Clinical and health psychology for medical contests

Educational objectives

The course aims to develop advanced knowledge of the theories and methods of basic research in developmental psychobiology and the ability to independently conduct research, critically evaluate, and effectively use basic research findings to address clinical or scientific problems.
The "Developmental Psychobiology" module will provide training based on the most recent findings regarding the psychobiological substrate of major typical and atypical behaviors during development.
The "Elements of Child Neuropsychiatry" module will provide firsthand knowledge of brain development and human behavior, with insights into the diagnosis, prognosis, and treatment of major neurodevelopmental disorders.
As an introductory course, it will also aim to orient and guide students toward a study approach based on gathering information directly from sources, stimulate critical evaluation of information, and encourage comparison and integration of information conveyed through various formats (thematic lectures, seminars led by researchers on their research findings, use of scientific articles in the original language as texts).

Educational objectives

General objectives:

The course includes two modules: 1) Clinical Neuroscience and 2) Social Neuroscience, providing a comprehensive overview of the brain mechanisms that underlie cognitive, behavioral, and relational processes.

Clinical Neuroscience module
The Clinical Neuroscience module is aimed at promoting the acquisition of knowledge of the biological mechanisms underlying cognition and at the study of neural substrates of mental processes and the pertaining behavioural manifestations. Moreover, the main investigation techniques within neurosciences, the relations between specific psychological/cognitive functions and the involved neural circuits, and the mutual interactions between cognitive processes underlying health behavior will be analysed.

Social Neuroscience module
The Social Neuroscience module is aimed at providing students with knowledge about the social brain, scilicet on the neural networks involved in inter-subjectivity, paying special attention to the neuroscientific study of the complex mental processes underlying interpersonal relations. It is expected that the students will be able to learn how to read critically scientific articles in the area of social psychology, cognitive neurosciences, and social neurosciences.

Specific objectives:

Knowledge and understanding
Acquisition of the main instruments to know and deepen the Clinical and Social Neurosciences

Ability to apply knowledge and understanding
Students will be able to develop general skills for deepening, even autonomously, knowledge inherent the topics of the course.

Making judgements
A fundamental aspect of the course is that all the students have to comment on the overview provided by the teacher on each class. This approach will induce students to search for explanations and alternative interpretations of theoretical and empirical contributions of specialty and not only general literature.

Communication skills
The course will include collegial discussion of scientific articles to which each student has to participate. This approach will lead the students to evaluate the impact their communication skills and improve them through the interactions with peers and the supervisor

Learning skills
Students will be able to read and critically discuss scientific papers concerning specific topics. Thus, it will be required the ability to learn complex notions concerning specialty topics.

Educational objectives

The course aims at promoting knowledge and ability to implement this knowledge about statistical techniques useful for selecting valid and reliable measures of quality of life. Moreover it aims at promoting knowledge and ability to apply this knowledge about analysis statistical techniques useful for testing efficacy and effectiveness of interventions.

Educational objectives

Knowledge and understanding. The course aims to provide students with the knowledge needed to understand the psychophysiological bases of healthy aging and the main disorders associated with it (in particular Alzheimer's disease and alpha-synucleinopathies), integrating biological, physiological, cognitive, and geriatric perspectives. It also aims to provide knowledge of the cognitive and behavioral changes, as well as the changes in brain structure and function, associated with healthy and pathological aging, along with knowledge of the regulation of the sleep-wake rhythm, the main sleep disorders, and interventions to support cognitive functioning in older adults. On the geriatric side, the course aims to provide basic elements on senescence and its clinical-biological manifestations, on multidimensional geriatric assessment, on the concept of frailty and its main epiphenomena, on lifestyle in relation to senescence, on care settings and socio-healthcare service networks, and on the principles of palliative care.
Applying knowledge and understanding. The course intends to develop students' basic skills to reason independently about the meaning of neuroscientific data on aging, to understand the usefulness, validity, and limitations of the main neuroscientific and electrophysiological methods used in the assessment and treatment of older adults, and to connect such evidence to interventions aimed at supporting cognitive functioning (active lifestyle, cognitive reserve, cognitive enhancement activities). It also intends to provide students with the basic tools of multidimensional geriatric assessment and the ability to recognize the main conditions of frailty and geriatric syndromes, useful for the clinical framing of the older person and for orientation toward the most appropriate care setting.
Making judgements. The course intends to stimulate critical and independent reflection on the scientific literature concerning the psychophysiology of aging, fostering the ability to identify the limitations of the main theoretical models and research methods used in this field, as well as the limitations and practical implications of the interventions proposed for older adults, including clinical and ethical issues related to frailty and palliative care.
Communication skills. The course intends to foster the acquisition of appropriate scientific language and specialized terminology relating to the psychophysiology of aging and to the basic elements of geriatrics, promoting the ability to communicate neuroscientific and geriatric information effectively to both specialist and non-specialist audiences, and fostering dialogue among different professional figures (psychologists, geriatricians, nursing staff) and with the socio-healthcare service networks involved in the care of older people.
Learning skills. The course intends to provide students with the tools needed to navigate the specialized literature on the psychophysiology of aging independently and to master the basic elements of geriatrics, highlighting the rationale behind the need for continuous professional updating in a field undergoing rapid scientific and clinical evolution.

