Psycology and Health

Educational objectives

The aim of this course is to provide the psychology student with basic biological information required to understand: 1) structural and functional organization of eukaryotic cells, with particular reference to neurons and neuroglial cells; 2) expression, transmission through generations, mutations, epigenetic modifications and evolution of the genetic information; 3) gene-environment interactions that regulate development of the nervous system and of behavior, synaptic plasticity and neurodegeneration. The course will treat these issues considering the experimental method and the most recent knowledge coming from molecular and cellular biology and biotechnologies.
Knowledge and understanding
The course will allow students to acquire knowledge on molecular, structural and functional features of mammalian nerve cells, focusing on genetic and epigenetic (genes x environment interaction) regulation of prenatal and postnatal development of the nervous system. Students will be familiar with pathways generating and transmitting nervous stimuli, with synaptic function and with structure and activity of main neurotransmitter receptors, as well as with genetic and epigenetic mechanisms regulating their action throughout the life course.
Applying knowledge and understanding
Students will be able to describe mental processes as a result of undergoing molecular and cellular activities and according to defined evolutionary and ontogenetic processes. Taken together, the acquired knowledge on structural and functional organization of nerve cells will represent the necessary, propaedeutic basis to study cerebral processes described in physiologic psychology and psychobiology, as well as the cellular basis of psychic disorders, object of further master program courses.
Making judgements
Students will develop the ability to read critically and discuss, either individually or collegially, scientific articles concerning neurobiology or genetics, with particular reference to behavioral genetics. This will be evaluated during the course through the proposal of original articles, which will be studied and reported at its end.
Communication skills
Students will develop the ability to expose and report subjects relative to basic biology and neurobiology. This will be obtained with the “making judgements” ability, by verifying individual reports and the final oral exam.
Learning skills
This will be stimulated by intermediate tests and eventually evaluated on the basis of individual profit.

Educational objectives

General goals

Course's general goals is the study of the cognitive processes that are at the base of behaviour, the main methods of psychology as a science, and its historical foundations. The course analyses in detail the way scientific research has contributed to the knowledge of the cognitive processes; it is paid attention to the main methodologies of the psychological research and the historical roots of the discipline.
The student is guided, through pathways based on the description of experiments and theoretical models, to the knowledge of the functioning of the various cognitive processes and the way such processes are at the base of the human and animal behaviour. The historical references complete knowledge by supplying a clear framework of psychology's development as a science and of the theoretical models that have developed until the current knowledge. Lectures and workshop along practical activities contribute to reach the goals with techniques suitable to help students understand how the psychic functioning can be described by means of useful knowledge: examples, descriptions of experiments, and videos tutorial are used to examine in depth each subject and are available to students on a specific platform.
2.2 Specific goals
2.2.1 Knowledge and understanding

The student will be able to describe with correctness and accuracy the most important elements of cognitive processes, and will get to know well the pros and cons of each theoretical approach and research methodology. He/she will develop the basic premises and skills to access the various application fields. The student will be able to critically look at bibliographical materials with reference to the national and international scenario on the themes of the course.

2.2.2 Applying knowledge and understanding

The student will be able to apply the acquired knowledge in an expert and reflective way; he/she will be able to apply such a knowledge on the cognitive processes to various application contexts; he/she will develop skills suitable to create and support argumentations related to the work with other professional workers too; he/she will know how to detect methods in order to solve problems and apply specific techniques.

2.2.3 Making judgements

Students are taught to make judgements by means of activities such as collecting and interpreting data useful to make judgements in an independent way, or reflecting on social, scientific, or ethical topics connected to them. The goal is reached through workshop activities, such as filling forms, writing reports, and comparisons on the assigned bibliographical material. Typical professional situations are showed, where skills on the cognitive processes and methods are essential to solve problems, and students are encouraged to find solutions and pros and cons of the strategies according to the validated and evidence-based theoretical models.

