Psychodynamic Psychopathology and Clinical Relationship in Developmental age and Adulthood

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Curriculum(s) for 2024 - Psychodynamic Psychopathology and Clinical Relationship in Developmental age and Adulthood (32381)

Single curriculum

1st year

Lesson	Semester	CFU	Language
10612017 \| ADOLESCENT PSYCHOPATHOLOGY	1st	6	ITA
Educational objectives General objectives The course aims to develop knowledge of the normative and psychopathological dynamics in adolescence and its familial and relational environment to empower students to: a) observe and understand both in-trapsychic and interpersonal adolescent dynamics; b) distinguish between normal adolescent crises and pathological developmental disruptions, identifying early psychopathological risk indicators; c) formulate a diagnostic hypothesis for correctly referring at-risk adolescents to appropriate services; d) design and implement primary and secondary prevention interventions suitable for various adolescent life contexts. Specific aims Knowledge and Understanding Successfully completing the exam ensures the ability to know and utilize the most widespread and signifi-cant diagnostic and evaluative tools available to clinicians and to understand the characteristics of psy-chological consultations with adolescents and their adult counterparts. Ability to Apply Knowledge and Understanding Passing the exam enables understanding of the fundamentals of differential diagnosis, knowledge of the working characteristics of multidisciplinary teams addressing issues related to adolescent psychopatholo-gy, including terminologies, areas of intervention, and potential interactions. Judgement Autonomy Passing the exam implies acquiring the ability to critically evaluate the conceptual models underpinning adolescent psychopathology and the assessment tools used in the relevant scientific literature. Communication Skills Successfully completing the exam implies the ability to effectively use the communicative tools of scien-tific publications and research projects dealing with the developmental phase of adolescence. Learning Skills Passing the exam implies acquiring transversal learning abilities common to both theory and clinical prac-tice related to working with adolescents, families, and the social contexts in which they are engaged. Prerequisites For an adequate study of the subject and for a clear and articulated understanding of the teaching mate-rials, students should have the following prerequisites: a) basic knowledge of dynamic psychology and de-velopmental psychopathology (important); b) understanding of the historical evolution of psychodynamic models of the psychic apparatus's functioning (useful); c) familiarity with the main psychopathological conditions that can occur in developmental age and basic knowledge of the key concepts of psychodynam-ic treatments (useful).
10612018 \| PSYCHOPATHOLOGY IN COUPLE AND FAMILY FUNCTIONING	1st	9	ITA
Educational objectives Aims General aims The class provides students clinical skills both at theoretical and intervention level aiming at understanding and adopting psychodynamic theory as a key to understand psychopathology in couple’s relationships and parenting competencies. The class, throughout lectures and workshops, aims to provide students knowledge about the basic principles of the psychodynamic theory, offering a perspective recent research trends and stimulating the development of skills related to the observation and evaluation of couple and parenting relationships. During the lectures many contributions (i.e. attachment theory, infant re-search etc.) will be analyzed as paradigms able to offer a model of reading the (dis)functioning in adult relationships and offer an understanding of interpersonal and intrapsychic dynamics in couple and parenting relationships. The purpose of the workshops is to provide a professional training allowing the integration of theoretical knowledge with practical skills dealing with the ability to interview partners and parents and define clinical interventions. Clinical cases and experiences in the field of couple relationships will be discussed. Reference will also be made to the setting and the developing of the professional relationship with regard to intervention contexts. Specific aims Knowledge and understanding The completion of the course and the overcoming of the final examination allows students to adopt and use a psychodynamic intersubjective reading strategy as a tool for intervening in couple and parenting relationships - and in their (dis) functionality – and gain an overview of current research trends at international level. Applying knowledge and understanding The successful completion of the class allow students to be able to acknowledge and analyze the specificity of the dynamics active in the couple and in parenting relationship as well as define clinical intervention strategies. Making judgements The successful completion of the class implies the acquisition of the ability to observe and acknowledge the intersubjective dynamics activated both in the couple relationship and in the parental relationship. These skills are acquired du-ring lectures and workshops through the presentation of clinical cases taken from textbooks or presented in during the lecturing. Communication skills The completing of the course and the overcoming of the final exam implies the ability to effectively use the communication tools of scientific publications. These skills are acquired during teaching through the attention given to scientific terminology and to practical and technical applications, and are reached both through lectures and through the workshops. Learning skills The successful completion of the class implies the acquisition of autonomy in studying, in identifying sources and in analyzing their scientific validity, as well as the development of transversal learning such as flexibility and the ability to integrate different theories coming from different fields. This competence, common to clinical practice, will allow student to deepen the principles and the use of clinical constructs learned during the course in future professional career.
