Clinical Psychology | Course catalogue

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Curriculum(s) for 2026 - Clinical Psychology (34186)

Single curriculum

Lesson [SSD] [Language]	Year	Semester	CFU
10630179 \| ADVANCED TOPICS IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	1st	9
Educational objectives General aims Acquisition of a clinical logic of the intervention, able to deal with the questions from different contexts (people, groups, organization). Specific aims knowledge and understanding Understanding the question proposed by the client, or the meaning of the proposed report. applying knowledge and understanding Identify the relationship between the proposed question and the development of the intervention with reference to the setting and the technique. making judgements Develop the ability to deal with the possible designs of the intervention, identifying criteria to choose which one to implement. communication skills Learn the possible verbalizations in conducting a clinical interview, and the acquisition of an appropriate psychological language in the professional relationship. learning skills Learning to orient oneself among the different sources of knowledge, acquiring the ability to self-update according to the different professional contexts.
ADVANCED TOPICS IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	1st	3
Educational objectives General aims Acquisition of a clinical logic of the intervention, able to deal with the questions from different contexts (people, groups, organization). Specific aims knowledge and understanding Understanding the question proposed by the client, or the meaning of the proposed report. applying knowledge and understanding Identify the relationship between the proposed question and the development of the intervention with reference to the setting and the technique. making judgements Develop the ability to deal with the possible designs of the intervention, identifying criteria to choose which one to implement. communication skills Learn the possible verbalizations in conducting a clinical interview, and the acquisition of an appropriate psychological language in the professional relationship. learning skills Learning to orient oneself among the different sources of knowledge, acquiring the ability to self-update according to the different professional contexts.
THEORY BASED TECHNIQUE OF CLINIC INTERVENTION [PSIC-04/B] [ITA]	1st	1st	6
Educational objectives General aims Acquisition of a clinical logic of the intervention, able to deal with the questions from different contexts (people, groups, organization). Specific aims knowledge and understanding Understanding the question proposed by the client, or the meaning of the proposed report. applying knowledge and understanding Identify the relationship between the proposed question and the development of the intervention with reference to the setting and the technique. making judgements Develop the ability to deal with the possible designs of the intervention, identifying criteria to choose which one to implement. communication skills Learn the possible verbalizations in conducting a clinical interview, and the acquisition of an appropriate psychological language in the professional relationship. learning skills Learning to orient oneself among the different sources of knowledge, acquiring the ability to self-update according to the different professional contexts.
10629398 \| Interviewing and Reporting in Clinical Psychology [PSIC-04/A] [ITA]	1st	1st	9
Educational objectives General Aims The aim of the course is to provide the basic knowledge and to help develop the basic competences useful for conducting a clinical first interview and to develop a case formulation as a base for planning a case-specific intervention for adult and adolescent patients, couples and families Specific Aims Knowledge and understanding Knowledge and understanding of the basic theoretical and methodological elements of a clinical interview, of a case formulation and of a case-specific clinical intervention from a psychodynamic perspective Applying knowledge and understanding Ability to conduct a first interview and to develop a case formulation useful for treatment planning Making judgements Basic skills useful for assessing the quality of a first interview and of a clinical intervention shaped according to the formulation of the case Communication skills The ability to understand how to relate, respond and communicate with a patient according to their specific needs Learning skills • Ability to critically utilize bibliography • Ability to contextualize technical knowledge according to the different theoretical and epistemologi-cal models Prerequisites Basic knowledge of the principal models and methods for conducting a clinical interview and of psychopathology
AAF2346 \| OTHER PROFESSIONALIZING ACTIVITIES [N/D] [ITA]	1st	2nd	1
Educational objectives The AAF (1 cfu - 25 hours) achievable by students either through self-training activities, participating in in-depth seminars with internal and external experts offered by the Faculty of Medicine and Psychology, or through supplementary workshops to frontal teaching specifically organized by the degree program.
AAF2364 \| Professionalizing Internship [N/D] [ITA]	1st	2nd	20
Educational objectives The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own professional action within the perimeter marked by professional ethics.
10631586 \| PSYCHOLOGY OF DISABILITIES AND INCLUSION [PSIC-02/A, PSIC-04/B] [ITA]	1st	2nd	12
Educational objectives General aims The course aims to explore the evolution of the concept of disability over time, and to describe and analyze the main characteristics and developmental implications—emotional, relational, social, cognitive, and linguistic—of children with various forms of disability (auditory, visual, motor, and intellectual), as well as of children with neurodivergent conditions (Specific Learning Disorders, Autism Spectrum Disorders, and Attention Deficit and Hyperactivity Disorder) and with Language Development Delay and Impairment. The course will also define an intervention model that supports the child and their family throughout the different stages of development, from childhood to adulthood, encouraging active collaboration among the various agencies involved (family, school, social and healthcare services). A further objective is to analyze the concept of health and issues related to quality of life in chronic and degenerative conditions, including age-related disabilities. Specific aims Knowledge and Understanding Students will acquire solid knowledge on: i) the concept of disability and its historical and theoretical developments; ii) the main developmental differences in individuals with auditory, visual, motor, and intellectual disabilities; iii) key features and emotional-relational implications for individuals diagnosed with Specific Learning Disorders (SLD), Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD) and with Language Development Delay and Impairment; iv) the analysis and assessment of the level of social integration of people with disabilities; v) individual, environmental, and familial risk and protective factors that influence integration processes; vi) quality of life in adults with chronic and degenerative disabling conditions; vii) disability in older age, including memory decline and challenges in performing daily life activities; viii) potential risk and resilience factors, both individual and familial, that support the person and the system across the life span. Applying knowledge and understanding Upon completing the course, students will be able to: i) identify and consult scientific literature related to disability across the life cycle; ii) interpret and apply theoretical models guiding psychological approaches to disability; iii) recognize and analyze the main disabilities and disorders discussed in the course through a transversal approach, including disorder definition, classification, etiology, developmental potential, competence assessment, and intervention planning across the life span; iv) critically reflect on their own professional practice and perspectives; v) develop and reinforce a professional identity and competencies applicable to the various contexts of disability (diagnosis, treatment, inclusion, and support for develop-mental trajectories). Making judgments By the end of the course, students will be able to critically evaluate theoretical models, clinical tools and interventions concerning disability in its various manifestations across the life cycle. Communication skills At the conclusion of the course, students will be able to use appropriate terminology, clearly communicate theoretical knowledge, and understand the language used by professionals in the field. Learning skills Students will be able to learn diagnostic criteria, intervention approaches, and strategies for dealing with disability, chronic illness, and aging—skills essential for promoting positive developmental trajectories in individuals.
PSYCHOLOGY OF DISABILITIES AND INCLUSION [PSIC-02/A] [ITA]	1st	2nd	6
Educational objectives General aims The course aims to explore the evolution of the concept of disability over time, and to describe and analyze the main characteristics and developmental implications—emotional, relational, social, cognitive, and linguistic—of children with various forms of disability (auditory, visual, motor, and intellectual), as well as of children with neurodivergent conditions (Specific Learning Disorders, Autism Spectrum Disorders, and Attention Deficit and Hyperactivity Disorder) and with Language Development Delay and Impairment. The course will also define an intervention model that supports the child and their family throughout the different stages of development, from childhood to adulthood, encouraging active collaboration among the various agencies involved (family, school, social and healthcare services). A further objective is to analyze the concept of health and issues related to quality of life in chronic and degenerative conditions, including age-related disabilities. Specific aims Knowledge and Understanding Students will acquire solid knowledge on: i) the concept of disability and its historical and theoretical developments; ii) the main developmental differences in individuals with auditory, visual, motor, and intellectual disabilities; iii) key features and emotional-relational implications for individuals diagnosed with Specific Learning Disorders (SLD), Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD) and with Language Development Delay and Impairment; iv) the analysis and assessment of the level of social integration of people with disabilities; v) individual, environmental, and familial risk and protective factors that influence integration processes; vi) quality of life in adults with chronic and degenerative disabling conditions; vii) disability in older age, including memory decline and challenges in performing daily life activities; viii) potential risk and resilience factors, both individual and familial, that support the person and the system across the life span. Applying knowledge and understanding Upon completing the course, students will be able to: i) identify and consult scientific literature related to disability across the life cycle; ii) interpret and apply theoretical models guiding psychological approaches to disability; iii) recognize and analyze the main disabilities and disorders discussed in the course through a transversal approach, including disorder definition, classification, etiology, developmental potential, competence assessment, and intervention planning across the life span; iv) critically reflect on their own professional practice and perspectives; v) develop and reinforce a professional identity and competencies applicable to the various contexts of disability (diagnosis, treatment, inclusion, and support for develop-mental trajectories). Making judgments By the end of the course, students will be able to critically evaluate theoretical models, clinical tools and interventions concerning disability in its various manifestations across the life cycle. Communication skills At the conclusion of the course, students will be able to use appropriate terminology, clearly communicate theoretical knowledge, and understand the language used by professionals in the field. Learning skills Students will be able to learn diagnostic criteria, intervention approaches, and strategies for dealing with disability, chronic illness, and aging—skills essential for promoting positive developmental trajectories in individuals.
