Psychology of typical and atypical development

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Curriculum(s) for 2024 - Psychology of typical and atypical development (32379)

Single curriculum

1st year

Lesson	Semester	CFU	Language
1044797 \| Psychology of Typical and atypical language development	1st	9	ITA
Educational objectives The general purpose of the module is to provide an in-depth knowledge of the theoretical and methodological issues related to the study of language acquisition in its various components, discussing the theoretical models, and analyzing the main stages of both typical and atypical development, in the perspective of the course of life. Risk factors for possible developmental delays will also be considered as well as aspects relating to diagnosis, with presentation of tools to assess language development for the identification of language delays and disorders, and proposals for intervention programs. Finally, the relationship between language development and other aspects of human cognition will be discussed, with reference to executive functions. The module is divided into three parts. In the first part, the main theoretical approaches to language development will be explored, comparing them based on the arguments proposed in relation to three themes: nature and origin of language, structure and functioning of the linguistic system, mechanisms of language acquisition. The second part will discuss the phases of typical language development (pre-grammatical complexity, grammaticalization of utterances, development of recursion, reorganization based on the discourse), illustrating the risk factors for delays and / or impairments in the linguistic area, and the profiles of atypical development. In the third part of the course, a laboratory activity will be implemented which will be defined at the beginning of the course. At the end of the course, the student will have acquired theoretical-practical knowledge that will allow to analyze the infantile spontaneous language, distinguish the levels of linguistic development of a child, identify the suitable tools to evaluate aspects of strength and weakness, based on the theoretical reference, elaborate its development profile, and recognize any risk and / or pathological indices to define a diagnosis.
1055873 \| Psychology of social and emotional development in childhood and adolescence	1st	6	ITA
Educational objectives General aims The course provides theoretical and applicative contents related to: biological bases of social development Theories of social development (10 hours) attachment relationships peer relationships empaty,prosocial and moral reasoning emotions regulation and effortfull control gender identity and segregation identity processes in adolescence Vulnerabillty and health risk behaviors in adolescence (30 hours) The course is based on lectures, encouraging active student participation. There will be exercises in small groups aimed at the application of evaluation tools of socio-emotional development and quality of interpersonal relationships into classrooms. ((8 hours) Students who have attendance problems will still have to carry out a practical activity by e-learning. Attendance to the lessons is considered not mandatory. Specific aims. Knowledge and understanding: passing the exam would imply being capable of knowing and understanding social development, determinants and correlates across different ages Applying knowledge and understanding: passing the exam would imply mastering appropriate tools to identify typical and atypical social/emotional profiles Making judgment: passing the exam would imply mastering the ability to make informed judgments and evaluations on determinants and correlates of typical and atypical social/emotional profiles. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological test and programs in the field of social and emotional development. During the traditional lessons such abilities would be transmitted by emphasizing different perspective
1044817 \| Temperament and personality psychology over the life course	1st	6	ITA
Educational objectives General aims This course aims to promote students’ theoretical and practical competences to get knowledge of the main theoretical models in the study of temperament and personality-related characteristics across the life-span, with particular attention to the role of individual differences in those interventions which goal is promoting well-being and preventing maladjustment across the life-span. Expected learning goals are: competences in critical comprehension of theoretical models in Psychology of temperament and personality across the life-span, competences in the identification and analysis of in-dividual differences in temperament and personality across the life-span, competences in preparation and management of universal intervention promoting well-being and preventing maladjustment. Frontal lessons will promote students’ knowledge of basic principles that guide them in identifying indica-tors connected with individual differences’ examination aimed to promote well-being and prevent malad-justment across the life-span. In addition, students will have the opportunity to examine in depth recent studies about temperamental factors and personality development, as well as about the most effective universal evidence-based interventions. Specific aims. Knowledge and comprehension: passing the exam guarantee to be able to comprehend and to handle scientific tools to evaluate temperament and personality dimensions, as well as evidence-based intervention programs. Skills to apply knowledge and comprehension: passing the exam guarantee to be able to identify the indicators to evaluate personality across the life-span, and to be able to plan intervention programs directed to children, adolescents, and adults. Independent judgment: passing the exam imply getting the capacity to critically evaluate theoretical models and evaluation tools, being able to recognize correspondent advantages and disadvantages. In addition, passing the exam promotes capabilities related to planning promotion and prevention intervention programs. Those skills are acquired during the lessons through students’ exposure to scientific reports and case-studies on personality profiles during frontal lessons and during in-class group activities. Communicative skills: passing the exams imply the capacity to effectively use communicative tools to present profiles and scientific reports focusing on temperament and personality factors. Learning skills: passing the exam imply acquisition of transverse learning skills that will allow students to examine theoretical and practical models, and related intervention programs, in depth across the course of their professional and academic career. Such learning skills are acquired during this course, with particular emphasis – especially during frontal lessons – to the discussion on theoretical models and profile analysis, and the presentation of alternative methods to prepare and to write promotion and prevention intervention programs.