10612019 \| OBSERVATION TECHNIQUES AND CLINICAL EVALUATION IN THE FAMILY	1st	6	ITA
Educational objectives General aims Students gain basic competences to directly observe and to evaluate – at a triangular and family level- functional and disfunctional relational patterns between parents and children. They’ll gain knowledge about family relational regula-tory patterns and their influence on individual development. A specific focus will be dedicated on new family forms and coparenting: single-parent families (e.g. with granparents as coparents), separated families, stepfamilies, same sex families. Observation and evaluation skills will be contextualized in the study of psychological and psychotherapeutic interven-tions involving parents and families with children. Specific aims Knowledge and understanding Passing the exam guarantees to be able to understand and use the most widespread and important methodological tools to assess the complexity of the caregiving environment of the children (nuclear family and of origin), with par-ticular reference to parenting relationships, coparenting team and between siblings. Another specific objective is to know and understand the variety of psychotherapeutic interventions and support for the family (psychotherapy and counseling for couple and family, family mediation, parenting coordination) both in the clinical and in the psycho-logical-forensic context. Applying knowledge and understanding Passing the exam guarantees to know how to use some coding systems and to distinguish the levels of the observa-tion (microanalytic, mesoanalytic, macroanalytic). In addition, students will experience the application of the mul-timethod procedure (direct observation and self reports). Through video watching and role playing, students will experience the application of knowledge for the family interview aimed at orientation. Making judgments Passing the exam implies the acquisition of the ability to critically and creatively judge the methodologies of data col-lection related to the complexity of family relationships and the interventions to encourage change. Students should be able to judge the differences and possible integrations between paradigms and methodologies applied to the study of the family: attachment and intersubjectivity; dyadic and family observations; interventions on interactions and inter-ventions on representations; psychotherapy and psychoeducation. Communication skills Through the study of international literature, students acquire the ability to use specific language to de-scribe differ-ent aspects of family dynamics. They will be guided to distinguish the authors of "protected designation of origin" who have put into use a new scientific terminology. At the same time, students will examine the structure of the most important articles in the research area to evaluate the guidelines and objectives of the published studies. Learning skills Passing the exam implies the acquisition of transversal learning skills common to the logic and practice of relation-ship observation, which will allow the student to deepen the principles and the use -in the course of his academic and professional career of the methods of external evaluation compared with those of internal evaluation. The learn-ing will also allow to learn basic concepts implicit in the relational turn of different disciplines of psychology. Prerequisites To more adequately study the materials provided during the course and the to take full advantage of the study of the books proposed, students should consider that the following important prerequisites apply: a) notions of Devel-opmental Psychology: the primary relationships of the child. From birth to two years, the fundamental links for development; b) notions of Dynamic Psychology: Motivational sys-tems; Attachment theory and Intersubjectivity c) notions about the principles that regulate the structure of the family and its Life Cycle. The prerequisites are con-sidered USEFUL, the teaching will in any case provide the elements to acquire the listed skills to all students.
1044927 \| Risk Conditions in Communication Development	1st	6	ITA
Educational objectives General aims The course aims at providing theoretical and practical skills related to communicative development that allow the students to recognize a typical and atypical developmental path. The course examines the transition from preintentional to intentional communication and from non-verbal to verbal communication. The acquired knowledge implies to be able to detect the relationship between several do-mains that characterize language acquisition at different stages of development: a) production vs. comprehension; b) lexicon vs. syntax; c) gestures vs. words. The laboratory offers students the possibility of using different types of instruments that imply direct evaluation (observations) and indirect assessment (standardized questionnaires, check-lists, parent reports, e.g. QSCL, PVB, ASCB, LUI) that allow to de-lineate different profiles of communicative development to detect any conditions of risk or de-lay (late talkers). Specific aims Knowledge and understanding Passing the exam would imply being capable of understanding and using the most widespread and important tools to detect any risk conditions in the communicative and linguistic development. Applying knowledge and understanding Passing the exam would imply mastering specific techniques of both research and assessment of verbal and nonverbal skills that characterize the early stages of development. Making judgments Passing the exam implies mastering the ability to make judgments in order to choose more suitable methods to be applied to evaluate the child's current communicative skills and/or in a longitudinal perspective. These abilities would be attained through discussions on complex research issues, and complex analytical results, and would be held both in the traditional lessons, through the critical analysis of scientific articles, and during the laboratory sessions, through the direct analysis of different profiles of communicative skills. Communication skills Passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication. These skills are acquired during teaching through with emphasis on scientific terminology linked to the technical ability to evaluate and understand the different factors that contribute to the development of communication or on the contrary, that may constitute risk factors. Learning skills Passing the exam involves the acquisition of transversal learning skills common to the theory and practice of observation and detection of communication behaviors that characterize the early stages of development. These abilities will allow the student to deepen the theoretical and practical issues in the field of the typical and atypical developmental psychology in the course of her/his academic and professional career. Learning skills are acquired both in traditional lessons highlighting the descriptive aspects of developmental psychology and in laboratory sessions using and applying assessment techniques.