ASSESSMENT AND INTERVENTION IN LANGUAGE DEVELOPMENT [PSIC-04/B] [ITA]	1st	2nd	6
Educational objectives General aims The course aims to explore the evolution of the concept of disability over time, and to describe and analyze the main characteristics and developmental implications—emotional, relational, social, cognitive, and linguistic—of children with various forms of disability (auditory, visual, motor, and intellectual), as well as of children with neurodivergent conditions (Specific Learning Disorders, Autism Spectrum Disorders, and Attention Deficit and Hyperactivity Disorder) and with Language Development Delay and Impairment. The course will also define an intervention model that supports the child and their family throughout the different stages of development, from childhood to adulthood, encouraging active collaboration among the various agencies involved (family, school, social and healthcare services). A further objective is to analyze the concept of health and issues related to quality of life in chronic and degenerative conditions, including age-related disabilities. Specific aims Knowledge and Understanding Students will acquire solid knowledge on: i) the concept of disability and its historical and theoretical developments; ii) the main developmental differences in individuals with auditory, visual, motor, and intellectual disabilities; iii) key features and emotional-relational implications for individuals diagnosed with Specific Learning Disorders (SLD), Attention Deficit and Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD) and with Language Development Delay and Impairment; iv) the analysis and assessment of the level of social integration of people with disabilities; v) individual, environmental, and familial risk and protective factors that influence integration processes; vi) quality of life in adults with chronic and degenerative disabling conditions; vii) disability in older age, including memory decline and challenges in performing daily life activities; viii) potential risk and resilience factors, both individual and familial, that support the person and the system across the life span. Applying knowledge and understanding Upon completing the course, students will be able to: i) identify and consult scientific literature related to disability across the life cycle; ii) interpret and apply theoretical models guiding psychological approaches to disability; iii) recognize and analyze the main disabilities and disorders discussed in the course through a transversal approach, including disorder definition, classification, etiology, developmental potential, competence assessment, and intervention planning across the life span; iv) critically reflect on their own professional practice and perspectives; v) develop and reinforce a professional identity and competencies applicable to the various contexts of disability (diagnosis, treatment, inclusion, and support for develop-mental trajectories). Making judgments By the end of the course, students will be able to critically evaluate theoretical models, clinical tools and interventions concerning disability in its various manifestations across the life cycle. Communication skills At the conclusion of the course, students will be able to use appropriate terminology, clearly communicate theoretical knowledge, and understand the language used by professionals in the field. Learning skills Students will be able to learn diagnostic criteria, intervention approaches, and strategies for dealing with disability, chronic illness, and aging—skills essential for promoting positive developmental trajectories in individuals.
Optional group:
Optional group:
Optional group:
AAF2364 \| Professionalizing Internship [N/D] [ITA]	2nd	1st	20
Educational objectives The educational objective of the Practical Internship (TPV) is the acquisition of a reasonable mastery and gradual autonomy in the knowledge and understanding of the intervention context; in the evaluation of the requests for intervention; in the planning of consultancy, support and habilitation-rehabilitation interventions in accordance with the provisions of article 1 of law 56/89; in the ability to confront each other in disciplinary and multidisciplinary working groups; in the competence to carry out one's own professional action within the perimeter marked by professional ethics.
[N/D] [ITA]	2nd	2nd	9
Educational objectives 9 CFU for elective teachings, which give students the opportunity to supplement their education by also taking examinations that are not included in their chosen course of study, from among those offered alternatively within the CdS, or belonging to other degree programs consistent with their course of study.
AAF1010 \| FINAL EXAM [N/D] [ITA]	2nd	2nd	12
Educational objectives The final test consists in designing, implementing, presenting, and discussing a research project based on data collected or analyzed by the candidate under the tutoring of a professor. The work on the thesis implies: the direct application of theories, methods and techniques to actual problems (the activity carried out by the candidate is part of the research projects of the group that hosts the student); the capacity to integrate into a work group; and the ability to promptly identify and acquire the new knowledge and skills necessary for carrying out a targeted activity. The achievement of these formative objectives is assessed by the thesis supervisor. The written thesis report is evaluated by an expert second supervisor and the contents of the thesis are presented in oral form (12 minutes with the support of slides in 'powerpoint'), to a committee selected by the Master course. Consequently, the final exam allows to evaluate: whether the candidate is able to use the knowledge and understanding skills to elaborate and / or apply original ideas in a research context; if the student has the ability to integrate different kind of knowledge and to manage complexity and to make judgments based on limited or incomplete information, including reflections on ethical responsibilities related to the application of such judgments; whether the student has the ability to communicate and defend his/her conclusions with specialist interlocutors.