1055330 \| Neuropsychology	2nd	6	ITA
Educational objectives Knowledge and understanding: The course will provide students with a solid knowledge base on the fundamental and historical principles of neuropsychology, i.e., the study of the cognitive effects of brain injury to understand the functional structure of the mind, as well as its specific diagnostic and rehabilitation purposes. Students will learn in- depth about the main cognitive and emotional-motivational deficits caused by brain injuries or dysfunctions, including their clinical features, diagnostic modalities and the main interpretative models adopted. In addition, they will have the opportunity to learn about research methodologies and assessment and intervention tools. Applied knowledge and understanding Students will acquire the necessary skills to extrapolate relevant information from anamnestic information and observation of the behaviour of patients with cognitive disorders caused by brain injury. They will also be able to describe and interpret patient behaviour using appropriate specialist terminology, identify proper diagnostic tools and write brief neuropsychological assessment reports. Autonomy of judgement Students will learn how to judge patient behaviour and make diagnostic choices based on limited information. They will be able to justify their decisions and discuss their limitations critically. Communication skills Students should be able to clearly and specifically summarise the results of behavioural observations and diagnostic tools. Furthermore, they will be able to communicate the results of an evaluation in oral and written form, adapting the communication to the interlocutor's knowledge and the evaluation process's aims. Learning skills Students will develop instrumental and research skills to acquire further knowledge in neuropsychology. They can use targeted literature searches to further the topics covered in the classroom.
10612233 \| PSYCHOMETRIC TECHNIQUES	2nd	6	ITA
Educational objectives The course aims to provide knowledge on the key points of research methodology, research designs, and measurement-related issues, to deepen understanding of the use and interpretation of basic statistics indices, and additionally, to provide knowledge on the use, setup, and interpretation of major multivariate analysis techniques. These objectives will be achieved through lectures and practical laboratory activities, structured as follows. In the first part of the course, thematic cores related to research methodology will be discussed (types of research, research validity; research designs for validity; reliability and validity of measurements, research designs on groups and single cases). In the second part of the course, concepts of descriptive statistics and techniques for univariate and bivariate data analysis will be revisited (variables and levels of measurement, measures of central tendency and variability, use of z-scores and percentiles, percentage calculation, contingency tables, correlation and simple regression), with examples of their use in clinical practice and research. The third part of the course will address non-parametric tests and the main multivariate statistical techniques (univariate analysis of variance, statistical interaction tests, multiple regression). Each described topic includes a practical exercise to be carried out in the classroom during laboratory hours, using material provided by the teacher, presenting statistical or methodological problems and asking students to perform one or more of the following activities: define the variables involved and specify their characteristics, define the experimental design, identify any confounding variables and explain how to control them, calculate statistical indices, test hypotheses, and comment on the results. Each exercise is followed by the teacher's presentation of the correct procedures for solving the proposed problems and a discussion of the errors made by the students. 1.Knowledge and understanding. Passing the exam would imply being capable of understanding and using the most widely used methodological tools for data analyses in basic and applied research in psychology and psychopathology; passing the ex-am would also imply the ability to elaborate autonomously on research issues. 2.Applying knowledge and understanding. Passing the exam would imply mastering the research techniques generally applied in the research contexts tapped by the Degree Course, to which this specific course belongs. Students would also master how to apply the technical tools acquired to various contexts, as other psychology domains, social science contexts, and health-related research contexts. 3.Making judgements. Passing the exam would imply mastering the ability to make informed judgments and evaluations on research projects, research designs, and methodological issues in data analyses; such abilities would allow to detect pitfalls, limitations, and potential improvements and developments in the research endeavors pertaining to psychological, social and health-related processes. These abilities would be attained through discussions on complex research issues, and complex analytical results. Discussions would be held in the traditional lessons as well as during the laboratory sessions. 4.Communication skills. Passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication. These abilities would be attained during the traditional lessons and the laboratory sessions by emphasizing and instantiating the use of scientific terminology and technically-oriented rhetoric. 5.Learning skills. Passing the exam would attest the acquisition of skills conducive to further learning on the general topic of scientific methodology; such abilities would allow students to tackle new complex issues during their academic and professional lives, in the domains of research designing, and data analyzing. During the traditional les-sons such abilities would be transmitted by emphasizing different perspective on data analysis and research planning, and showing – during the laboratory session – alternative and complementary approaches to research questions, which can be applicable to new and different contexts and domains.
Elective course	2nd	9	ITA
AAF2346 \| OTHER PROFESSIONALIZING ACTIVITIES	2nd	1	ITA
THREE-DIMENSIONAL MODELING
THREE-DIMENSIONAL MODELING