Educational objectives

The course aims to promote knowledge of the psychological and social determinants of healthy lifestyles (active lifestyle and healthy diet) and of the instruments for their measurement. It also aims to promote methodological knowledge for the planning, implementation and management of programs that promote active lifestyles and of the statistical techniques for verifying their effectiveness. A part of the course also aims to promote the technological knowledge necessary to use e-health programs, and to understand their potential and risks.

Educational objectives

The course consiste of two laboratori es that aim to provide advanced knowledge about emotions and their regulation, with particular reference to the effects of the use of dysfunctional and inflexible strategies for regulating emotions on health. The first laboratory will pay particular emphasis on social interactions, prosocial behavior and positive emotions. The second laboratory will pay special enphasis to consciousness, attention and meditation, compassion and self-compassion, and how they may affect emotional states and health. Both laboratories will also offer opportunities to experience protocols and their applications, with particular reference to stress reduction; the management of negative experiences; the management of rumination and brooding, the promotion of well-being.

Educational objectives

Through the collaboration between psychologists and physicians, the laboratory aims to provide advanced knowledge of eating disorders, metabolic disorders and chronic gastrointestinal disorders. It also aims to promote advanced knowledge of the psychological, social, biological and metabolic determinants of the aforementioned disorders as well as the psychological and medical maintenance factors that may be targeted by counselling interventions. The frequency of the hospital, the participation to team meetings, the observation of the administration and the involvement in the scoring of tests and questionnaires used for diagnostic purposes will promote learning of the diagnostic process, the communication of the diagnosis to the patient. Moreover it will increase knowledge about how to plan and conduct psychological support and counseling interventions in interaction with those provided by other professionals necessarily involved in the treatment of these disorders and how to plan and conduct interventions aimed at favoring the adherence to cares.

Educational objectives

The course also aims to provide students with curricular internship experiences (18 CFU) at public or private institutions with which agreements have been established, as well as at organizations that already collaborate with the Department (for example, the Fondazione Santa Lucia IRCCS). An additional 2 CFU of curricular internship are dedicated to preparing for the practical evaluation exam (PPV), through meetings specifically focused on the professional code of ethics and other professionalizing aspects.

The curricular internship represents a unique training opportunity, enabling students to acquire both specific and transversal skills, to apply theoretical knowledge gained in the classroom to real-world contexts, and to collaborate with professionals in the field, thereby fostering both their professional growth and personal development.

At the end of the curricular internship, students will be able to:
• critically and creatively use the theoretical and methodological knowledge acquired in class to address innovative situations in professional contexts;
• independently apply professional methods and techniques specific to the internship setting, demonstrating problem-solving abilities and adaptability;
• collaborate effectively with other professionals, developing teamwork and interpersonal communication skills;
• acquire advanced competencies in areas complementary to the main educational pathway (e.g., patient management, professional ethics, scientific research);
• demonstrate an advanced understanding of professional responsibility as well as the ethical and social implications of their actions.

Educational objectives

The course aims at promoting the development of an advanced knowledge of the models that in the framework of health psychology and clinicla health psychology explain why people adopt healthy behaviors and how to promote wellbeing in specific contexts like non communicable diseases and chronic diseases. The course also aims at promoting the acquisition of the knowledge and understanding about the Health System and the main issues of public health that may give students the ability to apply that knowledge in all the contexts in which he/she will operate, in order to promote health and safety of the individual and the community.

Educational objectives

The aim of the AAF is to provide students the possibility to acquire -- in applied contexts -- a wide range of specific knowledge and/or competence related to their future profession.
prova finale.