Optional group:
Optional group:
Optional group:

Lesson [SSD] [Language]	Year	Semester	CFU
10630180 \| CLINICAL PSYCHOLOGY IN HEALTH CARE AND NON PROFIT ORGANIZATIONS [PSIC-04/B] [ITA]	1st	1st	9
Educational objectives General aims. The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed. The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health. The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field. Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions Specific aims The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work. The presence, role and use of psychological skills in the contexts under consideration will be discussed Knowledge and understanding What the student will know when completing the course: • The main reference theories; • The main methods and tools of psychological intervention in health and third sector organizations • The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector •The role and use of psychological skills in the contexts under consideration. • The Models of network work, interventions in social contexts Applying knowledge and understanding The student completing the course will have acquired: • the ability to grasp the complexity of new biological, psychological and social health questions • the ability to compare, exchange and integrate different skills • the ability to organize, conduct, participate in working groups • the ability to implement multidisciplinary interventions • the ability to use interdisciplinary and network working models Making judgements The activities that contribute to the development of these skills: Classroom exercises, • subgroup discussions, • simulations, • comparison with professionals working in health and third sector organizations, • experimentation in real contexts outside the classroom • Participation and management of working groups Communication skills The main activities aimed at developing the ability to communicate / transmit what has been learned: • group discussions, • oral plenary reports of the activities carried out in the sub-group, • joint preparation of reports of activities carried out in groups Learning skills The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy: • Experimentation of activities carried out with indirect supervision • Individual assessment as well as group Prerequisites It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL
CLINICAL PSYCHOLOGY IN HEALTH CARE AND NON PROFIT ORGANIZATIONS [PSIC-04/B] [ITA]	1st	1st	3
Educational objectives General aims. The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed. The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health. The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field. Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions Specific aims The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work. The presence, role and use of psychological skills in the contexts under consideration will be discussed Knowledge and understanding What the student will know when completing the course: • The main reference theories; • The main methods and tools of psychological intervention in health and third sector organizations • The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector •The role and use of psychological skills in the contexts under consideration. • The Models of network work, interventions in social contexts Applying knowledge and understanding The student completing the course will have acquired: • the ability to grasp the complexity of new biological, psychological and social health questions • the ability to compare, exchange and integrate different skills • the ability to organize, conduct, participate in working groups • the ability to implement multidisciplinary interventions • the ability to use interdisciplinary and network working models Making judgements The activities that contribute to the development of these skills: Classroom exercises, • subgroup discussions, • simulations, • comparison with professionals working in health and third sector organizations, • experimentation in real contexts outside the classroom • Participation and management of working groups Communication skills The main activities aimed at developing the ability to communicate / transmit what has been learned: • group discussions, • oral plenary reports of the activities carried out in the sub-group, • joint preparation of reports of activities carried out in groups Learning skills The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy: • Experimentation of activities carried out with indirect supervision • Individual assessment as well as group Prerequisites It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL
GROUP PSYCHOLOGY IN PSYCHOSOCIAL INTERVENTION [PSIC-04/B] [ITA]	1st	1st	6
Educational objectives General aims. The course aims to bring the student to the knowledge of two traditional areas of psychological inter-vention: health organizations (hospital and territory) and third sector organizations (associations, social cooperatives, volunteers, NGOs ...). Retracing the historical location, the birth and evolution of these two contexts allow to clarify the cultural dimensions, the resources and the main limitations that char-acterize them. The main theories and methods of psychological intervention in health and third sector organizations will be presented; the presence, role and use of psychological skills in the contexts under consideration will be discussed. The course aims to develop skills for comparison and exchange between different skills in order to grasp the complexity of the new questions of biological, psychological and social health. The course will offer the student the possibility to actively experiment with specific intervention meth-odologies and the opportunity to have a direct comparison with experts in the field. Among the course contents: multidisciplinary teams and integrated working models, chronic pathology management, network working models, social interventions Specific aims The course aims to develop skills for comparison and exchange between different professions in order to grasp the complexity of the new questions of biological, psychological and social health, with particular attention to chronic diseases and models of integrated work. The presence, role and use of psychological skills in the contexts under consideration will be discussed Knowledge and understanding What the student will know when completing the course: • The main reference theories; • The main methods and tools of psychological intervention in health and third sector organizations • The legislation, Italian and international, which regulates the presence of the psychologist in the health structures and the III sector •The role and use of psychological skills in the contexts under consideration. • The Models of network work, interventions in social contexts Applying knowledge and understanding The student completing the course will have acquired: • the ability to grasp the complexity of new biological, psychological and social health questions • the ability to compare, exchange and integrate different skills • the ability to organize, conduct, participate in working groups • the ability to implement multidisciplinary interventions • the ability to use interdisciplinary and network working models Making judgements The activities that contribute to the development of these skills: Classroom exercises, • subgroup discussions, • simulations, • comparison with professionals working in health and third sector organizations, • experimentation in real contexts outside the classroom • Participation and management of working groups Communication skills The main activities aimed at developing the ability to communicate / transmit what has been learned: • group discussions, • oral plenary reports of the activities carried out in the sub-group, • joint preparation of reports of activities carried out in groups Learning skills The main tools provided to help the student to undertake subsequent studies with a high degree of auton-omy: • Experimentation of activities carried out with indirect supervision • Individual assessment as well as group Prerequisites It is useful that the student has: • Knowledge of the main theoretical models of clinical psychology IMPORTANT. • Knowledge of the main constructs of community psychology (Social support, network work): HELPFUL • Design skills: HELPFUL
10631587 \| THEORIES OF INDIVIDUAL AND GROUP INTERPRETATION IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	1st	9
Educational objectives General aims: Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then. The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution. Specific aims Students will acquire the ability to discern the different interpretative levels that they can use in different contexts. Knowledge and understanding Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation. Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention Applying knowledge and understanding Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts Basic competence to understand the configuration of the other (user)’s desire Making judgements Students will be able to establish clinical psychological settings within different contexts Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange. Communication skills Students will be able to establish the relationship between psychologist and context of intervention through clinical categories Basic ability to enter relationship with the other (the client of the intervention)’s desire Learning skills Students will manage the construction of the field of intervention using their acquired ability to interpret. Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention
THEORIES OF INDIVIDUAL AND GROUP INTERPRETATION IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	1st	3
Educational objectives General aims: Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then. The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution. Specific aims Students will acquire the ability to discern the different interpretative levels that they can use in different contexts. Knowledge and understanding Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation. Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention Applying knowledge and understanding Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts Basic competence to understand the configuration of the other (user)’s desire Making judgements Students will be able to establish clinical psychological settings within different contexts Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange. Communication skills Students will be able to establish the relationship between psychologist and context of intervention through clinical categories Basic ability to enter relationship with the other (the client of the intervention)’s desire Learning skills Students will manage the construction of the field of intervention using their acquired ability to interpret. Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention
CLINICAL EXPERIENCES: BETWEEN NARRATIVE AND INTERPRETATION [PSIC-04/B] [ITA]	1st	1st	6
Educational objectives General aims: Students are proposed to rework and integrate the knowledge acquired on the clinical psychology intervention until then. The laboratory is aimed at promoting the practical learning of the bases of the psychodynamic and microgenetic analysis of the instituting stage of the clinical relationship - i.e. the initial mo-ments of the relationship between clinician and user, which contribute significantly to shape the intersubjective field of the clinical exchange, therefore to its subsequent evolution. Specific aims Students will acquire the ability to discern the different interpretative levels that they can use in different contexts. Knowledge and understanding Students at the end of the course will be able to differentiate the specific theories and techniques of clinical interpretation. Basic knowledge of the methodological psychodynamic criteria at the basis of the analysis of the instituting stage of intervention Applying knowledge and understanding Students will be able to know the different techniques concerning interpretation and critically evaluate their use in relation to different contexts Basic competence to understand the configuration of the other (user)’s desire Making judgements Students will be able to establish clinical psychological settings within different contexts Basic competence to understand and regulate the way in which the other (the user)’s desire inter-acts with the observer’s desire in the "present moment" of the clinical exchange. Communication skills Students will be able to establish the relationship between psychologist and context of intervention through clinical categories Basic ability to enter relationship with the other (the client of the intervention)’s desire Learning skills Students will manage the construction of the field of intervention using their acquired ability to interpret. Basic ability to represent, account, verify and validate the decision-making associated with the analysis of the instituting stage of the intervention

Lesson [SSD] [Language]	Year	Semester	CFU
10629731 \| Dynamic Psychology (Advanced Course) [PSIC-04/A] [ITA]	1st	2nd	6
Educational objectives General aims. Lessons will allow the student to assimilate those psychoanalytic notions that will be essential in clinical psychology. The work achieved in class on specific concepts and on theoretical-clinical models will allow the student to build a connection between different concepts and between theory and clinic. Specific aims Knowledge and understanding At the end of the course the student will be able to comprehend the multiple structures of psychoanalytic theories proposed during the lessons. He will also be able to comprehend theoretical evolutions of the different models and to recognize the theoretical and clinical reasons that led to these transformations. The knowledge acquired will help him to understand the contemporary developments of the discipline. Applying knowledge and understanding At the end of the course the student will be able to apply the concepts previously learned to unknown areas, such as child psychoanalysis and psychoanalysis of couple. He will also be able to understand in which clinical areas it’s allowed and essential to apply the theories considered. Making judgments At the end of the course the student will be capable of understanding clinical and ethical matters in case of inaccurate and superficial utilisation of the methods used in the psychoanalytic technique. Communication skills At the end of the course, the student will be able to employ a technical language that will allow him to comprehend and to communicate with experts. Learning skills The student will be able to study independently through the use of primary sources of the theories considered during the course. He will also be able to deepen the concepts treated in the textbooks. while studying the books in the program, instead of manuals. Prerequisites It would be beneficial for the student to have at least a handbook knowledge about the main psychoanalytic theories.