2nd year

Lesson	Semester	CFU	Language
1044800 \| Tecniques of developmental assessment	1st	9	ITA
Educational objectives Developmental assessment techniques General aims. The course aims at providing the students with theoretical and practical knowledge about the various phases of the developmental psychological assessment with children and the main diagnostic tools used. The expected learning outcomes would be: competence about planning and conducting a developmental assessment, knowledge of principal characteristics of tools used, capacity to write a report for resume the results of the assessment. The traditional lessons would allow students to analyze and to talk about the issues regarding the client and the referral of child, the interface with different type of informants involved in the assessment (parents, teachers, physicians, etc.), the choice of tools to use, the characteristics of feedback to the interested subjects. Laboratory lessons would provide students to manage assessment procedures and to examine in depth the characteristics of some of the principal psychodiagnostic tools (especially methods of administration, coding and interpretation), also using role-play, videotapes and clinical case reports. Laboratory activities thus ensures acquiring practical and technical ability related to the assessment of typical and atypical development. Attendance to the laboratory lessons must be considered mandatory. Specific aims. Knowledge and understanding: passing the exam would imply being capable of knowing the phases of a developmental assessment and the most widely used tools. Applying knowledge and understanding: passing the exam would imply to be able: a) to planning a developmental assessment considering different people involved and the characteristics of the examined child; b) to use some of the main tools employed. Making judgment: passing the exam would imply mastering the ability to planning appropriately the various phases of assessment and to make informed judgments about assessment tools, knowing their areas of application, strengths and weaknesses. These abilities would be attained in the traditional lessons as well as during the laboratory sessions, through clinical role-play, analysis of videotapes and clinical protocols, writing of psychodiagnostic assessment reports. Communication skills: passing the exam would attest that students master the communicative-relational tools implemented in all phases of psychodiagnostic assessment, from reception to parents and child, to the administration of psychological assessment tools, up to the drafting of reports (addressed to parents and/or to the various professional figures they are in charge of the child) and conducting interviews to communicate the results obtained. Learning skills: passing the exam implies the acquisition of transversal learning skills that will allow the student to deepen in the course of his/her academic and professional career the main tools used in psychological assessment in preschool and school age, which are subject to continuous reviews and updates
10612234 \| Psychology of groups and educational organizations	1st	6	ITA
Educational objectives General aims. The course aims at providing the students with theories for analyzing groups and educational organizations and with the methodological practices to develop psychosocial interventions in educational organizations. The course will develop across two different modules : the first (1. Cultural psychology of groups and organizations) – is to provide students with knowledge on practices of social, discursive and material interaction in groups and communities of practices and on the analysis of educational organizations. The second one (2. Theory of Situated learning and organizational development) –is to provide students of knowledge on situated learning models, on work practices and competences in groups and educational organizations and on strategies for fostering innovation in educational organizations. The