1044913 \| Child Psychopathology	2nd	9	ITA
Educational objectives General aims The course aims at providing the students with theoretical and practical abilities that would them help deepen diagnostic queries during infancy, in the light of the psychodynamic theories of Developmental Psychopathology, the empirical evidence resulting from Infant Research, and the current International Diagnostic Classification Systems. During the Course, the most relevant clinical syndromes in children will be illustrated, taking into account the influence of Infant Research on diagnostic assessment as well as the role of early clinical interventions (particularly, the Home-visiting interventions) aimed at pre-venting or reducing psychopathological risk during infancy. The expected outcomes would be: competent and critical comprehension of the clinical disorders during infancy, within a transactional developmental perspective that stresses the role of both risk and protec-tive factors on children’s development; knowledge of the diagnostic classification systems, as well as of their revisions in response to emerging clinical and empirical evidence; competent and critical com-prehension of the psychodynamic constructs that guide early preventive interventions in the field of psychopathological and psychosocial risk. The traditional lessons will provide the students with the comprehension of psychodynamic theories about typical and psychopathological development during infancy, through the presentation of several clinical vignettes specific for psychopathological conditions. The Laboratory lessons will provide the students with hand-on opportunities to assess parents-child re-lationship, by means of multiple observational sources that will include: the quality of parents-child nar-ratives; the affect regulatory processes between parents and child; the emotional-adaptive functioning in parents and child; the possible presence of early aversive and/or traumatic experiences in parents. These aspects will be investigated through self-report instruments, as well as by means of mother-child and father-child audio-recorded dialogues. Specific aims Knowledge and understanding Passing the exam would imply being capable of understanding and classifying clinical disorders during infancy, taking into account the psychodynamic perspective of Developmental Psychopathology. Applying knowledge and under-standing Passing the exam would imply mastering the multi-axial assessment instruments that are generally ap-plied to evaluate the quality of parents-child relationship; students would also master how to delineate a profile of the family emotional-adaptive functioning, that characterize both typical and psychopatho-logical development during infancy. Making judgements Passing the exam would imply mastering the ability to comprehend the complex factors that delineate the psychopathological risk during the development, by detecting the presence of early problematic signals within parents-child relationship. During the Course, such abilities will be supported through the presentation of video-recorded parents-child interactions and clinical vignettes, that will allow discus-sions and active participation of the students. Communication skills Passing the exam would attest that students master ability to use the psychodynamic and diagnostic terminology. These abilities would be attained - during the traditional lessons – by emphasizing and in-stantiating the use of psychodynamic, clinical and scientific terminology, and – during the Laboratory lessons – by discussions with the students about the possible problems related to the administration and scoring of the proposed instruments. Learning skills Passing the exam would attest the ability to learn the theoretical constructs of Developmental Psycho-pathology; such abilities would allow students to deepen conceptual-applicative principles of diagnostic process and of the early preventive intervention, during their academic and professional lives. During the traditional lessons such abilities would be transmitted by emphasizing the role of theoretical, clinical and empirical contributions on which the assessment of typical and psychopathological development is based; during the Laboratory session, such abilities would be supported by providing the student s with the opportunity to assess parents-child relationship, using clinical instruments whose validity has been largely documented in the field of scientific community. Prerequisites To more adequately digest the materials provided during the course and the to take full advantage of the study of the books proposed, it’s important for students students to have an adequate knowledge of psychodynamic developmental theories. If the students could not attend the lessons, such prelimi-nary knowledges will allow the students to fully acquire the notions of the Course with the soley aid of the handbooks as well as of the didactic materials which will be made available by the Professor.
Elective course	2nd	9	ITA
Educational objectives 9 credits are available for the courses chosen by students which will give them the opportunity to integrate the training by passing exams that are not included in the curriculum. These other courses can be chosen even among those offered alternatively within the curriculum (CdS), or chosen by other degree programs as long as consistent with the thematics of the curriculm.
AAF2364 \| Professionalizing Internship	2nd	20	ITA
Educational objectives The Practical Appraisal Internship (TPV) activities are carried out in qualified university-affiliated institutions. The TPV consists in contextualized and supervised activities, involving direct observation as well as all the activities for the development of procedural and relational skills required by the profession. Students are expected to acquire skills related to the use of intervention tools for prevention, diagnosis, habilitation-rehabilitation, and support activities in the field of psychology for individuals, groups, and communities, as well as experimentation, research and teaching activities. Specifically, according to Art. 2, c. 10 of Interm. Decree No. 654/2022, the internship is related to the achievement of diverse skills: (a) the assessment of the case, with attention to the different phases of the lifespan; (b) the appropriate use of psychological tools and techniques for collecting information; c) the use of professional interventions theoretically grounded and evidence-based; (d) the process and outcome evaluation of the interventions; (e) the preparation of a report; (f) the communication to patient/client/user/institution/organization; (g) the ability to establish appropriate relationships with patients/clients/users/institutions/organizations; (h) the ability to establish appropriate relationships with colleagues; (i) the understanding of the professional legal/ethical/deontological profiles, as well as of their possible conflicts. The TPV project aims to integrate the knowledge, the acquired skills, the job roles trained, the reflection and discussion of one's own and others' activities, and the formation of deontological and professional skills necessary for an autonomous practice of the psychological profession.