10630849 \| CLINICAL PSYCHOLOGY FOR COUPLES AND FAMILIES [PSIC-04/A] [ITA]	1st	2nd	6
Educational objectives General aims Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes. Specific aims At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation Knowledge and understanding At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation. Applying knowledge and understanding With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships. Making judgments At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings. Communication skills At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics. Learning skills At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms. Prerequisites Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics
CLINICAL PSYCHOLOGY FOR COUPLES AND FAMILIES [PSIC-04/A] [ITA]	1st	2nd	3
Educational objectives General aims Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes. Specific aims At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation Knowledge and understanding At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation. Applying knowledge and understanding With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships. Making judgments At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings. Communication skills At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics. Learning skills At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms. Prerequisites Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics
METHODS AND TECHNIQUES FOR COUPLES AND FAMILIES [PSIC-04/A] [ITA]	1st	2nd	3
Educational objectives General aims Students will acquaint specific issues in the domain of marital and family relationships. In particular, while we are observing the weakening of social norms, couples and families have produced many flexible models both in the expression of affective relationships and in the behaviors. According to this, the course has the goal to show the ways which distinguish clinical psychology for couples and families in the framework of relational systemic models. Besides, students will become familiar with tools for the direct observation of marital and family interactions. So, they will be able to evaluate functional and dysfunctional models in the relationship between spouses and between parents and children. Again, during the class, we will explain the topic of conflict in separation and divorce and the related interventions, such as couple therapy and family mediation. Finally, we will discuss the mentalization processes. Specific aims At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will allow to enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation Knowledge and understanding At the end of class, students will know and use the key notions to detect the complexity of the marital and family forms actually present in the social scenario. In addition, the course will enlighten and understand the variety of clinical interventions such as marital and family enrichment, couple and family therapy, family mediation. Applying knowledge and understanding With the passing of the exam, students will be able to purpose clinical interventions which promote marital and family resources. In addition, students will experiment through video observation and the use of role playing, knowledge necessary for the couple and family interview aimed for evaluating the functional and dysfunctional dynamics of affective relationships. Making judgments At the completion of the course, students will be able to critically evaluate the multiple intervention pathways that reflect the complexity of the affective relationships in order to promote the change and the transformation of the ties. Students will be able to evaluate the connections between different paradigms such as attachment theory, interdependence theory, the intersubjectivity perspective through essays and readings. Communication skills At the conclusion of the class, students will be familiar with the specific vocabulary used both in the international scientific literature and in the contexts of intervention in the domain of marital and family dynamics. Learning skills At the end of the class, students will acquire the key notions related to the observation of marital and family dynamics, such as the constructs of alliance, loyalty and triangulation that, together with the principles of acknowledgment and reciprocity, will allow motivations for the study of plurality of familiar forms. Prerequisites Essential knowledge of child psychology, dynamic psychology, psychology of family dynamics

Lesson [SSD] [Language]	Year	Semester	CFU
10630850 \| PSYCHOPATHOLOGY AND CLINICAL PSYCHOLOGICAL INTERVENTION [PSIC-04/B] [ITA]	1st	2nd	9
Educational objectives General aims The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention. Specific aims Knowledge and understanding The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments. Applying knowledge and understanding The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments. Making judgements The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases. Communication skills The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments. Learning skills The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently. Prerequisites None
PSYCHOPATHOLOGY AND CLINICAL PSYCHOLOGICAL INTERVENTION [PSIC-04/B] [ITA]	1st	2nd	3
Educational objectives General aims The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention. Specific aims Knowledge and understanding The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments. Applying knowledge and understanding The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments. Making judgements The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases. Communication skills The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments. Learning skills The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently. Prerequisites None
INTERVENTION ASSESSMENT AND RESEARCH IN HEALTH CARE SETTINGS [PSIC-04/B] [ITA]	1st	2nd	6
Educational objectives General aims The course aims to provide the student with knowledge on the main psychopathological fields also in relation to the possible causes. The different paradigms present in the current scenario of psychopathological theorization will be critically discussed presenting and discussing possible intervention plans in health care settings. The pro-cess of evaluating differential diagnosis will also be treated, with particular attention to its implications in the definition of a psychological intervention. Specific aims Knowledge and understanding The course will allow the student to acquire knowledge on the main psychopathological disorders and on the eval-uation process of differential diagnosis in order to plan effective treatments. Applying knowledge and understanding The course will allow the student to perform and discuss a psychopathological assessment in terms of differential diagnosis and plan specific treatments. Making judgements The student will develop the critical ability to perform a differential diagnosis in order to make diagnostic hypoth-eses and to plan effective treatments, through practical exercises of simulation and discussion on clinical cases. Communication skills The student will develop the ability to present evaluation hypotheses, based on the differential diagnosis, and to propose effective interventions in working groups in which he will present his arguments. Learning skills The course will allow you to develop the skills necessary to carry out a psychopathological assessment in terms of differential diagnosis, as well as to program specific intervention plans, independently. Prerequisites None
10630293 \| PSYCHOLOGY AND PSYCHOPATHOLOGY OF HUMAN SEXUALITY [PSIC-04/B] [ITA]	1st	2nd	9
Educational objectives Aims General aims Acquisition of the main psychological or psychopathological development paths connected to sexual behavior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields. Specific aims Knowledge and understanding At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior. Applying knowledge and understanding At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields. Making judgements At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization. Communication skills Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns. Learning skills The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid. Prerequisites: Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.
PSYCHOLOGY AND PSYCHOPATHOLOGY OF HUMAN SEXUALITY [PSIC-04/B] [ITA]	1st	2nd	3
Educational objectives Aims General aims Acquisition of the main psychological or psychopathological development paths connected to sexual behavior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields. Specific aims Knowledge and understanding At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior. Applying knowledge and understanding At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields. Making judgements At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization. Communication skills Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns. Learning skills The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid. Prerequisites: Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.
SEXUAL PSYCHOPATHOLOGY [PSIC-04/B] [ITA]	1st	2nd	6
Educational objectives Aims General aims Acquisition of the main psychological or psychopathological development paths connected to sexual behavior. The lectures and laboratory activities will allow for an integration between theoretical and scien-tific content and application in the clinical and preventive fields. Specific aims Knowledge and understanding At the end of the course the student will have an adequate knowledge of the biological, psychological and social aspects connected to normal and pathological sexual behavior: sexual dysfunctions, sexual identity, problematic sexuality and sexual addiction, risky sexual behaviors, new mating strategies, relationship between personality or-ganization and sexual behavior. Applying knowledge and understanding At the end of the course, the student will be able to orient themselves in the subject having the ability to apply theoretical knowledge to practice, i.e., in the clinical, research and preventive fields. Making judgements At the end of the course, the student will acquire the ability to carry out a correct clinical and diagnostic evaluation within the varied spectrum of sexual behavior disorders. A critical assessment capacity will al-so be acquired within the differential diagnosis processes between sexuality disorders and pathologies re-lated to personality organization. Communication skills Acquisition of the right technical and specialist language for communication between colleagues and professionals in the field of physical, mental and sexual health. Acquisition of empathic communication skills aimed at the rela-tionship with the patient in the clinical setting, or with users who are recipients of prevention campaigns. Learning skills The course will provide specific skills and terminologies that are useful at a clinical and research level. Further-more, the bases and the tools for future personal study and continuous and self-appointed updating are laid. Prerequisites: Notions of general psychology, clinical psychology, dynamic psychology, psychopathology and psychometrics.
10630219 \| HEALTH PROMOTION IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	2nd	9
Educational objectives General aims The course aims to explore the psychosomatic approach on the conceptualization of the disease (both physical and mental) and its development, and to define possible models of psychological interventions within the medical care set-tings. The Laboratory, starting from the main concepts of modern psychosomatics, aims to promote the development of the ability to read, critically analyze and discuss clinical cases and the possible applications of psychology and its instru-ments in different healthcare contexts, including primary care. Specific aims Knowledge and understanding Starting from the description of a classical psychosomatic approach, the student will learn the evolution that this model has undergone in the last 50 years, until the contemporary theories of BodyMind func-tioning, such as the model of psycho-biological dysregulation and the multiple code theory of Wilma Bucci. The role of life events and relational components in the construction of health and disease will be also analyzed. Finally, the perspective of health psychology will be explored, as a general framework for the psychological intervention of promotion and support in the medical care settings. Ways of anal-ysis and intervention in different health and illness contexts will be defined. These objectives will be achieved through lectures, discussion groups on the topics explored, and discussion of clinical condi-tions. Applying knowledge and understanding To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situa-tions. The practice (individually or through simulated conditions) on the use of some evaluation tools will consolidate the possibility of knowing and using the instruments. Making judgements Through the discussion in small groups and the comparison with the teacher on various issues, theoret-ical and practical, the critical skills of the students will be supported. Through the oral report to the class group, individually or in small groups, of some themes chosen by the students according to their specific interests, the exchange and autonomy of thought and communication will be promoted. Communication skills The exchange, the communication and the sharing of reflections will be supported within the course in structured spaces for discussion between peers and with the teacher. Learning skills The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible. Prerequisites No prerequisite.
