| 1044922 | Clinical Interviewing Techniques in Adolescence [M-PSI/07] [ITA] | 2nd | 1st | 6 |
Educational objectives The course aims to illustrate the main features of the clinical interview with adolescents and to describe the methods, techniques and investigation instruments that lead from the interview to accurate diagnosis and case formulation. This psychodynamic assessment can significantly aid intervention planning and the implementation of treatments targeted to the adolescent’s specificity. To develop a comprehensive case formulation, a clinical interview must gather infor-mation about the teenager’s mental functioning, emerging personality styles and syndromes, and symptom patterns, taking into account developmental trajectories and adjustment processes in this developmental phase. For this reason, particular attention will be paid during this course to the theoretical-clinical framework provided by the "Adolescence" section of the Psychodynamic Diagnostic Manual, Second Edition (PDM-2 0/18) and to the diagnostic examination of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) for adolescents. Specific space will also be devoted to the description and use of semi-structured interviews, tools, interview strategies, and appropriate procedures for the as-sessment of adolescents' psychological and interpersonal functioning (Clinical Diagnostic Interview for Adolescents, CDI-A; Psychodiagnostic Chart for Adolescents of the PDM-2, PDC-A; Shedler-Westen Assessment Procedure-II-A, SWAP-II-A) and, especially, for the identification of their defensive structure through the Defense Mechanisms Rating Scale (DMRS). Final-ly, the role of the diagnostic alliance and other intersubjective dimensions that characterize the relationship between clinician and adolescent during the clinical interview will be explored.
By the end of the course, students will have acquired the basic and necessary knowledge to: a) conduct a clinical inter-view with adolescents; b) use the information gathered in the course of the interview into an accurate psychodynamic case formulation that allows for a comprehensive assessment of the adolescent's personality and psychopathology; and c) navigate the methods, techniques and investigative procedures most appropriate to the specifics of the adoles-cent interview and most widely used for the purpose of a complex and articulated clinical-diagnostic assessment of adolescent functioning in this developmental stage. .
During the laboratory, students will participate in case discussions and have the opportunity to apply interviews, techniques and methods of investigation suitable for promoting professionalizing skills in the field of clinical interview and psychodynamic assessment in adolescence.
General aims
The course aims to describe the specific features of the clinical interview with adolescents in order to promote accurate psychodiagnostic assessment of their mental functioning, emerging personality styles and syndromes, and symptom patterns. It aims to provide students with theoretical-clinical knowledge and technical skills on the most appropriate methods and techniques for developing sensitive diagnoses and case formulations useful for the construction of indi-vidualized and effective interventions at this developmental stage. The expected learning outcomes are: (a) the acquisi-tion of skills to conduct a clinical interview in adolescence and comprehensively assess the psycho(patho)logical con-ditions that emerge in this age group (Psychodynamic Diagnostic Manual, Second Edition, PDM-2 0/18; Diagnostic and Sta-tistical Manual of Mental Disorders DSM-5 for adolescents); and (b) the use of semi-structured interviews, methods and in-struments for evaluating the mental functioning, personality, and defensive style of young people (Clinical Diagnostic Interview for Adolescents, CDI-A; Psychodiagnostic Chart for Adolescents del PDM-2, PDC-A; Shedler-Westen Assessment Pro-cedure-II-A, SWAP-II-A; Defense Mechanisms Rating Scale, DMRS).
Frontal classes provide students with the fundamental knowledge to understand the strong link between clinical inter-view and dynamic assessment of the adolescent's affective, cognitive, motivational and interpersonal processes.
Laboratory activities allow the acquisition of professionalizing skills aimed at the use of tools, methods and assess-ment procedures, that are able to collect during the interview all the information necessary for the formulation of a di-agnosis sensitive to the adolescent's developmental specificities.
Specific aims
Knowledge and understanding
Passing the exam guarantees students the acquisition of theoretical knowledge about the main characteristics of the clinical interview in adolescence and the practical skills necessary to develop an accurate assessment of the adoles-cent's personality, defensive functioning, and psychopathology.
Applying knowledge and understanding
Passing the exam guarantees students the ability to apply semi-structured interviews, investigation methods, and tools appropriate to different clinical and intervention contexts during the clinical interview with adolescents.
Making judgments
Passing the exam allows students to acquire the ability to evaluate the appropriateness of interviews, techniques and investigation tools based on different methodologies, and to critically consider their application and potential limita-tions. These skills are acquired during the course through the discussion of clinical cases and the viewing of video-recorded material (clinical interviews and movies).
Communication skills
Passing the exam guarantees students' acquisition of effective communication skills through learning scientific lan-guage appropriate to the specificities and purposes of clinical interview with adolescents.
Learning skills
Passing the exam involves the acquisition of learning skills that will enable students to further deepen, in the course of their clinical-diagnostic training, the knowledge of the main characteristics of the interview in adoelscence, as well as skills on the most common investigation techniques and procedures for assessing the personality and psychopatholo-gy of young people in this specific development phase. These skills are acquired, in different ways, both during the classes and during the laboratory sessions, devoted in particular to the discussion of clinical materials.
