Course program
The program of the course concerns: 1) models of developmental psychopathology; 2) risk factors of parenting; 3) the impact of traumatic experiences on development; 4) psychopathological disorders (traumatic syndromes, affective syndromes, disregulative syndromes, behavioral disorders, disorders of relationships and attachment, autism spectrum disorders); 5) intervention programs to support parenting.
This is a 72 hours course, mainly provided by traditional lessons as follows: 15 hours dedicated to the introduction of models and principles of developmental psychopathology (homotypical / heterotypical continuity, multifinality / equifinality, transactional model); 20 hours are dedicated to the study of the main risk factors that compromise parental functioning (poverty, maternal depression, parenting in adolescence, drug addiction, etc.); 30 hours dedicated to the description of the main developmental disorders through diagnostic criteria, epidemiology, course, etiopathogenesis and psychodynamics; 7 hours dedicated to the description of parenting support programs, from home visiting to parent-child psychotherapy.
Prerequisites
For a proper understanding of the topic, students should have in-depth knowledge of dynamic psychology (models of development, principles of psychic functioning) and developmental psychology (main developmental stages, patterns of attachment, parenting).
Books
Ammaniti M. (a cura di)(2010), Psicopatologia dello sviluppo. Modelli teorici e percorsi a rischio, Raffaello Cortina Editore, Milano.
CD:0-5 (2016), Classificazione diagnostica della salute mentale e dei disturbi di sviluppo nell’infanzia, Giovanni Fioriti, Roma 2018.
Speranza A.M., Mattei E. (2007), Programmi di sostegno alla genitorialità: l'Home Visiting. Kappa.
Sameroff A., McDonough S, Rosenblum K. (2006), Il trattamento clinico della relazione genitore-bambino. Il Mulino.
Teaching mode
The course is mainly organized as traditional lessons. During the lessons, clinical examples are offered on which the students can practice. Students who wish to deepen the risk factors of parenting and the effects on the child can participate in optional activities through bibliographic research groups and clinical discussion groups.
Frequency
Attending the traditional lessons is not intended as mandatory, as the recommended texts and the available teaching materials allow the study of the exam’s topics. In any case, class attendance is strongly recommended.
Exam mode
The assessment method consists of a written exam containing open questions and 20 multiple choice questions. The total exam time is 75 minutes. If the written exam is over, the student can request an oral integration.
The task aims to examine the diagnostic capacity and the acquisition of knowledge regarding the main developmental syndromes, with reference to the diagnostic criteria of the DC: 0-5. The second part consists of 20 multiple-choice questions and aims to verify the theoretical knowledge related to the fundamental concepts of developmental psychopathology and preventive intervention programs.
To pass the exam it is necessary to obtain a score of 18/30 on both the tests that will be averaged. To obtain the sufficiency in the open question, the student must report the diagnostic criteria and the specific characteristics of the disorder identified in the clinical case, while in the multiple choice questions the 18/30 score corresponds to a sufficient knowledge of the course contents. To obtain 30 (with honors) in the open question, in addition to the diagnostic criteria, the student must report epidemiology, tools and contexts of assessment, etiology and risk factors, continuity, developmental pathways and psychodynamics of the disorder, while in multiple choice questions he/she has to demonstrate an excellent knowledge of the principles and concepts of developmental psychopathology and developmental disorders discussed in the course.
Bibliography
Ammaniti M. (a cura di)(2010), Psicopatologia dello sviluppo. Modelli teorici e percorsi a rischio, Raffaello Cortina Editore, Milano.
CD:0-5 (2016), Classificazione diagnostica della salute mentale e dei disturbi di sviluppo nell’infanzia, Giovanni Fioriti, Roma 2018.
Speranza A.M., Mattei E. (2007), Programmi di sostegno alla genitorialità: l'Home Visiting. Kappa.
Sameroff A., McDonough S, Rosenblum K. (2006), Il trattamento clinico della relazione genitore-bambino. Il Mulino.
Lesson mode
The course is mainly organized as traditional lessons. During the lessons, clinical examples are offered on which the students can practice. Students who wish to deepen the risk factors of parenting and the effects on the child can participate in optional activities through bibliographic research groups and clinical discussion groups.