HEALTH PROMOTION IN CLINICAL PSYCHOLOGY [PSIC-04/B] [ITA]	1st	2nd	3
Educational objectives General aims The course aims to explore the psychosomatic approach on the conceptualization of the disease (both physical and mental) and its development, and to define possible models of psychological interventions within the medical care set-tings. The Laboratory, starting from the main concepts of modern psychosomatics, aims to promote the development of the ability to read, critically analyze and discuss clinical cases and the possible applications of psychology and its instru-ments in different healthcare contexts, including primary care. Specific aims Knowledge and understanding Starting from the description of a classical psychosomatic approach, the student will learn the evolution that this model has undergone in the last 50 years, until the contemporary theories of BodyMind func-tioning, such as the model of psycho-biological dysregulation and the multiple code theory of Wilma Bucci. The role of life events and relational components in the construction of health and disease will be also analyzed. Finally, the perspective of health psychology will be explored, as a general framework for the psychological intervention of promotion and support in the medical care settings. Ways of anal-ysis and intervention in different health and illness contexts will be defined. These objectives will be achieved through lectures, discussion groups on the topics explored, and discussion of clinical condi-tions. Applying knowledge and understanding To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situa-tions. The practice (individually or through simulated conditions) on the use of some evaluation tools will consolidate the possibility of knowing and using the instruments. Making judgements Through the discussion in small groups and the comparison with the teacher on various issues, theoret-ical and practical, the critical skills of the students will be supported. Through the oral report to the class group, individually or in small groups, of some themes chosen by the students according to their specific interests, the exchange and autonomy of thought and communication will be promoted. Communication skills The exchange, the communication and the sharing of reflections will be supported within the course in structured spaces for discussion between peers and with the teacher. Learning skills The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible. Prerequisites No prerequisite.
CLINICAL EXPERIENCES IN PHYSICIANS AND PSYCHOLOGISTS CO-PRESENCE SETTINGS [PSIC-04/B] [ITA]	1st	2nd	6
Educational objectives General aims The course aims to explore the psychosomatic approach on the conceptualization of the disease (both physical and mental) and its development, and to define possible models of psychological interventions within the medical care set-tings. The Laboratory, starting from the main concepts of modern psychosomatics, aims to promote the development of the ability to read, critically analyze and discuss clinical cases and the possible applications of psychology and its instru-ments in different healthcare contexts, including primary care. Specific aims Knowledge and understanding Starting from the description of a classical psychosomatic approach, the student will learn the evolution that this model has undergone in the last 50 years, until the contemporary theories of BodyMind func-tioning, such as the model of psycho-biological dysregulation and the multiple code theory of Wilma Bucci. The role of life events and relational components in the construction of health and disease will be also analyzed. Finally, the perspective of health psychology will be explored, as a general framework for the psychological intervention of promotion and support in the medical care settings. Ways of anal-ysis and intervention in different health and illness contexts will be defined. These objectives will be achieved through lectures, discussion groups on the topics explored, and discussion of clinical condi-tions. Applying knowledge and understanding To transmit to the student theoretical models that guide the psychological approach in care settings is a specific aim of the course. From the analysis of the individual conditions to the analysis of the demand, to the ability to reflect on one's work and on one's own positions in the contexts, the students will be guided to the learning of a specific know-how within the medical care settings. The group discussion of specific intervention models will encourage the ability to apply the theoretical concepts to real situa-tions. The practice (individually or through simulated conditions) on the use of some evaluation tools will consolidate the possibility of knowing and using the instruments. Making judgements Through the discussion in small groups and the comparison with the teacher on various issues, theoret-ical and practical, the critical skills of the students will be supported. Through the oral report to the class group, individually or in small groups, of some themes chosen by the students according to their specific interests, the exchange and autonomy of thought and communication will be promoted. Communication skills The exchange, the communication and the sharing of reflections will be supported within the course in structured spaces for discussion between peers and with the teacher. Learning skills The student will receive at the beginning of the course a calendar in which the topics of the lessons will be described, he can so organize the study. The program will be discussed at the beginning of the course; modify it according to requests and interests of the class group will be possible. Prerequisites No prerequisite.

Lesson [SSD] [Language]	Year	Semester	CFU
10630367 \| PSYCHOPATHOLOGY OF ADDICTIONS AND HISTORY OF CLINICAL PSYCHOLOGY ADVANCED COURSE [MEDS-11/A, PHIL-02/B] [ITA]	2nd	2nd	12
Educational objectives General aims: The main objective of this course of study is to provide the basic knowledge of psychiatric disorders and psychological features related to drugs of abuse and addictive behaviors. The course provides theoretical sessions through lectures and frontal lessons, and practical sessions including clinical cases and supervision of cases. Specific aims: Knowledge and understanding: A specific objective of this course is to understand and study the different substances of abuse, the different patterns of consumption and the neurobiological, psychological and psychopathological features related to the consumption and to the abuse of psychoactive substances including the reward pathway in the brain. Several lessons are dedicated to the theoretical frameworks of new pathological addictions (compulsive gambling and technological addictions). Applying knowledge and understanding: Ability to apply diagnostic assessment tools. Ability to plan therapeutic, rehabilitation and prevention interventions. Ability to recognize and evaluate suicidal risk factors related to the use of psychoactive substances. making judgements: Ability to analyze the complex relationship between subject and object of addiction. Ability to discern between biological, psychological and psychopathological aspects involved in the phenomenon of addictions. Communication skills: Through the discussion of clinical cases students will show to have communicative and linguistic knowledge in the area of pathological addictions. Learning skills: At the end of the course the student must possess made the knowledge for recognize and evaluate the psychological-clinical interventions in the field of pathological addictions and must be able to understand these problems from a psychological and a psychopathological point of view. General aims The course proposes the historical-methodological classification of clinical psychology in Italy with particular referen-ce to training and the professional role of clinical psychologist through frontal lessons useful for the development of advanced knowledge of psychology both from a scientific-disciplinary point of view and under the professional and applicative profile. knowledge and understanding The student will be able to historically frame the training and the role of clinical psychologist at national and interna-tional level. applying knowledge and understanding During the course, students will be provided with categories of analysis on the professionalization process of the psy-chologist who led to the regulation of clinical activities in the late 1980s, which the student will be able to use in a wi-der research context to critically analyze the history of his / her own discipline and its most recent developments. making judgements Group work and the creation of written works will lead the student: to integrate the knowledge and manage the com-plexity of the interpretation of a historical text and to formulate critical judgments even in the presence of limited or in-complete information. communication skills The discussion in groups of the elaborated products will allow the student to develop and enhance their communica-tion skills in relation to specific knowledge in the history of psychology. learning skills Lectures and group work will encourage the acquisition of a self-managed and autonomous study method.