expected learning outcome would be: to know the interpretative framework and the main dimensions of cultural psychology of groups and organizations; to know how to analyze and assess groups and educational organization considering their interactional, communicative and social dimensions; to know the social and formative strategies for the development of groups and educational organizations; to know the epistemological principles and methods for fostering psychosocial interventions on groups and organization. Specific aims. For the students, passing the exam would imply being capable of: 1) Knowing the interpretative framework and the main dimensions of cultural psychology of groups and organizations (Knowledge and understanding); 2) acquiring the ability to analyze empirically the practices of social, discursive and material interaction in groups and communities of practices and the main dimensions of educational organizations; to be able to identify strategies of social and educational intervention to foster organizational innovation; to be able to use, with methodological reflexivity, methods and instrument of situated and qualitative research (ethnographic observations, narrative interviews, analysis of interactions) for analyzing work and organizational practices. (Applying knowledge and understanding). 3) Acquiring the ability to make informed judgments and critical evaluations through the collective assessment of programs of psychosocial intervention in educational organizations and through the practical and methodological affordances acquired during the participation to the Laboratory on Methodology for the analysis of groups and educational organizations (Making judgment); 4) acquiring skills in public speaking through the presentation of the project work’s results and acquiring scientific writing skills through the preparation of a written report at the end of the Laboratory on Methodology for the analysis of groups and educational organizations (that will be evaluated) (Communication skills); 5) acquiring ability to further and autonomous learning related to theoretical, methodological and applicative knowledge on social psychology of groups and organizations, through the different framework, knowledge and competence discussed and evaluated during the course (Learning skills). --
AAF2364 \| Professionalizing Internship	2nd	20	ITA
Educational objectives PRACTICAL-ASSESSMENT INTERNSHIP (Tirocinio Pratico-Valutativo or TPV) https://corsidilaurea.uniroma1.it/sites/default/files/regolamento_tpv_-_... General Information. To achieve professional habilitation as a psychologist, students enrolled in the LM-51 qualifying degree programs must earn 20 CFU of Practical-Valuative Internship (TPV), of which: - 18 CFU, amounting to 450 hours, consisting of professionalizing training activities to be carried out at external Institutions (public, private and third sector institutions) already affiliated with the Faculty and supervised by an internal Tutor of the Institution (psychologist enrolled in the Professional Register of Psychologists section A for at least three years). The affiliation of institutions and the offer/request of internships are done only through the Internship Management. - 2 CFU, equal to 50 hours, carried out and managed internally within the LM-51 Course of Study. For detailed information, see the page Practical Traineeship Regulation - Evaluation (TPV) \| Faculty of Medicine and Psychology - Sapienza University of Rome (uniroma1.it) MAGISTRAL GRADUATES students under the former regulations (i.e., those who have earned or are earning a master's degree in Psychology under the former regulations) do the internship after earning their master's degree (POST LAUREAM INTERNSHIP). For all information, see the following link: https://web.uniroma1.it/fac_medpsico/facmedpsico/facmedpsico/didattica/t...
AAF2592 \| Prova Finale LM-51	2nd	18	ITA
Prova Pratica Valutativa	2nd	ITA
Prova Finale	2nd	18	ITA
THREE-DIMENSIONAL MODELING