Prerequisites
Useful prerequisites for better understanding of the course content and more effective learning are: a) basic knowledge in the context of clinical interview [important]; b) basic knowledge in the field of general and adolescent psychopathol-ogy [important]; c) basic knowledge related to the most widely used nosographic systems for the assessment of adoles-cent mental disorders [useful]; d) basic knowledge of the main methods and procedures of diagnostic assessment of individual mental functioning commonly used for adolescents [important].
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| 1044920 | Clinical Interviewing Techniques in Childhood and Parenthood [M-PSI/07] [ITA] | 2nd | 2nd | 6 |
Educational objectives Aims
Course’s general aims
The course aims to provide students with theoretical and practical skills on the main character-istics of the interview with parents during the assessment and diagnosis, on the clinical techniques that can be used in the assessment of parents (semi-structured interviews and diagnostic interviews) and of the child (observation, devel-opmental measures, clinical interview), and on the psychodiagnostic examination of the child, through the use of clini-cal instruments suitable for this age group.
The traditional lessons provide students with basic knowledge on developmental psychopathology, on assessment and diagnosis in developmental phase, on psychodynamic diagnosis.
Laboratory’s general aims
Laboratory lessons offer students the opportunity to acquire knowledge and experience in the area of at-risk parenting and conditions during infancy and early childhood, to practice on the administration of questionnaires regarding risk factors of parenting, on conduction of semi-structured interviews related to maternity and paternity, on observational and clinical evaluation methods of child psychopathology.
Specific aims
Knowledge and understanding
Passing the exam guarantees the acquisition of theoretical and practical skills in conducting clinical inter-views with parents and with the child and in the diagnostic assessment during childhood.
Applying knowledge and understanding
Passing the exam implies the ability to use observational techniques with the child and the parent-child relationship, to administer semi-structured interviews for conducting clinical sessions with parents, to use the techniques of play and drawing in the assessment of the child.
Making judgements
Passing the exam guarantees the acquisition of the critical ability to use some specific observational techniques and semi-structured interviews, to choose the most appropriate methodologies according to the age and the specific symp-tomatologic manifestations of the child, to use the principles of the psychodynamic diagnostic manual for infancy and childhood. These skills are acquired during the laboratory through the di-agnostic evaluation of exemplary clinical cases or video material presented by the teacher.
Communication skills
Passing the exam implies the ability to describe, with appropriate scientific language, infantile development and psy-chopathology, relationships within the family, risk factors, features of the child's functioning and personality. These skills would be attained during the laboratory sessions through the fulfilment and subsequent oral presentation of the observational activities carried out in two familiar observational contexts and through the writing of a detailed report of the observational activities.
Learning skills
Passing the exam implies the acquisition of reasoning skills on the significant elements of clinical assessment through the use of diagnostic manuals, specific assessment techniques, and the development of a personal assessment. These skills will enable students to acquire the basics of clinical reasoning with infants and children.
Prerequisites
For adequate study of the subject and implementation of laboratory activities, students should have in-depth knowledge of developmental psychopathology.
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| 1044919 | Psychosomatics in Developmental Age: Evaluation and Intervention [M-PSI/07] [ITA] | 2nd | 2nd | 6 |
Educational objectives General aims
The course offers an introduction to the main concepts of psychosomatics taking into account the most recent guidelines and current developments in research. It will be given particular attention to children and adolescents emphasizing the specific characteristics of somatic manifestations and the links with the developmental processes. The complex interaction between biological, psychological and social factors as well as the role that they play in the pathogenesis, course and treatment will be consider. The expected learning outcomes concern the acquisition of the main concepts of psycho-somatics and the measures used in clinical practice. The traditional lessons would provide students with the knowledge of the distinctive features of the different theoretical models and data coming from clinical observation, indicating the link between somatic symptoms, organ maturation and psy-chological development characteristics.
The topics discussed during the laboratory lessons will use data from clinical observation concern-ing the main somatic disorders and complaints during developmental age, allowing the acquisition of practical skills in the field of psychosomatics. Attendance at the lessons of the Laboratory should be mandatory for learning purposes.
Specific aims
Knowledge and understanding
Students who will pass the exam will be able to understand and use the fundamental concepts of psychosomatics. They will acquire knowledge about some recurrent disorders in clinical practice of children and adolescents, in the light of current conceptions that look at psychosomatic affections as the result of multiple components. In line with the data emerging from the most recent scientific lit-erature, students will also know topics of clinical relevance such as the experience of pain and alexi-thymia. In addition, students will increase knowledge through the acquisition of methods of investi-gation and evaluation.
Applying knowledge and understanding
Students who will pass the exam will be able to recognize and understand the orientations in psy-chosomatic concerning children and adolescents as well as the most recent contributions in re-search. In addition, both the course and laboratory lesson will allow students to use methodologies and assessment instruments relating to clinical practice and research studies in developmental age.
Making Judgment
Passing the exam allows students to promote the recognition of the importance of a trans- and in-terdisciplinary approach that permits to recognize a multifactorial origin to all pathological phe-nomena basing on the interaction between genetic, endocrine, immune, emotional and behavioral factors.