PSYCHOPATHOLOGY OF ADDICTIONS [MEDS-11/A] [ITA]	2nd	2nd	6
Educational objectives General aims: The main objective of this course of study is to provide the basic knowledge of psychiatric disorders and psychological features related to drugs of abuse and addictive behaviors. The course provides theoretical sessions through lectures and frontal lessons, and practical sessions including clinical cases and supervision of cases. Specific aims: Knowledge and understanding: A specific objective of this course is to understand and study the different substances of abuse, the different patterns of consumption and the neurobiological, psychological and psychopathological features related to the consumption and to the abuse of psychoactive substances including the reward pathway in the brain. Several lessons are dedicated to the theoretical frameworks of new pathological addictions (compulsive gambling and technological addictions). Applying knowledge and understanding: Ability to apply diagnostic assessment tools. Ability to plan therapeutic, rehabilitation and prevention interventions. Ability to recognize and evaluate suicidal risk factors related to the use of psychoactive substances. making judgements: Ability to analyze the complex relationship between subject and object of addiction. Ability to discern between biological, psychological and psychopathological aspects involved in the phenomenon of addictions. Communication skills: Through the discussion of clinical cases students will show to have communicative and linguistic knowledge in the area of pathological addictions. Learning skills: At the end of the course the student must possess made the knowledge for recognize and evaluate the psychological-clinical interventions in the field of pathological addictions and must be able to understand these problems from a psychological and a psychopathological point of view. General aims The course proposes the historical-methodological classification of clinical psychology in Italy with particular referen-ce to training and the professional role of clinical psychologist through frontal lessons useful for the development of advanced knowledge of psychology both from a scientific-disciplinary point of view and under the professional and applicative profile. knowledge and understanding The student will be able to historically frame the training and the role of clinical psychologist at national and interna-tional level. applying knowledge and understanding During the course, students will be provided with categories of analysis on the professionalization process of the psy-chologist who led to the regulation of clinical activities in the late 1980s, which the student will be able to use in a wi-der research context to critically analyze the history of his / her own discipline and its most recent developments. making judgements Group work and the creation of written works will lead the student: to integrate the knowledge and manage the com-plexity of the interpretation of a historical text and to formulate critical judgments even in the presence of limited or in-complete information. communication skills The discussion in groups of the elaborated products will allow the student to develop and enhance their communica-tion skills in relation to specific knowledge in the history of psychology. learning skills Lectures and group work will encourage the acquisition of a self-managed and autonomous study method.
HISTORY OF CLINICAL PSYCHOLOGY ADVANCED COURSE [PHIL-02/B] [ITA]	2nd	2nd	6
Educational objectives General aims: The main objective of this course of study is to provide the basic knowledge of psychiatric disorders and psychological features related to drugs of abuse and addictive behaviors. The course provides theoretical sessions through lectures and frontal lessons, and practical sessions including clinical cases and supervision of cases. Specific aims: Knowledge and understanding: A specific objective of this course is to understand and study the different substances of abuse, the different patterns of consumption and the neurobiological, psychological and psychopathological features related to the consumption and to the abuse of psychoactive substances including the reward pathway in the brain. Several lessons are dedicated to the theoretical frameworks of new pathological addictions (compulsive gambling and technological addictions). Applying knowledge and understanding: Ability to apply diagnostic assessment tools. Ability to plan therapeutic, rehabilitation and prevention interventions. Ability to recognize and evaluate suicidal risk factors related to the use of psychoactive substances. making judgements: Ability to analyze the complex relationship between subject and object of addiction. Ability to discern between biological, psychological and psychopathological aspects involved in the phenomenon of addictions. Communication skills: Through the discussion of clinical cases students will show to have communicative and linguistic knowledge in the area of pathological addictions. Learning skills: At the end of the course the student must possess made the knowledge for recognize and evaluate the psychological-clinical interventions in the field of pathological addictions and must be able to understand these problems from a psychological and a psychopathological point of view. General aims The course proposes the historical-methodological classification of clinical psychology in Italy with particular referen-ce to training and the professional role of clinical psychologist through frontal lessons useful for the development of advanced knowledge of psychology both from a scientific-disciplinary point of view and under the professional and applicative profile. knowledge and understanding The student will be able to historically frame the training and the role of clinical psychologist at national and interna-tional level. applying knowledge and understanding During the course, students will be provided with categories of analysis on the professionalization process of the psy-chologist who led to the regulation of clinical activities in the late 1980s, which the student will be able to use in a wi-der research context to critically analyze the history of his / her own discipline and its most recent developments. making judgements Group work and the creation of written works will lead the student: to integrate the knowledge and manage the com-plexity of the interpretation of a historical text and to formulate critical judgments even in the presence of limited or in-complete information. communication skills The discussion in groups of the elaborated products will allow the student to develop and enhance their communica-tion skills in relation to specific knowledge in the history of psychology. learning skills Lectures and group work will encourage the acquisition of a self-managed and autonomous study method.
10630369 \| Psychology of typical and atypical development and psychological interventions for the child in hospital [PSIC-02/A] [ITA]	2nd	2nd	12
Educational objectives Aims General aims Through the course the students will reach a good knowledge of the most recent theories of typical and atypical deve-lopment in the field of cognition, learning and social development. They will be able to analyze and critically discuss the contribution of different theoretical positions and recent empirical results. They will master the main research methods in this area and will be able to plan and carry out study and field intervention projects. Specific aims knowledge and understanding Upon completion of the course the student will be able to describe and critically discuss the main approaches and theoretical models that explain development. He will be able to describe constructs, processes and mechanisms of typical and atypical individual development. He will be aware of the main methodologies and research designs for the study of development and the detection of changes in skills and functions over the course of life. applying knowledge and understanding Upon completion of the course the student will be able to critically read a research article in the field of developmental psychology by identifying the theoretical reference model, analyzing the methodology used in order to interpret the results in terms of knowledge advancement in the discipline, limits and potentialities of practical application in educational and clinical intervention. He will also be able to set up and carry out a bibliographic search in the field of developmental psychology. making judgements The student will be able to identify areas of application of the models, approaches and methodologies typical of developmental psychology in the clinical field, both to address educational practices promoting development, and to promptly identify deviant development trajectories and to design clinical interventions. communication skills The student will learn to read and produce appropriate forms of communication to describe and discuss development processes including: scientific articles, reports, oral presentations, argumentative texts. He will be able to present a coherent discourse on the discipline and to coordinate a discussion on the matter. learning skills The work of individual study, analysis of research articles and systematic review, small group work and inverted lessons will allow the acquisition of flexible and effective strategies and learning methods. Aims General aims The course aims to provide students with the acquisition of the main knowledge indicated in the program and the development of basic theoretical, technical and methodological skills for clinical interventions on the cognitive and emotional impact on the child and on the family of the main serious pathologies that require frequent hospital admissions during childhood and adolescence, with particular preparation on the psycho-physiology of the developmental age. Lectures provide students with the knowledge of the basic principles that guide assessment and intervention in these specific situations and encourage students to acquire technical language and the ability to ana-lyze both hospital and family settings. The seminars allow students the direct knowledge of representative experts from six different sectors and the deepening of certain topics covered in class. Specific aims Students will be able to connect in a logical and coherent way the topics covered during the course, depen-ding on the stage of the child's illness. They will have developed clinical, methodological and intervention skills in atypical developmental psycho-logy (eg, assessment of risk factors and resources, psychodiagnostic capacity, design of psychological support interventions and distraction therapies, etc.). They will have developed the ability to deepen the topics covered. They will have acquired a language appropriate to the subject. knowledge and understanding Knowledge of the main pathologies that give rise to frequent hospitalizations in the age of development, knowledge of the psychological dynamics of the sick child and the family, knowledge of the hospital orga-nizations and their health dynamics, knowledge of the therapies of proven effectiveness and psychological interventions Pediatrics appropriate and appropriate to the various cases addressed. applying knowledge and understanding Knowing how to identify and frame clinically psychological problems of the child, secondary to the illness he is af-fected, decode and intervene on the psychological reactions of the family with appropriate support, know the health organizations in the sector. making judgements Acquire the ability to evaluate theoretical models, clinical and methodological tools suitable for the case of intervention, based on the pathology of the child, including through group processing. communication skills Continuous exposure to the specialized and psychological medical nomenclature, ability to use technical language and appropriate vocabulary, exercises to communicate in a clear, direct, logical and coherent way. learning skills Provide basic knowledge of the main diseases that result in prolonged hospitalizations, knowledge of specific clinical and methodological tools for children, adolescents and their families in the course of serious illnesses, even fatal; lear-ning of transversal knowledge between specialist medicine, oncology and psychoncology; to connect the knowledge learned in other subjects in a critical and functional way; recognize and evaluate clinical interventions that are possible and appropriate to the context.