THREE-DIMENSIONAL MODELING

2nd year

Lesson	Semester	CFU	Language
1044936 \| Psychopathology: Clinical Evaluation and Diagnosis	1st	9	ITA
Educational objectives The aim of this course is to illustrate how to manage an assessment process leading to psychological di-agnosis and case formulation, combining the complexity of clinical observation and the use of valid and reliable assessment instruments, the demands of clinical practice and the needs of research. Diagnostic assessment of clinical syndromes - with emphasis on personality and its disorders – will be treated in the broader context of psychodynamic psychopathology. The major classification systems of mental disorders (DSM-5-TR, ICD-11, PDM-2 and PDM-3) and the most recent procedures for assessing per-sonality and psychological and relational functioning (SWAP-200 and SWAP-II) will be described, with particular attention on treatment. Course aims By the end of the course, students will have acquired the basic and necessary knowledge to: a) navigate different diagnostic models in the assessment of personality and psychopathology; b) choose and select the assessment methods and nosographic systems that best meet the different needs of various applica-tion contexts (clinical, research, epidemiological, etc.). Laboratory aims Discussion, supervision and practical application of the instruments studied will be conducted during the laboratory, so that students can acquire professionalizing skills in the field of psychodiagnostic as-sessment. General aims The course is primarily aimed at providing students with the theoretical and practical knowledge that would help them conduct an assessment process useful for diagnosing, developing case formulations, and planning successful treatments; in other words, an assessment process that reflects the effort to promote a diagnostic approach that bridges the gap between clinical complexity (idiographic) and no-sographic systems (nomothetic). In detail, the course aims to furnish students with the necessary and most up-to-date knowledge to: a) navigate the main diagnostic systems (DSM-5-TR, PDM-2 and PDM-3, SWAP-200 and SWAP-II) and psychopathological pictures; b) conduct a psychodynamic assessment of personality and its disorders; (c) select the most appropriate assessment procedures and nosographic systems in relation to different contexts (clinical, research, etc.); (d) deepen an updated reflection on issues related to the construction of identity in the relational and social context. The expected learning outcomes are: skills in clinical and diagnostic assessment of individual mental capacities, as well as in the choice of patient-tailored treatments. Frontal classes provide students with fundamental knowledge of the assessment of psychological func-tioning, including cognitive, affective and relational patterns. Laboratory activities promote the acquisition of professional skills aimed at using empirically validated tools, methods, and procedures suitable for conducting an accurate assessment process. Specific aims Knowledge and understanding Passing the exam guarantees students’ knowledge of the main diagnostic classification systems and their psychopathological pictures, as well as the most widely used assessment procedures of personali-ty, mental capacities, and symptom patterns. Applying knowledge and understanding Passing the exam guarantees students the ability to use methods and procedures of clinical-diagnostic assessment in various domains (clinical practice, empirical research, ecc.), in line with the distinctive areas on which the Master’s Degree "Dynamic Psychopathology and Clinical Relationships in Evolu-tional Age and Adults" is based. Making judgments Passing the exam enables students to develop informed judgments about the appropriateness of as-sessment tools and methods based on different methodologies and applied in different context; these skills allow them to identify the strengths and potential limitations of these measures. Students’ abilities will be acquired through case discussions, video of clinical interviews or movies, and practical exercises during the laboratory. Communication skills Passing the exam requires students to acquire effective communication skills. These skills will be achieved during frontal lectures and laboratory sessions through learning both "technical" diagnostic language and non-jargon communication skills useful for patient relationship. Learning skills Passing the exam involves the acquisition of learning skills that will allow students to deepen, in the course of their academic and professional careers, the knowledge of the most relevant diagnostic mod-els, and to acquire skills on the most widespread assessment procedures of personality and individual mental functioning. These skills will be acquired, in different ways, both during frontal classes and the laboratory sessions, dedicated in particular to the discussion of clinical cases. Prerequisites Useful prerequisites for a better understanding of teaching content and more effective learning are: a) basic knowledge in the area of general psychopathology [important]; b) basic knowledge related to the most widely used nosographic systems for assessing mental disorders [useful]; basic knowledge of the main methods and procedures of diagnostic assessment of individual mental functioning most com-monly used in clinical and research settings [important].
AAF2364 \| Professionalizing Internship	1st	20	ITA
Educational objectives The Practical Appraisal Internship (TPV) activities are carried out in qualified university-affiliated institutions. The TPV consists in contextualized and supervised activities, involving direct observation as well as all the activities for the development of procedural and relational skills required by the profession. Students are expected to acquire skills related to the use of intervention tools for prevention, diagnosis, habilitation-rehabilitation, and support activities in the field of psychology for individuals, groups, and communities, as well as experimentation, research and teaching activities. Specifically, according to Art. 2, c. 10 of Interm. Decree No. 654/2022, the internship is related to the achievement of diverse skills: (a) the assessment of the case, with attention to the different phases of the lifespan; (b) the appropriate use of psychological tools and techniques for collecting information; c) the use of professional interventions theoretically grounded and evidence-based; (d) the process and outcome evaluation of the interventions; (e) the preparation of a report; (f) the communication to patient/client/user/institution/organization; (g) the ability to establish appropriate relationships with patients/clients/users/institutions/organizations; (h) the ability to establish appropriate relationships with colleagues; (i) the understanding of the professional legal/ethical/deontological profiles, as well as of their possible conflicts. The TPV project aims to integrate the knowledge, the acquired skills, the job roles trained, the reflection and discussion of one's own and others' activities, and the formation of deontological and professional skills necessary for an autonomous practice of the psychological profession.