Communication skills
Passing the exam will allow students to identify the effective communication abilities and the charac-teristics of the helping relationship through the analysis of the psychological dynamics of the patient and the family in clinical settings.
Learning skills
Passing the exam would imply the acquisition of learning abilities of the cognitive, emotional and behavioral characteristics of patients suffering from somatic symptoms as well as the ability to adopt valuable assessment measures with psychosomatic patients, through the discussion and eval-uation of clinical material during Laboratory lessons.
Prerequisites
Student must have a basic knowledge of the most important psychodynamic and psychopathological theories of childhood and adolescence as an indispensable prerequisite
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| 10612030 | CLINICAL INTERVENTION IN THE SOCIAL AND HEALTHCARE FIELD
[M-PSI/07, M-PSI/08] [ITA] | 2nd | 1st | 6 |
Educational objectives General aims.
Students will explore issues related to the main approaches in the psychosomatic field with specific ref-erence to the main contexts of psychological-clinical work in the health area, both in adults and in de-velopmental age. Issues relating to the main psychopathological frameworks and how sometimes these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compli-ance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psychologists can be found working will be explored in more detail. Students will be provid-ed with evidence-based indications for the planning and implementation of clinical-psychological in-terventions in healthcare settings.
Knowledge and understanding
- Knowledge and comprehension of healthcare settings.
- Ability to differentiate adaptive psychological responses in response to medical pathology from maladaptive or psychopathological frameworks.
- Knowledge of the main models of clinical interventions in medical settings.
Applying knowledge and understanding
At the end of the course, the Students will be able to make a diagnosis by selecting the best assessment tool. Students will be called to write a clinical chart and directing the patient to a psychological or psy-chotherapeutic intervention.
Making judgments
Students will be required to be autonomous in directing the clinical judgement and work.
Communication skills
- Making a clinical interview with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers
Learning skills
Basic learning skills are required.
Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.
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| N/D | CLINICAL INTERVENTION IN THE SOCIAL AND HEALTHCARE FIELD [M-PSI/07] [ITA] | 2nd | 1st | 3 |
Educational objectives General aims.
Students will explore issues related to the main approaches in the psychosomatic field with specific ref-erence to the main contexts of psychological-clinical work in the health area, both in adults and in de-velopmental age. Issues relating to the main psychopathological frameworks and how sometimes these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compli-ance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psychologists can be found working will be explored in more detail. Students will be provid-ed with evidence-based indications for the planning and implementation of clinical-psychological in-terventions in healthcare settings.
Knowledge and understanding
- Knowledge and comprehension of healthcare settings.
- Ability to differentiate adaptive psychological responses in response to medical pathology from maladaptive or psychopathological frameworks.
- Knowledge of the main models of clinical interventions in medical settings.
Applying knowledge and understanding
At the end of the course, the Students will be able to make a diagnosis by selecting the best assessment tool. Students will be called to write a clinical chart and directing the patient to a psychological or psy-chotherapeutic intervention.
Making judgments
Students will be required to be autonomous in directing the clinical judgement and work.
Communication skills
- Making a clinical interview with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers
Learning skills
Basic learning skills are required.
Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.
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| N/D | CLINICAL INTERVENTION [M-PSI/08] [ITA] | 2nd | 1st | 3 |
Educational objectives General aims.
Students will explore issues related to the main approaches in the psychosomatic field with specific ref-erence to the main contexts of psychological-clinical work in the health area, both in adults and in de-velopmental age. Issues relating to the main psychopathological frameworks and how sometimes these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compli-ance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psychologists can be found working will be explored in more detail. Students will be provid-ed with evidence-based indications for the planning and implementation of clinical-psychological in-terventions in healthcare settings.
Knowledge and understanding
- Knowledge and comprehension of healthcare settings.
- Ability to differentiate adaptive psychological responses in response to medical pathology from maladaptive or psychopathological frameworks.
- Knowledge of the main models of clinical interventions in medical settings.
Applying knowledge and understanding
At the end of the course, the Students will be able to make a diagnosis by selecting the best assessment tool. Students will be called to write a clinical chart and directing the patient to a psychological or psy-chotherapeutic intervention.
Making judgments
Students will be required to be autonomous in directing the clinical judgement and work.
Communication skills
- Making a clinical interview with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers
Learning skills
Basic learning skills are required.
Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.
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| 10612480 | CONTEMPORARY PSYCHOLOGY AND PSYCHOPATHOLOGY: ENVIRONMENT AND IDENTITY [M-PSI/08] [ITA] | 2nd | 1st | 6 |
Educational objectives 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.
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| N/D | CONTEMPORARY PSYCHOLOGY AND PSYCHOPATHOLOGY: ENVIRONMENT AND IDENTITY [M-PSI/08] [ITA] | 2nd | 1st | 3 |
Educational objectives 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.
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| N/D | IDENTITY AND CONTEMPORARY [M-PSI/08] [ITA] | 2nd | 1st | 3 |
Educational objectives 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.
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