10630904 \| PSYCHOLOGY OF AGING [PSIC-01/A] [ITA]	2nd	2nd	12
Educational objectives General aims The course aims to provide a multidimensional knowledge of the cognitive, emotional, psychological, behavioral, and social phenomena that characterize healthy and pathological aging (Mild Cognitive Impairment and dementias). The assessment, diagnosis, and treatment processes for mild and severe cognitive decline will be analyzed. Specific aims The course aims to provide the tools for assessing the cognitive, psychological, and behavioral profile, diagnosing mild and severe cognitive decline, producing a neuropsychological profile, and planning a personalized intervention to prevent and treat the cognitive, psychological, and behavioral impairment of aging. Ability to apply knowledge and understanding The theoretical knowledge acquired will drive the understanding of the various problems of the elderly and allow an adequate diagnostic process and effective planning of rehabilitation interventions. Judgment autonomy The student will be able to critically evaluate theoretical models and clinical and methodological tools (neuropsychological tests, psychological questionnaires, medical history interviews, etc.). Communication skills The student must develop the ability to use adequate vocabulary and communicate logically and coherently. Learning ability The student will have to learn the theoretical knowledge of aging, the use and interpretation of clinical and methodological tools, knowing how to connect knowledge critically. Prerequisites None

Lesson [SSD] [Language]	Year	Semester	CFU
10630294 \| COGNITION, BODY, AND CULTURE [PSIC-01/A] [ITA]	2nd	1st	6
Educational objectives General aims: The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures. Specific aims: At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills). Knowledge and understanding Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments. Applying knowledge and understanding The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations. Making judgements During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications. Communication skills The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way. Learning skills The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam). Prerequisites Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course. Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.
COGNITION, BODY, AND CULTURE [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives General aims: The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures. Specific aims: At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills). Knowledge and understanding Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments. Applying knowledge and understanding The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations. Making judgements During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications. Communication skills The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way. Learning skills The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam). Prerequisites Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course. Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.
HOW TO CONDUCT EXPERIMENTS [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives General aims: The main objective of the course is to deepen the knowledge: a. of the relationship between cognitive processes and the bodily processes; b. of how the cognitive processes vary depending on the culture and language. Aim of the laboratory is to develop in students the capability to comprehend, evaluate and plan experiments on the topics addressed during the lectures. Specific aims: At the end of the course, the student will be able to: - know the studies showing that the body influences and modulates cognitive processes as perception, attention, categorization and language (Dublin 1, knowledge and understanding); - know the recent literature on the influence of cultures and languages on cognitive processes (Dublin 1, knowledge and understanding); - critically evaluate the experimental studies in this field (Dublin 3, making judgments); - apply the ac-quired knowledge to new contexts and situations (Dublin 2, applying knowledge); - plan and conduct an experiment in this field and interpret its results in an autonomous way (Dublin 5, learning skills);- communicate to the others the re-sults of the experimental study conducted (Dublin 4, communication skills). Knowledge and understanding Students will be illustrated the recent literature on the relationship between the body and cognitive processes (embod-ied and grounded cognition) and the literature showing how cognitive processes are modulated by cultures and lan-guages. Students should demonstrate to comprehend and know these new research areas, conceiving new and original ideas, for example proposing novel experiments. Applying knowledge and understanding The students will have to perform exercises in the class, to prepare themselves to the written exam. They will have to apply the acquired knowledge to new fields (e.g. they will be required to apply their knowledge on motor resonance to the planning of a clinical intervention), and to plan in small groups experiments on the topics presented during the lec-ture. This will allow evaluating how much the students have understood the topics and are able to extend and apply the acquired knowledge to new situations. Making judgements During the lecture the teacher will stimulate the debate, inviting students to detect the limitations of the experimental studies and to propose eventual modifications. Communication skills The students will be invited to actively participate to the lectures, asking questions and talking. At the end of the course they will be required to report to the others the experiment they conducted, paying attention to communicate it in a clear and exhaustive way. Learning skills The students will be invited to learn in an autonomous way and to apply the acquired knowledge to new situations (both during the lectures and the exam). Prerequisites Prerequisite for the course is the ability to understand and analyze texts. A good level of critical ability and creativity, the ability to read articles in English as well as the will-ingness to intervene actively during lessons will be useful for the course. Essential for students is the willingness to work in groups, as well as a good level of motivation, care and interest both in the theoretical aspects addressed during the course and for experimental studies.
10631130 \| EYEWITNESS TESTIMONY: COGNITIVE APPLIED AND CLINICAL ASPECTS [PSIC-01/A] [ITA]	2nd	1st	6
Educational objectives Aims General aims The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts. Specific aims knowledge and understanding In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony. applying knowledge and understanding Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions. making judgements Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence. communication skills Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general. learning skills Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.
EYEWITNESS TESTIMONY: COGNITIVE APPLIED AND CLINICAL ASPECTS [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives Aims General aims The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts. Specific aims knowledge and understanding In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony. applying knowledge and understanding Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions. making judgements Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence. communication skills Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general. learning skills Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.
CASE STUDIES METHODS AND INTERVIEW TECHNIQUES [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives Aims General aims The main aim of the course is to provide a theoretical and operational framework to understand and assess the topics covered (eyewitness testimony). This will be done through lectures, various types of lab activities (research, hands-on training) as well as students’ presentations. The student will acquire crucial knowledge useful also for professional and applied contexts. Specific aims knowledge and understanding In-depth knowledge of the psychological variables involved in producing and obtaining a testimony, as well as of the good and bad practices used in the acquisition of a testimony. applying knowledge and understanding Students will receive information about the vast scientific production on eyewitness testimony. Evlautation skills will be forstered about the methodology adopted for research as well as the appropriateness of cur-rent investigative techni-ques. Tools will also be provided that will make it possible for the students to compare clinical and investigative inter-ventions. making judgements Lectures, but more specifically lab activities and empirical studies will develops students’ ability to critically evaluate the scientific production in eyewitness psychology, the procedures adopted to acquire a testimony, and the reasoning processes that lead to the drafting of a verdict and a sentence. communication skills Lab activities, the presentation to the class of scientific articles and the group discussions on specific topics will make it possible for the students to develop and enhance communication skills related to the specific topic of the course and in general. learning skills Lectures, as well as the research techniques and data analysis examined and applied during lab activi-ties and work-shops, along with the independent reading of main research articles, favour autonomy in studying.
10630382 \| PSYCHOLOGY OF HEALTH AND EMOTIONS [PSIC-01/A] [ITA]	2nd	1st	6
Educational objectives General objectives: the course aims to acquire the knowledge indicated in the program and to develop theoretical, methodological, and research skills in the field of emotion psychology, emotional regulation and dysregulation, and health psychology. Specific objectives: 1. make the student capable of connecting the topics covered during the course logically and coherently. 2. develop the ability to analyze the issues covered critically. 3. acquisition of an appropriate language. 4. develop clinical, methodological and research skills in the field of psychology of emotions, health psychology, and health promotion (e.g., evaluation of risk factors and resources, the role of emotions and emotional regulation in the psychological well-being and psychopathological diseases, health promotion interventions, planning of basic research and intervention research, etc.). Knowledge and understanding: of the main theoretical models, constructs and instruments, and methods of the psychology of emotions and health psychology. Ability to apply knowledge and understanding: To theoretical constructs, to the individual, group, organizational problems, etc. Judgment autonomy: ability to evaluate theoretical models, clinical and methodological methods critically. Communication skills: ability to use a suitable lexicon, knowing how to communicate in a logical and coherent way Learning ability: knowledge, theoretical models, clinical and methodological instruments and methods, knowing how to connect knowledge critically.