2.2.4 Communication skills
The course includes activities aimed at the development of communicating/transmitting what the student has learned.
The student is encouraged to communicate pieces of information, ideas, problems, and solutions to specialised and non-specialised interlocutors through meetings with experts from the world of work. Specific written reports encourage specific communication skills, and group presentations encourage the development of direct communication skills.

2.2.5 5) Learning skills
Indicating which are the provided tools, in order for the student to pursue, at the end of the course, a further education with a high level of autonomy.
The course has the purpose of developing the skills needed to pursue a further education with a high level of autonomy. The used method (presenting the theoretical models by means of the modalities employed by experimental research aimed at the reinforcement of such models) represents an essential basis to help the student apply, in pursuing a further education, a similar method, proving to be able to find the basis of theories and models and to understand pros and cons, starting from aspects connected to the cognitive processes at the base of any more complex activity too.

Educational objectives

General aims. The course aims to provide students with a journey of knowledge on the history of the psychological sciences from the nineteenth century to the present. The events that helped to build the methods of psychological research and the social and cultural objectives that led to their elaboration will be analyzed. In particular, the differences between the European and US national traditions of psychological research will be highlighted.
The reasons that led to the emergence of scientific psychology and the different psychological schools will also be highlighted. In particular, the topics covered will concern the following areas:
Analysis of the construction of scientific psychology.
French, English and German psychology.
The history of Italian psychology.
The prehistory of psychotherapy.
The history of psychoanalysis and its evolution.

Specific aims. Knowledge and understanding: the course provides the student with the ability to orientate himself between the different psychological methods of research and intervention. In particular, the student will be able to discriminate and choose which models or aspects to invest in the planning of the subsequent training. Applying knowledge and understanding: the student will learn the differences between anthropology, psychology, psychotherapy and the major topics investigated by the psychological sciences.
Making judgment: passing the exam involves acquiring the ability to critically judge one's work at a first level of psychological knowledge. Communication skills: the student will acquire a series of notions useful for communicative exchange with the different figures operating in the field of mental health. Learning skills: the course begins the clinical training of the student, helping him to contextualize his own training choices.

Educational objectives

The Course is aimed to provide a basic psychophysiological training, and to introduce the broad areas of biolog-ical bases of behaviour, within a mind-body perspective

Knowledge and understanding
The Course is aimed to stimulate scientific reasoning and knowledge of basic methods in psychobiological perspective.
Specific topics covered will include: Structure and functions of CNS, Psychopharmacology, Methods and Strategies of Research, Sensory perception, Sleep and Biological Rhythms, Emotion, Schizophrenia and the Affective Disorders, Anxiety Disorders, Autism, ADHD, and Stress Disorders, Drug Abuse. Specific attention will be devoted to the psychobiological aspects of: emotional behavior, drug abuse, and psychiatric disorders (schizophrenia, affec-tive disorders, anxiety disorders, autism, PTSD). The laboratory credits (3 CFU) will aimed to deepen knowledge on psychobiological methods and techniques. More in detail, this part of the Course will be devoted to (A) Scientific Reasoning; (B) Experimental Methods in Psy-chobiology; (C) Classical studies; (D) Use of bibliographic databases (Medline and Psycho-info); (E) critical review of articles on specific topics.

Applying knowledge and understanding
Undestanding the role of psychobiological factors in regulating elementary and complex behaviors within an epistemological perspective which integrates mind and body.
Applying knowledge will consist of critically mastering psychobiological correlates of psy-chiatric disorders and basic knowledge of psychopharmacology. This knowledge will be useful for the following steps of university education.

Making judgements
The Course is aimed to promote critical thinking regarding using specific measure sin basic and applied Psychobiology. Laboratory activities will be aimed to promote awareness on characteristics of scientific experimentation and on main techniques of Psychobiology.

Communication skills
The Course is aimed to gain specific communication skills. To this direct aim, exams will be also oral exams (additional to written exams) for contextualizing basic notions within a me-taknowledge matrix.