10612023 \| PSYCHOMETRIC METHODS IN CLINICAL RESEARCH	2nd	6	ITA
Educational objectives General aims Teaching aims to provide students with theoretical and practical skills aimed at understanding and using statistical tools for research and evaluation in psychology, with emphasis on aspects relevant to basic, diagnostic, and intervention effectiveness research. The expected learning outcomes are: competence in critically understanding scientific articles, research reports, and evaluations of effectiveness; competence in planning and conducting statistical analyses. The face-to-face lectures provide students with knowledge of the basic principles guiding the planning, evaluation, and analysis of research designs in psychology, particularly considering the contexts on which the Course of Study focuses. The laboratory offers students the opportunity to plan, execute and interpret the statistical analyses covered in the course, and to touch upon the practical consequences of validity and reliability issues. The laboratory thus ensures the acquisition of practical and technical skills in the field of planning and conducting research, and data analysis. Attendance at laboratory classes should be considered mandatory. Specific aims Knowledge and understanding Passing the exam ensures that you are able to understand and use the most widely used and important methodological tools of data analysis for research and evaluation in psychology and psychopathology, and that you are able to develop analysis and research problems in an original way. Applying knowledge and understanding Passing the exam ensures that you know how to use the specific techniques of research and analysis in the contexts on which the Course of Study focuses, as well as how to apply the same tools of practical analysis to situations specific to other psychological, social and health disciplines. Making judgements Passing the exam implies acquiring the ability to critically and creatively judge research designs and methodologies employed in data analysis, in order to be able to recognize critical issues, limitations and possible improvements in the methods of investigation of psychological processes covered in the Course of Study. These skills are acquired during teaching through the presentation of complex cases of data interpretation, both in lectures and during the laboratory. Communication skills Passing the exam involves the ability to effectively use the communicative tools inherent in scientific publications, projects and research reports. These skills are acquired during teaching through emphasis on scientific terminology and technical rhetoric-and its limitations-both in lectures and in the laboratory. Learning skills Passing the exam implies the acquisition of learning skills that are cross-cutting and common to the logic and practice of scientific inquiry, which will enable the student to deepen throughout his or her academic and professional career the principles and use of research designs and data analysis techniques. Learning skills are acquired during teaching by placing emphasis-in the lectures-on alternative ways of investigating and testing the same empirical hypothesis, and by proposing-in the laboratory-cases of data analysis whose procedures and results can be generalized to similar cases in different contexts and disciplines. Prerequisites For a fruitful study of the subject, and for an adequate understanding of the teaching materials, the following can be pointed out as prerequisites: a) notions of descriptive statistics (important); b) notions of inferential statistics (useful), c) notions about bivariate and univariate statistical tests (useful). The teaching in each case will provide the elements to acquire the listed skills for all students.
1044953 \| Dynamic Psychopathology - Advanced Course: Intervention Theories and Models	2nd	9	ITA
Educational objectives General aims The course aims at providing the student with a panoramic of the development of the clinical psychoanalytic thought from its origins to the current views that integrate the clinical models with empirical research identifying the main psychopathological areas of application of these theories for both clinical assessment and intervention. Expected outcomes entail the capacity to apply the single clinical theories and constructs in order to formulate psychodynamic diagnostic hypotheses concerning the patients’ psychological functioning in the diverse phases of the life-cycle considering both intra-psychic and intersubjective functioning. These capacities will also prove useful for the understanding of of the key aspects of clinical change. Traditional lectures are devoted to the presentation of the evolution of psychoanalytic clinical theories and models of psychodynamic treatment The labaratory revolves around the presentation of clinical material allowing the students to deal with the fundamental aspects of clinical assessment of psychopathological functioning and to observe the function of therapeutic interventions in the course of psychotherapeutic treatments. The labratory lessons should be considered mandatory. Specific aims Knowledge and understanding In order to pass the exam, the student is asked to be able to analyze the main aspects of psychopathological functioning in the light of the theories presented as well as to vet the relative perspectives of clinical intervention with an emphasis on which interventions should be applied to the diverse clinical conditions and therapeutic relationship. Applying knowledge and understanding The use of the clinical theories will allow the student who has passed the exam to to identify the key modes of psychopathological functioning with reference to neurotic, psychotic, perverse, processing of post-traumatic experiences, severe personality pathology. The students are also required to identify the aspects concerning transfert and controtransfert in the course of clinical exchanges. Making judgements The course prompts the student to identify the specific aspects of the various clinical conditions in which the psychidynamic point of view can afford an an enriched understanding of individual and relational psychic suffering and allow a more articulate analysis of the project of clinical intervention. Communication skills Passing the exam entails the mastery of the meaning of the key psychodynamic concepts, the capacity to formulate an assessment that can be shared with other professionals of mental health and to establish a dialogue with the other diagnostic perspectives. During the lectures the student’s attention will be drawn to the contribution that the clinical psychoanlytic point point of view can bring to equipe discussions and the formulalation of complex projects of intervention in the diverse context of mental health. Learning skills During both traditional lectures and the laboratory the student will be enabled to test the relevance of the diverse clinical psychoanalytic theories for the description of the processes of thought characterizing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and assessment, for the professional exchange with colleagues of the mental health equipe, in the planning and analysis of the process of clinical change. These skills will result useful for both their application to the various aspects of developmental psychopathology proposed by the other exams of the Course of Study and in the first clinical experiences carried out after the end of the Degree. Prerequisites The student attending the course should possess the basic notions of dynamic psychology, with specific reference to the authors, theories and constructs characterizing the development of psychoanalytic thought. It is expected that such knowledge has been acquired during the undergraduate level of study. Furthermore, the students will have to have acquired with clarity the basic notions concerning the fundamental psychopathological conditions both at the descriptive level (symptoms, disorders, syndromes as they are introduced by the main Diagnostic Manuals) and their manifestations as experienced at a subjective level and their impact on the relationships. finally, some basic knowledge concerning the processes of learning and memory, as well as the functional architecture of the Central Nervous System. The traditional lectures and laboratory activities are held into Italian, though the knowledge of English can be useful in order to consult the specific bibliographical indications for a further analysis of the topics presented during the lectures.