Educational objectives

The 12 CFU chosen by student represent a valuable opportunity to customize and enrich their educational path, acquiring specific and transversal skills, developing their professional attitudes and aspirations, and promoting their intercultural awareness. The objective is to enable students to also develop specific skills in complementary areas of interest to their main educational path in neuroscience, such as the fields of criminological and forensic law, clinical psychology, economic psychology and educational sciences.

Educational objectives

The course also aims to provide students with curricular internship experiences (18 CFU) at public or private institutions with which agreements have been established, as well as at organizations that already collaborate with the Department (for example, the Fondazione Santa Lucia IRCCS). An additional 2 CFU of curricular internship are dedicated to preparing for the practical evaluation exam (PPV), through meetings specifically focused on the professional code of ethics and other professionalizing aspects.

The curricular internship represents a unique training opportunity, enabling students to acquire both specific and transversal skills, to apply theoretical knowledge gained in the classroom to real-world contexts, and to collaborate with professionals in the field, thereby fostering both their professional growth and personal development.

At the end of the curricular internship, students will be able to:
• critically and creatively use the theoretical and methodological knowledge acquired in class to address innovative situations in professional contexts;
• independently apply professional methods and techniques specific to the internship setting, demonstrating problem-solving abilities and adaptability;
• collaborate effectively with other professionals, developing teamwork and interpersonal communication skills;
• acquire advanced competencies in areas complementary to the main educational pathway (e.g., patient management, professional ethics, scientific research);
• demonstrate an advanced understanding of professional responsibility as well as the ethical and social implications of their actions.

Educational objectives

The laboratory aims at increasing knowledge about the identification of the main risk factors for the development of cardiovascular and oncological disorders and the implementation of evidence-based techniques for the promotion of health in people with essential arterial hypertension and oncological disorders. Activities will be carried out in pairs during which it will be possible to learn how to conduct intervention protocols such as heart rate variability biofeedback or progressive muscle relaxation. The practical skills learned can be implemented during the activity in the ward, through a shift system of small groups of students

Educational objectives

The course aims to provide advanced knowledge and theoretical-methodological tools for understanding and analysing communicative, relational and group processes in healthcare contexts. Specific attention will be devoted to communication among healthcare professionals, to the relationship between professionals, patients and family members, and to the social dynamics that influence treatment adherence, illness management and care pathways.
The course promotes a critical understanding of the main mechanisms underlying individual and social behaviour in healthcare settings, with particular reference to the discursive, emotional, ethical and material dimensions of communication. It will also address the communicative and relational implications involved in delivering complex, chronic or terminal diagnoses, as well as situations marked by uncertainty, vulnerability and relational asymmetry.
Finally, the course aims to develop students’ ability to empirically analyse communicative events and group interactions, including through qualitative methods such as ethnographic observation, conversation analysis and discourse analysis. Students will be encouraged to use these tools in a reflective and responsible way in professional practice and in social-psychological and healthcare research.

Educational objectives

The course also aims to provide students with curricular internship experiences (18 CFU) at public or private institutions with which agreements have been established, as well as at organizations that already collaborate with the Department (for example, the Fondazione Santa Lucia IRCCS). An additional 2 CFU of curricular internship are dedicated to preparing for the practical evaluation exam (PPV), through meetings specifically focused on the professional code of ethics and other professionalizing aspects.

The curricular internship represents a unique training opportunity, enabling students to acquire both specific and transversal skills, to apply theoretical knowledge gained in the classroom to real-world contexts, and to collaborate with professionals in the field, thereby fostering both their professional growth and personal development.

At the end of the curricular internship, students will be able to:
• critically and creatively use the theoretical and methodological knowledge acquired in class to address innovative situations in professional contexts;
• independently apply professional methods and techniques specific to the internship setting, demonstrating problem-solving abilities and adaptability;
• collaborate effectively with other professionals, developing teamwork and interpersonal communication skills;
• acquire advanced competencies in areas complementary to the main educational pathway (e.g., patient management, professional ethics, scientific research);
• demonstrate an advanced understanding of professional responsibility as well as the ethical and social implications of their actions.

Educational objectives

The thesis is aimed at allowing students to plan, implement, present and discuss the work conducted for the thesis to a committee nominated by the Degree Course. The described activity has been conducted under the supervision of a tutor chosen by the student and approved by the Degree Course. The thesis is a scientific paper aimed at documenting that the student has acquired the required theoretical knowledge and methodological skills and that the student has acquired professional autonomy and critical skills. These aspects are assessed based on the written thesis, on the oral presentation, and on the discussion in front of the tutor, co-tutor and members of the examining committee.