Optional groups

The student must acquire 9 CFU from the following exams

Lesson	Year	Semester	CFU	Language
1055874 \| Psychology of parenting and family relationships	1st	1st	9	ITA
Educational objectives The general objective of the course is to understand changes that occur from childhood to adolescence. The course is divided into two conceptually interconnected parts. The course will analyzes the family from a systemic-relational point of view. In the first part will be introduced the "classical" family theories to arrive at the most recent theoretical contributions in the psychology of parenting and family relationships. Students will be guided in the deepening of the following topics: a) the most important theories for the understanding of parenting and family functioning; b) the evaluation of parenting and family functioning; c) the role of politics, religion, culture and ethnicity in influencing parenting, dynamics and family structures. Students will also participate in the study of clinical cases concerning dysfunctional family dynamics and at risk parenting. The monographic part of the course will deal with the theme of families made up of same-sex parents and the well-being of children who grow up in same-sex parent families. In the final part of the course a workshop will be activated on the issue of parenting, family functioning and adolescent well-being. The laboratory activities will include several activities: a) bibliographic research on the topics of parenting, family functioning and well-being in adolescence; b) on-line and paper-based administration of a battery of psychological questionnaires; c) scoring, attribution of scores and their standardization; d) construction and comment of one or more psychological profiles. Upon completion of the course the student will be able to understand the relationship between parenting, family functioning and well-being of children and adolescents. In particular, with reference to the adolescent phase, the student will have a thorough knowledge of the variables of parenting and family functioning that can promote the well-being of the children. It will also have a basic knowledge of the different models of systemic-relational therapy. The skills acquired will involve greater ability to work with parents and families. The student will also be encouraged to interact positively with the parents of the child / boy according to the different stages of development. Specifically, the deepening in adolescence will allow: a) to better understand the tasks of development in adolescence; b) a knowledge of family functioning and of the variables most able to promote individual and family well-being. The transversal skills acquired will cover the critical and judgmental abilities enhanced by participation in theoretical and practical laboratory activities. The administration of a battery of instruments on parenting, family functioning and well-being in adolescence will allow the student to verify empirically the studied psychological theories. The participation of students in the presentation and discussion of clinical cases concerning dysfunctional family dynamics and at-risk parenting will allow the student to understand the skills necessary for effective and adequate communication with parents and the different members of the family in an emotional climate function in which communication takes place, of the most common mistakes that can be made during clinical interviews. With the participation in research projects (critical analysis of bibliographic sources, administration of self-report measures, scoring and data entry) in the field of developmental psychology, the student will be better able to continue the study in a independent way and deepen the themes of the developmental psychology that he will need to study.
1044805 \| Psychology and School	1st	2nd	9	ITA
Educational objectives The aim of the course is to provide theoretical and methodological knowledge on teaching / learning processes in educational contexts and the acquisition of planning and analysis competences in educational contexts in which subjects are involved. The lessons are dedicated to the acquisition of the theoretical frameworks of the discipline and methods/tools for educational contexts analysis. The teaching/learning processes will be deepened in a contextual and cultural perspective, so the student will acquire tools and methodologies for the analysis of discursive interactions between peers and between adults and children. In the lessons the main theories of learning/teaching are examined and the multiple dimensions that contribute to the realization of learning are explored (the conceptions of learning, organization of teaching context, the children participation in interactions). The laboratory is dedicated to build students' observational and interpretative skills through the use of tools (video observations, transcriptions of discursive interactions, paper observations) to analyze, planning and assess teaching/learning practices. The expected learning outcomes are: Knowledge of the main theoretical perspectives and research areas, on teaching / learning practices; Knowledge of the methodological tools of research such as the analysis of the discursive interaction useful for the observation and evaluation of teaching / learning practices; The ability to interpret teaching / learning processes through a socio-cultural perspective; The practical activities help students to acquire observational skills and get acquainted with the techniques and tools of the course that can be used in educational contexts. 1.1 Specific objectives of the course: Descriptor 1 (Knowledge and comprehension): The knowledge and comprehension of the main learning theories, from the classical to the more recent ones (socio-constructivist and historical-cultural); The knowledge and comprehension of scientific and narrative thinking development in children The knowledge and comprehension of qualitative tools for the observation of linguistic interactions between peers and between children and adults; Descriptor 2 (applying knowledge and comprehension) Apply the knowledge of the socio-constructivist and historical-cultural perspective for the observation of the teaching / learning processes located in the educational contexts; Use tools (analysis of discourse interactions) for the analysis and the planning of teaching / learning practices in educational contexts; Know how to identify the development of narrative and scientific thinking in children. Descriptor 3 (Critical and judgmental skills) Acquire critical analysis skills of educational interactions documented through video, paper-observations of educational contexts. Descriptor 4 (communication skills). Acquire the ability to communicate in oral and written form the results of qualitative observations related to educational contexts and interactions between teachers / educators and children Acquire the ability to work in group to agree, analyzes and reflections on video and / or paper documentation, to agree report for parents, educators, teachers. Descriptor 5 (Learning skill) To be able to continue in the acquisition and deepening of theoretical, methodological and applicative knowledge useful for the study and design of educational contexts.