AAF2346 \| OTHER PROFESSIONALIZING ACTIVITIES	2nd	1	ITA
Educational objectives Other activities aimed at improving professionals skills contained in the Program include studies and research (including attendance at conferences, seminars, workshops) for a total of 25 hours (1 credit) that can be distributed over the two years. In particular, the other activities aimed at improving professionals skills may include the following activities: • Participation in conferences and seminars organized by the departments or faculties or to which it has given legal aid; • Participation in conferences and seminars sponsored by outside organizations or bodies recognized very high quality; • Practical activities carried out by external companies or organizations in the form of internships or practical experiences in which a qualified manager is identified who certifies the hours worked; • Specific activities organized by the courses; • Participation in research projects managed and certified by teachers of the degree program; • Courses for bibliographic research organized by the Library of the Faculty; • External training courses or advanced training recognized for their very high quality. Other information will be posted on the University website of the Degree Course. https://corsidilaurea.uniroma1.it/it/corso/2023/32381/home
AAF2591 \| Final Dissertation LM-51	2nd	12	ITA
AAF2591_1 \| Prova Pratica Valutativa	2nd	ITA
AAF2591_2 \| Final Dissertation	2nd	12	ITA
THREE-DIMENSIONAL MODELING
THREE-DIMENSIONAL MODELING

Optional groups

The student must acquire 12 CFU from the following exams

Lesson	Year	Semester	CFU	Language
1044939 \| Neurodevelopmental disorders and Psychopathological Correlates	1st	1st	6	ITA
Educational objectives Aims General aims The course aims at providing the students with a deeper knowledge of the information about child and adolescent psy-chiatric disturbances. Special attention will be given to Neurodevelopmental Disorders and to the comorbidity among these clinical problems and psychopathological e psychiatric disorders during the course of the developmental age. Through traditional lessons, the most recent pathogenetetic theories will be presented about general and specific comorbidity mechanisms . The expected outcomes would be: increased competence in the comprehension of causal relationships in Child Psychi-atry and increased competence in clinical research and detection of comorbidities Specific aims Knowledge and understanding Completion of the learning process would imply being aware of the complexity of the pathogenetic relationship among Neurodevelopmental and Psychopathological Disorders, being able to distinguish the role of environmental and per-sonal factor along with the specific vulnerability driven by the primary problem. These results will be pursued through a detailed presentation and discussion of the different disturbances and their associations. General and specific mod-els desumed from international literature will be also presented. Applying knowledge and understanding Completion of the learning process would imply that the students will be able to decline learned pathogenetical mod-els to specific clinical populations and to single cases. These results will be pursued through the presentation and dis-cussion, during the lessons, of clinical cases and, when possible, of students’ knowledge and previous experiences Making judgements Completion of the learning process would imply mastering the ability to critically read scientific literature about these arguments and to evaluate the attendibility of the given conclusions and statements. These results will be pursued through the presentation by the students of in-depth analysis of the main arguments of the course, laying on scientific papers and/or theoretical reflections about their clinical experiences. Communication skills Passing the exam would attest that students master the ability to expose, in a clear and technically correct way, bat also using a language comprehensible for parents, children and teachers. These abilities are pursued through the proposal of both theoretical descriptions and clinical vignettes that shows clinical relationship implications. Learning skills Passing the exam would attest the acquisition of transversal skills, as the flexibility and the ability of integrate together theories coming from different disciplinary fields. These abilities are pursued through the presentation of clinical mod-els of comorbidity based on different theoretical approaches and on the history and the evolution of the same theories
1026569 \| Neurobiology of Psychic Disorders	1st	2nd	6	ITA
Educational objectives Aims General aims The objective of the course is to make the student capable of setting the mental disease in the frame of its neurobiological bases. Following the analysis of basic and advanced cellular and molecular mechanims that underly normal brain functions, including neuronal responses to the most common psychoactive drugs, the course analyzes the neurobiological bases, both genetic and epigenetic, of major mental diseases, including Autism, Attention Deficit Hyperactivity Disorder (ADHD), Depression, Obsessive-compulsive disorder, Post-traumatic stress disorder and Schizophrenia. Specific aims knowledge and understanding This course provides an updated overview of the neurobiology of main mental illness and makes the student well acquainted with mechanisms underlying the activity of various classes of psychotropic drugs. By taking the course and passing the exam the student will become well acquainted with normal functioning of neural circuits and with genetic and/or epigenetic anomalies, representing risk factors for the development of different types of mental illness. applying knowledge and understanding The specific skills acquired throughout this course nicely complement the overall training and education the student receives in the context of the Master Degree in Dynamic and Developmental Psychopathology, with particular reference to the training in clinical psychology. Taking the course and passing the exam will provide the student with a solid knowledge of the neurobiology of mental disorders, which would be worthwhile during forthcoming professional experience and a valuable basis for post-lauream training in additional studies in the field of psychopathology. making judgements Issues of this course are discussed in light of the most recent break-through of scientific studies, which exploit various experimental models and approaches. Hence, by taking this course and passing the exam the student will be able to critically analyze the validity and limitations of studies that frame a given mental illness in the context of biological anomalies, supported by multidisciplinary approaches. The student will be also able to conceive and discuss alternative/additional hypotheses on the etiopathogenic mechanisms of specific mental illness, identifying issues deserving further investigation. communication skills Attending classroom lessons the student becomes familiar with terms and style typical of the scientific communication in the field of neurobiology, genetics/epigenetics and psychopharmacology. Hence, passing the exam would imply the student has acquired/improved specific skills needed for an efficacious scientific communication. learning skills Taking this course and passing the exam would imply that the student has learnt a number of approaches and methodologies to study the neurobiology of mental disorders. These abilities are attained during traditional lessons that address and critically discuss each specific topic, in light of the most updated findings of studies reported by the scientific literature.
