Psychodynamic Psychopathology and Clinical Relationship in Developmental age and Adulthood

General aims The course aims to study some relevant topics in contemporary psychology and psychopathology, in particular the relationship between human beings and the environment and the different declinations of the concept of identity. The most recent research linking emotional aspects of identity with the natural and relational environment will be illustrated. The aim of the course is to understand contemporary theories concerning psychosexual development and the construction of gene-re identity, with particular attention to experiences related to gender incongruence and non-binary gender identities. In addition, contemporary theories that have emphasized the key role of emotions (e.g., empathy, emotional regulation, emotional awareness) and affective relationships (e.g., attachment) in the relationship between the individual and the natural environment will be illustrated. The program provides a framing of these issues within diagnostical, scientific and cultural understanding. The goal is to train students for clinical encounters with these emerging issues. The course will include lectures and laboratory activities. Students and students will be stimolated to active participation, through the proposal of clinical and audio-visual materials, class and small-group discussions. Specifically, students will explore these topics both inside and outside the therapy and consultation room: each topic will be explored with particular reference to a multidisciplinary approach, based on a biopsychosocial model. The main clinical models for responding to different user re- queries related to these issues will be reviewed. In addition, some emerging clinical scenarios in the most recent international literature, as yet little studied, will be proposed, such as the impact on identity aspects of the relationship with medical technology (e.g., hormonal therapies for transgender and non-binary people) and interventions aimed at fostering greater emotional connectedness in order to promote greater pro-environmental behaviors, both in developmental and organizational settings. With regard to clinical and therapeutic relationships, students will be asked to re-think possible biases and prejudices that may impede the development of a good working alliance, and urged to pay close attention to ethical issues related to the caring professions. Special attention will be given to little-studied areas related to these issues within the therapy and consultation room, such as the "countertransference" areas of rejection and attraction with respect to gender nonconforming identities. In contrast, with regard to psychological interventions aimed at encouraging greater emotional connection with the environment, special attention will be given to group interventions and the group dynamics that may emerge. The course and workshop will involve active participation by students in the discussion of these topics. For this reason, it will be the responsibility of the lecturers to assure the class that any discussion takes place in a safe and inclusive environment, ensuring confidentiality with respect to the topics discussed. Aims of the course and of the laboratory: By the end of the course, students will have acquired: (a) a thorough knowledge of contemporary theories of environmental psychology with a focus on individual factors (cognitive and emotional, individual and relational) related to one's relationship with the natural environment; (b) a thorough knowledge of con-temporary psychodynamic readings on psychosexual development and the construction of gender identity; (c) expertise in interventions aimed at increasing connection with nature and promoting greater pro-environmental behaviors, both in developmental and organizational settings; (d) the necessary tools for clinical encounters with users with gender incongruence or non-binary gender identity; Specific aims Knowledge and understanding The successful completion of the examination guarantees that students will acquire theoretical knowledge on the main contemporary theories in environmental psychology, as well as the most recent theories in developmental psychology and dynamic psychology concerning psychosexual development and the construction of gender identity. Moreover, there will be a comprehensive exploration of the concept of identity and self-construction in the contemporary world. Applying knowledge and understanding At the end of the course, students will have the capability to utilize theories from environmental psychology, dynamic psychology, and developmental psychology as applied to the human-environment relationship and to the construction of gender identity and psychosexual development, according to a biopsychosocial model. Particular attention will be devoted to pro-environmental behaviors in developmental age and within organizational contexts. Making judgments The course includes lectures and laboratory activities. By the end of the course, also thanks to active participation in class discussions, students will have developed the necessary skills for a deep understanding of the clinical and ethical aspects essential for a comprehensive grasp of the human-environment relationship and the variety of contemporary gender identities. This understanding is also beneficial for the planning of individualized interventions. These competencies are acquired during the course through the discussion of clinical cases and the viewing of video materials (interviews and films). Communication skills Passing the examination entails students acquiring effective communicative and empathetic skills through the learning of a scientific language that is correct and appropriate to the specificities and objectives of interventions at developmental, adolescent, and adult stages. The course will pay special attention to ethnic minorities particularly vulnerable to the dangers associated with climate change, as well as to transgender individuals and those with non-binary identities. Students will gain tools for sensitive, informed, and inclusive communication to work effectively with these groups in the future. Learning skills Passing the examination involves acquiring learning skills that will enable students to deepen their knowledge during their clinical-diagnostic training on the principal contemporary theories of environmental psychology and the latest theories of dynamic psychology and developmental psychology regarding the construction of gender identity. This will provide a historical perspective that highlights changes in psychological and clinical understanding, diagnostic models, and psychological intervention and treatment. Additionally, students will acquire the basics for planning prevention strategies and promoting pro-environmental behaviors. These competencies are acquired in different ways, both during lectures and laboratory activities, particularly through the presentation of clinical material. Prerequisites For an adequate study of the subject and for a clear and articulated understanding of the teaching materials, the following prerequisites are required: a) basic knowledge of dynamic psychology and developmental psychology (important); b) knowledge of psychodynamic models of mental apparatus functioning (useful). In any case, the teaching will provide all students with the necessary elements to acquire the competencies outlined above.