The student must acquire 6 CFU from the following exams

Lesson	Year	Semester	CFU	Language
1023546 \| SOCIAL PEDAGOGY	1st	1st	6	ITA
Educational objectives General aims. General objectives. The course aims to lead the student, at the end of the course, to a) be able to reflect on the role and function of pedagogy in its "social" meaning, ie as an approach to educational problems taking into account the context and the interconnection between the various educational agencies; b) to master the knowledge related to the field of study of social pedagogy in the specificity of some educational problems in the Italian and international context; c) analyze the issue of dispersion in education and of school / social inclusion. The exclusion and social and cultural marginality is therefore analyzed through statistics and intervention projects related to drop-outs, to intercultural integration between the desks, to the promotion and diffusion of (multi) culture; d) to undertake independent research and analysis in the field of social pedagogy, to work in groups even in heterogeneous contexts. Specific aims Knowledge and understanding: To know and understand themes, problems and projects of a general nature, related to fields of study of social pedagogy, with particular attention to the different forms of scholastic and educational dispersion. Ability to apply knowledge and understanding: 1. reflection on the issue of dispersion in studies as an object of analysis and intervention for social pedagogy, focusing on: a) educational phenomena contextualizing and locating them in specific cultural, economic, socio-political situations ; b) a reading from different angles through intervention projects; c) the "sources" that are indispensable for an investigation into the phenomena of dispersion (such as cultural anthropology, social psychology, sociology and sociology of education, political science, etc.) 2. documentation of experiences conducted to counteract dispersion in upper secondary school, in the training system and in the reformed university system. Making judgments: Reflexive analysis and documented research will be conducted using the Moodle platform, with the tools of the forum and the individual and group tasks, to provide the opportunity and the formation of transversal skills in terms of critical skills and judgment, enhanced by participation in on-line work groups. Communication skills: During the lessons we will analyze and discuss some intervention projects and field research, reported on the Moodle, to provide a space for in-depth study and dialogue. Learning skills: The request for in-depth study and documented research, both individually and in groups, will put students in front of the need to continue the study independently in the course of attendance. The blended learning methods will allow to expand the times and the ways of understanding and studying the general themes of social pedagogy.
1044799 \| Developmental Neurology	1st	2nd	6	ITA
Educational objectives General aims. The course aims at providing the students with theoretical and practical knowledge on neurodevelopmental disorders. Students will learn critical models for identifying signs and symptoms of the principal neuropsychiatric disorders in childhood and will be able to understand the interactions between organic, psychological and developmental factors. Lessons would allow students to master typical and atypical cognitive, language and motor development and epidemiology, clinical characteristics, signs and symptoms of neurodevelopmental disorders, particularly in the first years of life (pre-school age). At the end of the course, students will be able to identify alterations of psychomotor development and will manage tools to perform clinical assessments and to plan therapeutic intervention projects for the main disorders. Specific aims. Knowledge and understanding: passing the exam would imply being capable of understanding and identifying the alterations of psychomotor development and the symptomatology of various neurodevelopmental disorders and the relationship between them. Applying knowledge and understanding: passing the exam would imply mastering the knowledge of how to perform nosographic and developmental diagnosis and to know how to plan intervention projects for the main disorders. Making judgment: passing the exam would imply the acquisition of evaluating critically the clinical characteristics of the patient and of his/her family and the different phases of the diagnostic process. These abilities would be attained through a critical discussion of the symptomatology of differente neurodevelopmental disorders and also through the presentation of clinical cases and examples of neuropsychiatric evaluations. Communication skills: passing the exam would attest that students master the communication abilities and the tools needed for the collection of anamnestic data in a clinical setting, an efficacious communication during the evaluation process, the diagnosis, and the therapeutic program. Learning skills: passing the exam would imply the acquisition of skills conducive to further learning related to neuropsychiatric disorders, clinical assessment and the evidence based therapeutic programs which are subject to frequent and continuous revision.