1044921 \| Trauma Psychopathology	1st	2nd	6	ITA
Educational objectives Aims General aims The course aims at illustrating the main theoretical and clinical perspectives related to pathologies of traumatic origin. The first part of the course will analyze the concept of trauma in the context of psychodynamic psychology. Specific attention will be also devoted to the contribution of neuroscience and to the experimental research on extreme trauma and on the relationship between the traumatic experience and the memory function concerning autobiographic memory construction. The diagnostic evaluation, with particular attention to Post Traumatic Stress Disorders, will be addressed in the broa-der context of dynamic psychopathology. Specific attention will be paid also to trauma in childhood. At the end of the course the student will have gained the needed and up to date knowledge to: a. navigate between the different diagnostic models to evaluate diagnostic pathology of traumatic origin in childhood and adulthood; b. select the most appropriate methods of research and evaluation for study and clinical intervention concerning trau-matic origin disease. The traditional lessons would allow students to master the main principles behind a correct diagnostic evaluation of pathologies of traumatic origin in adulthood and in developmental age Specific aims knowledge and understanding Passing the exam would imply being capable of understanding the main theoretical and clinical perspectives and re-search related to traumatic pathology in adulthood and in developmental age. applying knowledge and understanding Passing the exam would imply being capable of knowing how to orientate among the different diagnostic models in the evaluation of pathologies of traumatic origin in childhood and adulthood. making judgements Passing the exam implies the acquisition of the ability to critically and creatively judge the clinical literature and re-search on pathologies of traumatic origin in adults and in developmental age. communication skills Passing the exam implies the ability to effectively use the communication tools of psychodiagnostic evaluations, scien-tific publications, projects and research relationships in relation to traumatic disorders. These skills are acquired du-ring the lessons through the discussion of clinical protocols and research. learning skills Passing the exam implies the acquisition of transversal learning capacities common to the logic and practice of clinical investigation on traumatic pathologies. These skills will enable students to tackle new complex problems during their academic and professional life, in the fields of clinical and research on traumatic disorders
10612031 \| PSYCHODYNAMIC PSYCHIATRY AND PSYCHOPHARMACOLOGY	2nd	1st	6	ITA
Educational objectives General Aims. The student will know the main aspects of the nosography of mental disorders, the clinical and psy-chodynamic aspects, and the most important protective and risk factors for psychopathological symptoms, with particular reference to mood disorders, anxiety disorders, schizophrenia spectrum disorders, addictions, and substance use disorders. Specific Aims. Knowledge and Understanding The course aims to learn and understand the main clinical and psychodynamic elements of the aforementioned psy-chopathological frameworks and the most important risk and prevention factors. A further focus is on the basic elements to formulate diagnostic hypotheses and understand the possible adequate therapeutic projects. Applying Knowledge and Understanding The course aims to develop the ability to apply the knowledge and understanding of the aforementioned elements for the purposes of the categorical and dimensional diagnostic assessments in clinical and dynamic psychiatry, including ther-apeutic, rehabilitation, and prevention projects and interventions. Making judgments Ability to understand the essential psychopathology of mental disorders and recognize the symptom manifestations to achieve a correct diagnostic formulation and formulate appropriate therapeutic strategies. Communication skills Development of adequate language and communication skills regarding epidemiology, psychopathology, psychodynamics, and clinic of the major mental disorders, as well as their primary risk and prevention factors. Learning skills At the end of the course, the student will have learned the main and essential elements for assessing the symptoms and psychodynamics aspects of mental disorders, formulating a diagnostic hypothesis, and comprehending appropriate therapeutic projects.
