THREE-DIMENSIONAL MODELING

Course objectives

General Aim. The course aims at providing the students with theoretical and practical knowledge that would them help to understand how to use theoretical models for the study of the relations between personality and deviant-antisocial behavior , to acquire extensive scientific knowledge on personality functioning and development of deviant and criminal behaviors. Furthermore, the course will offer methodological competence in the application of main tools for the assessment of personality and deviant behaviors in the contexts of juridical -forensic The expected learning outcomes would be competent and critical reading of theoretical models related to personality psychology, of scientific literature related to the association between personality and deviant outcomes from infancy to adult age; competent profile analysis of single cases. The traditional lectures would allow students to master the main principles behind scientific knowledge in the explanation of the relations between personality and deviant behaviors, the assessment process, the ethical and methodological principles of administration (also ethical) and interpretation of tests with children, adolescents and adults. The laboratory thus ensures acquiring the practical and technical ability related to the assessment procedures and the analysis of single cases. The students will examine, according to dimensional approach, the main instruments related to the assessment of personality and the different personality typologies in the context of juridical forensic. The laboratory thus ensures acquiring the practical and technical ability related to personality assessment in children, adolescents and adults. Attendance to the laboratory lessons and experiences must be considered mandatory. Knowledge and understanding: passing the exam would imply being capable of understanding and using the most widely theoretical models and used tools for the assessment of personality and deviant behaviors, as well as the profile analysis useful for understanding individual at risk of antisocial and criminal behaviors . Applying knowledge and understanding: passing the exam would imply mastering the knowledge and use appropriate instruments for the research and the assessment of personality in juridical and forensic context. Making judgment: passing the exam would imply to be able to make informed judgments and evaluations of theoretical models, as well of assessment instruments, recognizing their strengths and limits. These abilities would be attained through discussions on single cases and reports. Discussions would be held in the traditional lessons as well as during the laboratory sessions. Communication skills: passing the exam would attest that students master the communication abilities and tools needed for an efficacious scientific communication and assessment process. Learning skills: passing the exam would attest the acquisition of skills conducive to further learning related to psychological assessment. During the traditional lessons such abilities would be transmitted by emphasizing the existing different perspectives on the study of personality, and showing during the laboratory session, the complex assessment and comprehension (reading) of single cases related to different developmental phases, such as late infancy, adolescence and young adulthood.

Channel 1
CONCETTA PASTORELLI Lecturers' profile

Program - Frequency - Exams

Course program
Teaching content This course is articulated in three modules, it aims to introduce the most relevant theoretical models in the study of temperament and personality across the life-span and different models to promote individual well-being and prevent maladjustment. Particular attention will be devoted also to intervention methods. The first module focuses on the topic of individual differences according to the theory of personality traits and socio-cognitive theory (16 hours of frontal lessons/flipped lessons). In addition, it focuses on the examination in depth of the evaluation of personality traits and of self-efficacy beliefs, as well as of those indicators associated with individual differences in promoting well-being and preventing maladjustment across the life-span. The second module focuses on the topic of temperament in the course of development (16 hours of frontal lessons/flipped lessons) and it focuses on the in depth examination of the associations between temperament and personality, their assessment and the most recent scientific studies. The third module focuses on the interventions aiming to promote well-being and prevent maladjustment across the life-span (16 hours of frontal lessons/flipped lessons). Furthermore, special attention will be devoted to the examination of the most effective evidence-based universal intervention programs.
Prerequisites
Knowledege of Italian Language Theoretical Knowledge of Personality Psychology Recommended books. • Caprara, G.V., Cervone, D. (2003). Personalità. Determinanti, Dinamiche e Potenzialità, Milano Raffaello Cortina (Capitoli 1-8). Primo nucleo tematico: Personalità. . Cervone D. & Pervin L. (2017). La scienza della Personalità. Raffaello Cortina Milano
Books
The following texts will be used during the course: • Barbara Krahe (2005) Psicologia sociale dell'aggressività. Edizioni il Mulino Bologna • Caprara, Gerbino, Luengo e Vecchio (2014) Educare alla prosocialità. Teoria e buone prassi. Pearson Editore For those students who did not take a personality course, it is necessary to compensate for their lack of knowledge through the study of another book on Personality. Text: Caprara, G.V., Cervone, D. (2003). Personalità. Determinanti, Dinamiche e Potenzialità, Milano Raffaello Cortina (from chapter 1 to 8).
Teaching mode
Teaching methods The topics of the course will be presented through frontal lessons and practical activities (group activities, flipped lessons, in-class assignments). Frontal lessons aim to promote students’ knowledge and compre-hension of theoretical models and methods associated with the study of individual differences in personality and temperament across the life-span, and to promote students’ skills in critically evaluating alternative pre-vention and promotion interventions, being able to recognize correspondent advantages and disadvantages. Group activities and in-class assignments aim: 1) to develop capacity to read and inter-pret scientific questionnaires to evaluate temperament and personality; 2) to acquire capacities to plan and implement evidence-based intervention programs, through practical activities in which students will have to produce project proposals. Group activities promote active participation of all students in the learning pro-cess through multiple specific activities aimed to facilitate the acquisition of the skills related to the learning goals of this course. All information about this course will be reported on the correspondent site on e-learning. https://elearning2.uniroma1.it/login/index.php
Frequency
Attending the class is strongly recommended
Exam mode
4 Grading 4.1 Exam goal Those students who will attend the course will have to pass three intermediate exams. Specifically: The first intermediate exam consists of 10 multiple-choice questions and 2 open-ended questions. The goal of the first intermediate exam is to evaluate students’ knowledge of the topics included in the first module (Module 1 = Personality) The second intermediate exam consists of a group presentation about a scientific article in English. The goal of the second intermediate exam is to evaluate: 1) students’ capacities to read and critically evaluate theoretical models and results of a scientific study; 2) students’ capacities to effectively and profession-ally talk about the results of a scientific research; 3) students’ transverse capacities to work in group. The third intermediate exam consists of two open-ended questions. The goal of the third intermediate exam is to evaluate students’ comprehension and knowledge of the topics reported in the second and third modules of this course (i.e., Module 2 = Personality and temperament; Module 3 = Promotion and prevention).
Lesson mode
Teaching methods The topics of the course will be presented through frontal lessons and practical activities (group activities, flipped lessons, in-class assignments). Frontal lessons aim to promote students’ knowledge and compre-hension of theoretical models and methods associated with the study of individual differences in personality and temperament across the life-span, and to promote students’ skills in critically evaluating alternative pre-vention and promotion interventions, being able to recognize correspondent advantages and disadvantages. Group activities and in-class assignments aim: 1) to develop capacity to read and inter-pret scientific questionnaires to evaluate temperament and personality; 2) to acquire capacities to plan and implement evidence-based intervention programs, through practical activities in which students will have to produce project proposals. Group activities promote active participation of all students in the learning pro-cess through multiple specific activities aimed to facilitate the acquisition of the skills related to the learning goals of this course. All information about this course will be reported on the correspondent site on e-learning. https://elearning2.uniroma1.it/login/index.php
  • Academic year2025/2026
  • CourseLegal, Forensic and Criminological Psychology
  • CurriculumSingle curriculum
  • Year2nd year
  • Semester1st semester
  • SSDM-PSI/01
  • CFU3