Learning skill
Students should learn an autonomous orienting towards their subsequent steps of uni-versity education.

Educational objectives

The course aims to provide the student with knowledge regarding theoretical, methodological and applicative aspects of developmental psychology. The course aims to promote the understanding of the mechanisms that underpin psychological development and the acquisition of the technical-scientific lexicon of this discipline. The descriptive frameworks of the major areas of development will be illustrated: motor, perceptual, cognitive, linguistic, emotional, affective, and social development. The particular methodological tools that characterise the field of developmental psychology will be examined

Knowledge and understanding
At the end of the course the student should:
a) have a basic knowledge and understanding of developmental and learning processes in the different psychological domains (motor, perceptual, cognitive, communicative-linguistic, emotional, socio-relational) from neonatal life to adolescence;
b) have a basic knowledge and understanding of the main theories explaining these processes;
c) have a basic knowledge and understanding of factors which can promote or hinder individual developmental trajectories;
d) have a basic knowledge and understanding of the observational methods used to study infancy and to collect data in developmental research.

Applying knowledge and understanding
At the end of the course the student should be able to:
a) interpret child behaviour (the behaviour of a given child in a given context) in the light of the acquired knowledge;
b) understand and analyse the scientific literature on the topics discussed in the course;
c) use some techniques for observing interaction;
d) assess validity and reliability of observational data.

Making judgements
The course aims to provide the student with the necessary knowledge in order to reflect in a critical and competent way on the phases, processes and causes of development.

Communication skills
The course aims to provide the student with the ability to describe, with appropriate scientific language, the main phases of typical development within the different psychological domains (motor, perceptual, cognitive, communicative-linguistic, emotional, socio-relational) from neonatal life to adolescence.

Learning skills
At the end of the course the student should be able to find and use bibliographic and sitographic tools in order to constantly update and deepen professional knowledge and skills.

Educational objectives

The main goal of this course is to introduce students to the principal theories, concepts, and research methods relevant to Social Psychology. During this course the students will learn about classical and current researches in Social Psychology. This course will help students to discover ways in which to apply social psychological theories and research to the experiences and situations we encounter in everyday life, and to better understand themselves and others.
The course aims in particular to highlight some of the main responses that Social Psychology has provided with respect to the following questions:
- How do people form a judgment about social phenomena? (automatic processes, schemes, attitudes);
- How do people form the impressions about others and explain their behaviors? (social perception, causal attribution, stereotypes);
- How do we form an image of ourselves? (self-concept, self-esteem and self-efficacy);
- How do people represent themselves and others as part of categories and social groups? (social identity);
- How do opinions and judgments change? (persuasion, social influence, polarization);
- How does behavior change in the presence of others? (group processes, intergroup relations, conflict and cooperation, prejudice, pro-social and anti-social behavior);
- How can we understand some of the classical and contemporary social phenomena, such as migration, deviance, terrorism, and conflicts?

- Knowledge and understanding
The first objective of the course is to provide students with knowledge and understanding of the main theories and methods of research of this discipline in order to arrive at an adequate understanding the dynamics (individual, interpersonal and intergroup) of social behaviour, considered in its complexity and articulation. At the end of the course, students are expected to have acquired with mastery the principal concepts and theories of the discipline as well as the main methodological approaches underlying both, theoretical and applied psychosocial research.

- Applying knowledge and understanding
The course also aims to encourage students to apply the concepts acquired to the real life situations. Students will be able to analyse social issues, identifying the mechanisms as well as psychological and social factors underlying these. Moreover, they will be able to design quantitative and qualitative research, choosing and constructing the appropriate tools, and consulting the scientific literature. Finally, students could prefigure some intervention scenarios after having deepened their knowledge of specific situations by using the tools of psychosocial research, acting in the light of a clearly identified scientific perspective.