The student must acquire 9 CFU from the following exams

Lesson	Year	Semester	CFU	Language
1051658 \| Adolescent at risk: assessment and intervention	2nd	1st	9	ITA
Educational objectives 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.
1055875 \| Learning disabilities and special educational needs	2nd	2nd	9	ITA
Educational objectives Learning disabilities and special educational needs General aims. The course aims at building theoretical and practical knowledge concerning the neurodevelopmental disorders, with a specific focus on specific learning disabilities (namely, dyslexia) and Attention and Hyperactivity deficits. The expected learning outcomes would be as follows: (a) comprehension of a multifactorial model of human development in which several factors (i.e., neurobiological bases, cognitive mechanisms, emotions, family and school environment) interact to produce individual differences in cognitive development and learning profiles; (b) comprehension of the diagnostic criteria and the requirements of an assessment aimed at providing guidelines for intervention; (c) knowledge of the main tests and questionnaires for the assessment of the neurodevelopmental disorders that are the targets of this course; (d) ability of synthesizing the main results of an assessment; (e) ability of writing guidelines for the intervention at school; (f) knowledge of the Italian laws concerning special educational needs. The teacher-led lessons –enriched with discussion forums- will allow students to master the main principles behind a correct evaluation program, to be reflective in understanding the heterogeneous individual profiles within a same diagnostic category, to understand the complex set of psychometric and qualitative observations allowing to build a dynamic functional profile in which the weakness and strength points of an individual child are emphasized. Laboratory sessions will allow students to practice assessment procedures, simulate interviews with parents, observe and simulate interactions with children in the course of an assessment, synthesize and interpret the main results of an evaluation. These skills will be built through analyses of video and simulations. Attendance to the laboratory sessions is mandatory. Specific aims. Knowledge and understanding: passing the exam would imply having acquired concepts in relation to dyslexia and attention deficit and hyperactivity disorder. For each of these atypical developmental profiles the students will also know the cognitive functions (e.g., working memory) and academic learning (e.g., text comprehension) that are likely to be weak or impaired, the main intervention techniques and guidelines for the schoolwork. Applying knowledge and understanding: passing the exam would imply writing a short reports in which the results of a short assessment involving a primary school child (after the acquired parents’ informed consent) will allow to practice some of the main concepts shared in the lessons and mastering testing procedures to evaluate reading, text comprehension, attention, some executive functions, working memory, self-efficacy. Making judgment: passing the exam would imply the ability to make informed judgments and evaluations on test and questionnaires, to detect pitfalls, limitations, and potential improvements, guidelines for intervention. These abilities would be attained through discussions on single cases and evaluation reports. Communication skills: passing the exam would attest that the student masters the communication abilities to lead an interview with parents, to synthesize the main point of an assessment report and the guidelines for an intervention. Learning skills: passing the exam will imply writing short essays in which the student is asked to generate concept maps depicting the main concepts of theoretical lessons, answering to requests of explanation, planning the main assessment steps taking into account the points of an interview with a child’s parents.