10612032 \| HISTORY OF PSYCHOTHERAPY	2nd	2nd	6	ITA
Educational objectives General aims The course aims to provide students with a knowledge of the history of clinical methodologies in the psy-chological and psychiatric sciences from the eighteenth century to the present. For each method of inter-vention the stories of the researchers who helped to build clinical psychology and the social and cultural objectives that led them to elaboration of specific mental models will be analyzed. In particular, the differences between the psychological and psychiatric traditions will be highlighted. The course will focus on the history of clinical intervention in psychology, starting from the initial models that have influenced clinical psychology. In particular, the assumptions underlying the contributions that de-fined the psychological intervention in psychopathology and the current modeling of the intervention will be highlighted. In particular, the topics covered will concern the following areas: Analysis of the construction of the clinical method in psychology. The origin of theories of psy interventions. History of mental models in clinical psychology. The psychological-clinical intervention in contemporary epistemological critique. History of psychopathology. History of psychotherapy. Specific aims Knowledge and understanding The course provides the student with the ability to understand which clinical models will be able to use in dealing with intervention situations. In particular, he will be able to discriminate between the different approaches to psychopathology. Applying knowledge and understanding Students will learn through history how the interventions in psychology and psychiatry have developed; students will also be able to relate to colleagues who have had professional training different from the psychological one. Making judgements Passing the exam implies the acquisition of the ability to critically judge one's clinical work in the diagnosis and planning of the psychological intervention. Communication skills The student will acquire a useful vocabulary for communicative exchange with the different figures operating in the field of mental health. Learning skills The course completes the student's clinical training, helping him to contextualize his own intervention, choosing his own approach also based on the history of clinical psychology and psychiatry. The student must demonstrate that he has acquired sufficient knowledge of the course topics with a basic consistency. To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to link them in a logical and consistent way. Prerequisites It is important that the student has acquired previous skills in the history of the psychological sciences
10612075 \| PSYCHODINAMICALLY ORIENTED INTERVENTION IN ADOLESCENCE	2nd	2nd	6	ITA
Educational objectives General Objectives The course aims to develop knowledge of psychodynamic interventions in the adolescent field to enable students to: a) plan and organize a psychodynamic-based intervention for the adolescent and their relational environment; b) distinguish situations that require a psychodynamic intervention by exploring both explicit and implicit objectives; c) delve deeper into psychodynamic assessment and transition towards a subsequent intervention; d) design and participate in the implementation of psychodynamic interventions for adolescents at risk and/or with individual issues that involve both individual and group contexts. Workshop: aims to develop students' clinical skills regarding adolescent dynamics, specifically: 1) reading and reflecting on assessment protocols regarding adolescents and their reference relational contexts (parents, educators, etc.); 2) drafting reports that describe the observations made; 3) deepening understanding of psychodynamic clinical comments and hypotheses regarding observed and described dynamics; 4) group discussion and supervision by the teacher. Ample space will be given to learning about psychodynamic intervention models directly used with adolescent subjects. Specific aims Knowledge and Understanding Passing the exam ensures the ability to know and use the most widespread and significant diagnostic and evaluative tools available to clinicians and to understand the features of psychological consultation with adolescents and their referring adults. Ability to Apply Knowledge and Understanding Passing the exam provides an understanding of the basics of clinical intervention models in adolescence, knowledge of the working characteristics of multidisciplinary teams that deal with themes related to adolescent psychopathology, including terminologies, intervention areas, and possible interactions. Autonomy of Judgement Passing the exam implies acquiring the ability to critically evaluate the conceptual models underlying psychodynamic interventions in adolescence and the clinical tools used in the relevant scientific literature. These skills are gained through teaching by presenting complex cases and interpreting clinical situations of the adolescent and their family and relational environment, both in lectures and during the workshop. Skills Passing the exam implies the ability to effectively utilize the communication tools of clinically oriented scientific publications dealing with the developmental phase of adolescence. These skills are acquired through teaching, focusing on scientific terminology and the acquisition of technical assessment and understanding skills of adolescent psychodynamic clinical pathways, both in lectures and in the workshop. Learning Skills Passing the exam implies the acquisition of cross-cutting learning abilities common to clinical practice relating to work with adolescents, families, and the social contexts in which adolescents are engaged. These will allow the student to further explore the principles and use of psychodynamic care models for adolescent psychopathology throughout their academic and professional career. Prerequisites For adequate study of the subject and a clear, articulated understanding of the teaching materials, students should have the following prerequisites: a) basic knowledge of dynamic psychology and adolescent psychopathology (important); b) familiarity with psychodynamic models of the psychic apparatus's functioning in adolescence (useful); c) knowledge of the main psychopathological frameworks that can occur in adolescence (useful). Regardless, the course will provide all students with the necessary elements to acquire the aforementioned competencies.

The student must acquire 6 CFU from the following exams

Lesson	Year	Semester	CFU	Language
1044922 \| Clinical Interviewing Techniques in Adolescence	2nd	1st	6	ITA
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].
10612030 \| CLINICAL INTERVENTION IN THE SOCIAL AND HEALTHCARE FIELD	2nd	1st	6	ITA
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.
CLINICAL INTERVENTION IN THE SOCIAL AND HEALTHCARE FIELD	2nd	1st	3	ITA
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.
CLINICAL INTERVENTION	2nd	1st	3	ITA
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.
10612480 \| CONTEMPORARY PSYCHOLOGY AND PSYCHOPATHOLOGY: ENVIRONMENT AND IDENTITY	2nd	1st	6	ITA
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.
CONTEMPORARY PSYCHOLOGY AND PSYCHOPATHOLOGY: ENVIRONMENT AND IDENTITY	2nd	1st	3	ITA
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.
IDENTITY AND CONTEMPORARY	2nd	1st	3	ITA
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.
1044920 \| Clinical Interviewing Techniques in Childhood and Parenthood	2nd	2nd	6	ITA
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.
1044919 \| Psychosomatics in Developmental Age: Evaluation and Intervention	2nd	2nd	6	ITA
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