- Making judgements
The course encourages an acquisition of knowledge that goes beyond simple mnemonic learning, rather promoting the ability to reflect critically about the causes of social behaviours, and about social phenomena and problems. In addition, the course aims to develop the ability to analyse scientific research in Social Psychology proposed in the scientific literature and other sources (e.g. video), reasoning in critical way about the tools used, the design followed, about the results obtained and respect for ethics.

- Communication
A further objective is to develop the student's ability to describe, explain and comment the theories learned and the results of experimental and correlational research reported in the relevant literature not only during the exam but throughout the whole course and in front of the class.

- Lifelong learning skills
Last but not least, the course aims to develop the student's ability to search autonomously the basic theoretical models of social psychology, to find relevant literature, to read scientific articles, and to apply the research methodology appropriately for measuring, analysing and interpreting the processes underlying social behaviour and phenomena.

Educational objectives

The course primarily aims to develop complex reading comprehension skills in the psychology field (at level B2+ of the Common European Framework of Reference for languages – CEFR) as well as the ability to write non-complex semi-technical sentences and to understand non-complex speech in the psychology field at the language level B1 of the CEFR. Students who successfully complete the course will have acquired the necessary English grammar, lexis and syntax as well as the technical-scientific terminology of the psychology field in order to be able to use the specific knowledge and skills practical-ly in their studies and future career.
Knowledge and understanding
Consolidating a practical knowledge of English grammar, vocabulary and syntax useful for the psychol-ogy field. The course specifically aims to develop various reading strategies for dealing with technical texts of the psychology field: skimming (to get the overall gist), scanning (to glean specific information) and intensive reading for a thorough understanding of the whole text. It also aims to develop the ability to understand the key points of non-complex speech in standard English on psychology themes.
Applying knowledge and under-standing
Being able to apply the acquired English grammar, syntax and specific vocabulary in order to gain infor-mation contained in various documents and text genres in the psychology field. Being able to translate non-complex semi-technical sentences on psychology themes from Italian into English, and to understand the key points of a non-complex speech/talk in the psychology field.
Making judgements
The course envisages individual and group activities to develop independent evaluation and judgement skills in the language sphere through practical exercises concerning the interpretation of graphic and nu-merical data of the psychology field and the subsequent presentation of the key elements in English.
Communication skills
The ability to understand complex technical texts of the psychology field, to write non-complex semi-technical sentences and to understand non-complex semi-technical speech.
Learning skills
The course will provide students with the specific language used in various genres of text and documenta-tion of the education and training field, including conference and seminar programs, encyclopedia entries, textbooks and manuals, university prospectuses, pamphlets, newspapers and specialized journals, re-search papers and abstracts, websites; all with a view to providing students with a tool for researching and understanding documentation (even found on the internet) that is useful for their studies and future career.

Educational objectives

1.GENERAL OBJECTIVES
Students will acquire a basic knowledge of the main theoretical perspectives, the main issues and methodologies in the study of Psychology of Emotions, Motivation and Personality. During taught classes students will acquire theoretical knowledge and will develop critical reasoning about different psychological theories. Practical activities will contribute to a) develop students’ knowledge of some instruments for the evaluation of emotional, motivational and personality functioning; b) promote students’ application of theoretical knowledge to an holistic comprehension of individual functioning.

2.SPECIFIC OBJECTIVES
Knowledge and understanding
Students have a proven critical knowledge and understanding of the main theories and methods of investigation of emotions, personality and motivation. They also are able to frame this knowledge within the current scientific perspectives. Finally, they must use effectively and critically the scientific papers published on international journals.

Applying knowledge and understanding.
Students are able to apply their knowledge, both theoretical and methodological, for building up and elaborating on scientific arguments, and for devise plausible solutions to applied issues through appropriate techniques and methods. Student are able to compare critically different theoretical perspectives and to connect assessment instruments to their theoretical basis in the study of emotions, personality and motivation.

Making judgements
The students are able to collect and interpret relevant information on personality, motivation, and emotions with the aim to form evaluations and scientific hypotheses, also taking into considerations their social, and ethical implications.