PSYCHOLOGY OF HEALTH AND EMOTIONS [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives General objectives: the course aims to acquire the knowledge indicated in the program and to develop theoretical, methodological, and research skills in the field of emotion psychology, emotional regulation and dysregulation, and health psychology. Specific objectives: 1. make the student capable of connecting the topics covered during the course logically and coherently. 2. develop the ability to analyze the issues covered critically. 3. acquisition of an appropriate language. 4. develop clinical, methodological and research skills in the field of psychology of emotions, health psychology, and health promotion (e.g., evaluation of risk factors and resources, the role of emotions and emotional regulation in the psychological well-being and psychopathological diseases, health promotion interventions, planning of basic research and intervention research, etc.). Knowledge and understanding: of the main theoretical models, constructs and instruments, and methods of the psychology of emotions and health psychology. Ability to apply knowledge and understanding: To theoretical constructs, to the individual, group, organizational problems, etc. Judgment autonomy: ability to evaluate theoretical models, clinical and methodological methods critically. Communication skills: ability to use a suitable lexicon, knowing how to communicate in a logical and coherent way Learning ability: knowledge, theoretical models, clinical and methodological instruments and methods, knowing how to connect knowledge critically.
COGNITIVE AND EMOTIONAL DYSFUNCTIONS IN BEHAVIORAL ADDICTIONS [PSIC-01/A] [ITA]	2nd	1st	3
Educational objectives General objectives: the course aims to acquire the knowledge indicated in the program and to develop theoretical, methodological, and research skills in the field of emotion psychology, emotional regulation and dysregulation, and health psychology. Specific objectives: 1. make the student capable of connecting the topics covered during the course logically and coherently. 2. develop the ability to analyze the issues covered critically. 3. acquisition of an appropriate language. 4. develop clinical, methodological and research skills in the field of psychology of emotions, health psychology, and health promotion (e.g., evaluation of risk factors and resources, the role of emotions and emotional regulation in the psychological well-being and psychopathological diseases, health promotion interventions, planning of basic research and intervention research, etc.). Knowledge and understanding: of the main theoretical models, constructs and instruments, and methods of the psychology of emotions and health psychology. Ability to apply knowledge and understanding: To theoretical constructs, to the individual, group, organizational problems, etc. Judgment autonomy: ability to evaluate theoretical models, clinical and methodological methods critically. Communication skills: ability to use a suitable lexicon, knowing how to communicate in a logical and coherent way Learning ability: knowledge, theoretical models, clinical and methodological instruments and methods, knowing how to connect knowledge critically.

Lesson [SSD] [Language]	Year	Semester	CFU
10630315 \| USE AND INTERPRETATION OF PSYCHOLOGICAL TESTS [PSIC-01/C] [ITA]	2nd	2nd	6
Educational objectives General aims The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report. Specific aims Knowledge and understanding By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing. Applying knowledge and understanding He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability. Making judgements The student will have acquired skills in evaluating the properties of psychological tests. Communication skills The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered. Learning skills The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing. Prerequisites Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.
USE AND INTERPRETATION OF PSYCHOLOGICAL TESTS [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report. Specific aims Knowledge and understanding By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing. Applying knowledge and understanding He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability. Making judgements The student will have acquired skills in evaluating the properties of psychological tests. Communication skills The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered. Learning skills The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing. Prerequisites Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.
TEST SCORING AND REPORT WRITING [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The course aims to have the student acquire more information related to the construction, validation and clinical use of psychological tests. The student will have the opportunity to delve into cognitive and personality tests and deal with coding, compiling a notation protocol as well as writing a testological report. Specific aims Knowledge and understanding By the end of the course, the student will have acquired knowledge of some of the most well-known and widely used cognitive and personality tests in national and international testing. Applying knowledge and understanding He will have acquired the necessary knowledge that enables a choice of psychological tests to be used according to the criteria of validity and reliability. Making judgements The student will have acquired skills in evaluating the properties of psychological tests. Communication skills The student will have acquired communication skills of the cognitive abilities and personological dimensions possessed by a subject to whom a given test covered in the module has been administered. Learning skills The student will have acquired the foundation to be able to continue learning and deepening issues related to psychological testing. Prerequisites Useful knowledge of general psychology, developmental psychology, and the fundamentals of psychometrics.
10631115 \| METHODOLOGY OF CLINICAL RESEARCH [PSIC-01/C] [ITA]	2nd	2nd	6
Educational objectives General aims The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation. Specific aims Knowledge and understanding To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques Applying knowledge and understanding To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools. Making judgments To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically. Communication skills To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature. Learning skills To be able to develop learning skills useful in reading clinical-scientific texts Prerequisites There are no specific prerequisites for this course.
METHODOLOGY OF CLINICAL RESEARCH [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation. Specific aims Knowledge and understanding To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques Applying knowledge and understanding To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools. Making judgments To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically. Communication skills To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature. Learning skills To be able to develop learning skills useful in reading clinical-scientific texts Prerequisites There are no specific prerequisites for this course.
EXPERIMENTATION AND PRESENTATION OF RESULTS [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The aim of the course is to learn the methods necessary to conduct a clinical research, from experimental design to data analysis and interpretation. Specific aims Knowledge and understanding To understand the main types of experimental trials in clinical research, comprehend the scientific motivations behind the choices of certain methodologies over others, know and understand the differences between various types of experimental trials, and familiarize oneself with data analysis techniques Applying knowledge and understanding To be able to design an experimental trial, collect, filter, and organize data, and analyze them using statistical software tools. Making judgments To be able to assess the scientific validity, repeatability, and generalizability of an experimental trial, and to critically evaluate a scientific article analytically. Communication skills To be able to communicate the results of an experimental study clearly, both in scientific and divulgative terms, and contextualize them within the scientific literature. Learning skills To be able to develop learning skills useful in reading clinical-scientific texts Prerequisites There are no specific prerequisites for this course.
10631129 \| CLINICAL HEALTH AND QUALITY OF LIFE PSYCHOMETRICS [PSIC-01/C] [ITA]	2nd	2nd	6
Educational objectives General aims The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health. Specific aims Knowledge and understanding Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions. Applying knowledge and understanding At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts. Making judgments Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts. Communication skills Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts. Learning skills Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice. Prerequisites To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.
CLINICAL HEALTH AND QUALITY OF LIFE PSYCHOMETRICS [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health. Specific aims Knowledge and understanding Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions. Applying knowledge and understanding At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts. Making judgments Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts. Communication skills Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts. Learning skills Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice. Prerequisites To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.
DESIGN AND IMPLEMENTATION OF QUESTIONNAIRES FOR ASSESSING CLINICAL EFFECTIVENESS [PSIC-01/C] [ITA]	2nd	2nd	3
Educational objectives General aims The general objectives of the course are: To provide an in-depth understanding of the theory and methodologies of clinical psychometrics applied to the measurement of mental health and quality of life; Prepare students to critically evaluate and apply psychometric tools in research and clinical contexts; Encourage the adoption of an ethical and scientifically informed approach in measuring the psychological aspects of health. Specific aims Knowledge and understanding Students will acquire knowledge on the following aspects of the discipline: Fundamental principles of psychometrics, including validity, reliability, and standardization techniques; Various scales and instruments used to measure quality of life and mental health; How psychometric measurements influence the assessment of effectiveness of treatments and clinical interventions. Applying knowledge and understanding At the end of the course, students will be able to: Select and apply appropriate psychometric tools based on specific research or clinical practice needs; Interpret the results of psychometric tests and use them to make clinical or research assessments; Adapt psychometric tools to different cultural and social contexts. Making judgments Students will develop the ability to: Critically evaluate research literature on psychometrics applied to mental health and quality of life; Identify limitations of existing psychometric tools and potential areas for improvement; Make informed choices in selecting measurement instruments for specific research or clinical contexts. Communication skills Students will learn to: Effectively communicate psychometric results to colleagues, researchers, and patients, using appropriate and accessible language. Present and defend methodological choices in academic and professional contexts. Learning skills Students will be able to: Continuously update themselves on new methodologies and psychometric tools; Apply the acquired skills to enhance their professional or research practice. Prerequisites To fully benefit from the course, students should have: Basic knowledge of mathematics and statistics; Familiarity with the general principles of clinical psychology as an evidence-based empirical science.