Educational objectives The course’s goal is to provide theoretical knowledge related to the main models of psychoanalysis from classical Freudian conceptualization, to recent contemporary models. In particular, it is intended to explore the historical evolution of psychodynamic concepts, the theoretical formulation of unconscious thought and dynamic dimensions of the mind, such as psychic defenses. It is also intended to develop the evolution of concepts of identity, processes of subjectification, models positing the relationship as a transformative process will be studied, focusing on contemporary theoretical models of gender studies and the fallout in the current understanding of the debate between psychoanalysis and gender.
Knowledge and understanding skills
At the end of the course, students will be able to familiarize themselves with the main theoretical developments in psychoanalysis, how much psychodynamic models have developed free and relationship-based thinking, unhinging preconceptions in favor of subjectivity development. They will, moreover, be able to critically compare models and theories, discuss their validity of theorizing in light of the most significant findings brought by gender studies research.
Applied knowledge and understanding skills
Students will gain skills in understanding psychic dynamics, conceptualization of unconscious thought, psychic defenses, dream construction, concept of identity and subject. They will be able to understand how psychoanalysis arose from giving women a listening ear and voice. They will explore overcoming the concept of normality by creating continuum between normality and psychopathology, in favor of the development of the subject. They will work on the constructs of symbolization, construction of the autobiographical process and the formation of psychic representation. They will develop skills on relationship dynamics and listening to the personal narrative.
Autonomy of judgment
Students will acquire the theoretical-conceptual and analytical-applicative tools needed to understand the dynamic workings of the mind, a critical view of various theoretical models and how they have changed with feminist theories and gender studies.
Communication skills
Students will develop conceptual skills on the development of subjective identity, be able to express critical thinking on theories and points of development yet to be made. They will know how to manage relationship and communication in a dynamic of listening and welcoming.
Learning skills
Throughout their teaching, they will conduct a critical analysis of the literature traceable to the main models of psychoanalysis, understand the psychosexuality-identity dynamic. They will learn aspects of critique and theoretical development. They will learn the dynamics of symbolic and emotional processes and how these develop in the relationship with otherness.
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Educational objectives The general objective of the course is to understand changes that occur during the different developmental stages with particular attention to the development of the identity of lesbian, gay, bisexual, transgender, and queer people, i.e., all those people with sexual orientation and/or gender identities other than the cis-heterosexual norm (LGBTQ +).
The course is divided into two conceptually interconnected parts. The course will analyze the family from a systemic-relational point of view. The first part will be introduced the "classical" family theories to arrive at the most recent theoretical contributions to the psychology of parenting and family relationships. The lessons will deepen the dynamics of coming out, conceptualized as a process that involves the whole family system. Precisely, we will present the affirmative approach to sexual orientations and gender identities that do not conform to the cis-heterosexual norm that helps create psychological/clinical paths that are respectful, aware, and supportive of the identities and life experiences of LGBTQ + people (American Psychological Association, 2015).
Students will be guided in the deepening of the following topics:
a) the most important theories for the understanding of parenting and family functioning;
b) the evaluation of parenting and family functioning;
c) parents’ reactions to coming out and the development of a positive identity in LGBTQIA + people;
d) the role of politics, religion, culture, and ethnicity in influencing parenting, family dynamics, and the well-being of LGBTQIA + people.
Students will also study clinical cases concerning dysfunctional family dynamics and at-risk parenting. The monographic part of the course will deal with the theme of families made up of same-sex parents and the well-being of children who grow up in same-sex parent families.
In the final part of the course, we will provide the following theoretical and practical activities: 1) participation in research projects in the field of developmental and family psychology; 2) short presentations in the class by the student; 3) administration of interviews with LGBTQIA + people for the collection of life stories.
Upon completion of the course, the student will understand the relationship between parenting, family functioning, and the well-being of children and adolescents. In particular, concerning the adolescent phase, the student will have a thorough knowledge of the variables of parenting and family functioning that can promote the well-being of the children. It will also have a basic understanding of the different models of systemic-relational therapy.
The skills acquired will involve a more remarkable ability to work with parents and families. The student will also be encouraged to interact positively with the parents according to the children’s different stages of development. Specifically, the deepening in adolescence will allow:
a) to better understand the development tasks in adolescence and the specific development tasks of LGBTQIA + people;
b) a knowledge of family functioning and the variables most able to promote individual and family well-being.
The transversal skills acquired will cover the critical and judgmental abilities enhanced by participation in theoretical and practical laboratory activities. The administration of a battery of instruments on parenting, family functioning, and well-being in adolescence will allow the student to empirically verify the studied psychological theories.
The presentation and discussion of clinical cases concerning dysfunctional family dynamics and at-risk parenting will allow the students: (a) to understand the necessary skills for effective and adequate communication with parents and the different members of the family in a supportive emotional climate; (b) to avoid the most common mistakes during in-deep interviews with LGBTQIA+ people.
With the participation in research projects (critical analysis of bibliographic sources, administration of self-report measures, scoring, and data entry), students will be better able to continue the study independently and deepen the themes of the developmental and family psychology they will need to study.
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