Communication skills
The students are able to communicate basic information, ideas, as well as their personal critical opinions to an audience .

Learning skills
The students are able to apply their theoretical and methodological competence on the topics addressed during the course to further levels of study requiring a high level of autonomy.

Educational objectives

General aims

The course of Psychology of Work aims to offer students an up-to-date overview of the contents and main lines of research that characterize the discipline at a national and international level. To this end, the proposed program includes both lectures and practical exercises through which students can experiment with the applications of the studied contents. The topics covered in the course are divided into two large thematic areas. A first series of contents examines "the individual at work", starting from the analysis of the individual characteristics that promote adjustment, success, and the integration with the rest of the organizational components. A second series of contents instead examines the "working environment" and its influence on organizational behavior. Transversal elements to all the contents presented is the emphasis on the nature and specificity of the research procedures that led to the construction of the knowledge underlying the discipline, and the attention to the applicability, and therefore the usability of the contents presented within the contemporary organizational scenario. The practical exercises, of a laboratory nature, will have the objective of allowing each student to experience the use of some selected contents presented in class. Finally, interested students will be allowed to participate in specific research initiatives.

Knowledge and understanding
At the end of the course, students will be in possession of the conceptual categories necessary to interact with the disciplinary contents that constitute work psychology, even in its most recent developments. Students will also have knowledge of the most accredited sources with respect to the acquisition of updated knowledge of the discipline, and will be able to interact with advanced contents compared to the different thematic areas covered in the course. The acquisition of the theoretical models presented during the course, will also allow them to formulate specific hypotheses concerning the causes of some organizational phenomena of common occurrence, such as stress, dissatisfaction, success and desire to change jobs. The frequency of practical exercises will instead make each student able to critically evaluate the use of some methodologies of intervention typical of the psychologist of the work.

Applying knowledge and understanding
Students will be able to identify the theoretical models that underlie specific co-structures used in the discipline, enucleating their nature, their limits, and their concrete applicability in organizational interventions. The workshop activities will provide them with the skills necessary to complete simple interventions of job analysis, analysis of profiles, and evaluation of the organizational adaptation profile.

Making judgements
The course of work psychology requires the active participation of the student, through interventions, but also by answering specific questions proposed by the teacher at the end or during the lesson. All of this is aimed at promoting the student's ability to reflect critically on important disciplinary themes, also by inserting them within the broader social and ethical framework. Given the nature of the proposed contents, the methodological needs of the discipline (ie, using the right tools), ethical problems (ie, selecting but not discriminating), and social (ie, promoting the health of individuals at work), at the end of the course the student is called to acquire the critical tools necessary to interact appropriately with the knowledge transmitted.

Communication skills
At the end of the course, students will have acquired the theoretical and technical knowledge and the necessary "disciplinary lexicon" to communicate and interact, with respect to specific topics, both with colleagues and with the various professional figures active in the sector. These skills will be developed throughout the course through the use of laboratory activities, at the end of which the students, individually or in small groups, will be gradually called to report to the class and to the professor what has been achieved, and to receive evaluative feedback, both on the activity and on how to present it.

Learning skills
At the end of the course the student who has actively participated and performed the laboratory activities, will have acquired the theoretical skills of founding practices of work psychology, framed not only as a theoretical discipline, but as a basic and applied research area. The exposition of the topics will aim at the critical analysis of the origin of certain knowledge that characterizes the discipline in different disciplinary fields (often general psychology, personality, and social psychology). The active participation in the classroom activities, and the critical reflection on the topics of the course, will make the student able to start independently the study of advanced topics characterizing the practical application of the discipline.

Educational objectives

At the end of this course, the students who will pass the exam will have acquired basic knowledges about the main classical and modern models of psychoanalysis, and will be able to compare them and to discuss their validity according to the more relevant results of empirical research on normal and pathological development and on the efficacy of psychotherapies.
Students who will pass the exam will be able also to identify the clinical implications of the principal classical and contemporary psychoanalytic models e to read and critically understand psychodynamic literature.

