquiring the practical and technical ability related to assessment and evidence based programs, and the analysis of specific risk and protective factors in adolescence. The students will examine the trends and issues that affect children and adolescents today—including substance abuse, eating disorders, depression, suicide, non suicidal self-injury behaviors, and they will have the possibility to analyze the programs for social inclusion of adolescents with autism spectrum disorder. The laboratory thus ensures acquiring the practical and technical ability related to evaluation and treatment for typical and atypical adolescents. Attendance to the laboratory lessons and experiences must be considered mandatory. 7.1 Specific aims Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely used tools for at risk adolescents and evidence based programs. Applying knowledge and understanding: passing the exam would imply mastering testing and planning intervention programs for specific target of adolescents. Making judgment: passing the exam would imply mastering the ability to make informed judgments and evaluations on test and questionnaires and for evidence based programs; such abilities would allow to detect pitfalls, limitations, and potential improvements and developments in the Italian context. These abilities would be attained through discussions on single case design, and evaluation reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication for evaluation process, and evidence based programs. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological test and programs for at risk adolescents. During the traditional lessons such abilities would be transmitted by emphasizing different perspective on risk and protective factors, and showing – during the laboratory session –single case studies and prevention and treatment programs.