Knowledge and understanding
At the end of this course, student will have acquired basic knowledges about the principal psychoanalytic models of healthy and pathological psychic functioning and on the development of personality.

Applying knowledge and understanding
At the end of the course, the students will be able to read and understand the essays of the main authors of psychoanalytic thinking and to elaborate basic hypotheses on the core conflicts and defense mechanisms utilized by a patient whose clinical case has been read.

Making judgements
In order to help the development of critical judgement in students, during the lessons the different psychoanalytic models will be contrasted and clinical vignettes will be presented to show how the different psychodynamic models enable a different understanding of those cases and have different clinical implications.

Communication skills
During the lessons, the active participation of the students to theoretical and clinical discussions will be favoured so that the students will be able to improve their ability to communicate their reflections about the different dynamic models using the correct terminology.

Learning skills
During the lessons, specific essays of the more important dynamic authors will be introduced to the students so that they could deepen and widen their basic knowledges and competencies in psychodynamic thinking.

Educational objectives

GENERAL AIM
The general aim of the course is the acquisition of basic elements of psychometrics. The course includes three main topics, closely related to each other, which refer respectively to descriptive statistics, inferential statistics, and the study of the relationship between variables.
The first part of the course will introduce the basic concepts of descriptive statistics (cases, variables, measurement levels), and the main techniques for the description and the graphical representation of the data (with particular reference to central tendency, dispersion, and form of the distribution).
The second part of the course will deal with the foundations of inferential statistics (samples and populations, indicators and parameters, sample distributions), the properties of the central limit theorem, and the general principles underlying parameter estimates (point and interval estimation) and hypothesis testing (null and alternative hypotheses, the critical region, type I and II errors, statistical power). Several parametric and non-parametric statistical tests will be introduced (the one sample z-test, the one sample t-test, the two independent samples z-test, the two independent samples t-test, the analysis of the variance, the chi-square test).
The third part of the course will focus on the statistical techniques aimed to investigate the relationship between variables (the correlation coefficient, bivariate regression).
For each of these themes, students will first be introduced to theoretical and formal contents. Next, practical exercises will be proposed, in which students are required to analyze real data (both by hand and by using SPSS), and to interpret and discuss their application in the psychological field.

SPECIFIC AIM
Knowledge and understanding
At the end of the course, the students are expected to get acquainted with basic notions of statistical methods for the analysis and description of data, the general principles underlying inferential statistics, the most important statistical tests in use for hypothesis testing, and main approaches for investigating associations between variables.

Applying knowledge and understanding
At the end of the course, the students are expected to be able to select and apply the most appropriate methods and statistical techniques to the analysis of real data; moreover, they are expected to be able to critically evaluate the applicability of such methods, according to the aim of the study, the measurement level of the variables, and the tenability of the assumptions on which they are based.

Making judgements
At the end of the course, the students are expected to have acquired the capability to evaluate and interpret results of studies and research in which the above statistical models are applied, and to critically evaluate their strengths and weakness. Several practical exercises will allow students to develop and refine these skills. The exercises will require students to read and interpret research reports and SPSS outputs.

Communication skills
At the end of the course, the students are expected to be able to communicate the results of studies and research in a clear and formally correct way. Such skills will be acquired providing examples of real data and reading materials (e.g., research reports, scientific articles).

Learning skills
At the end of the course, the students are expected to be able to continue independently in the application of the statistical techniques discussed during the course, and in deepening the study of theoretical and methodological aspects that are useful for conducting studies and research in the field of psychology.

Educational objectives

The Further Professionalizing Educational Activities (FPEA) amounting to 10 cfu, are carried out during the degree courses in Psychological Sciences and Techniques - Class L-24, to comply with the contents of Law No.163/2021 and the DI No.654/2022 (published in G.U. No.303 of 29-12-2022) on the establishment of the master's degree qualifying the profession of Psychologist.
The objective of UAFP is to acquire basic professional skills, which can be identified from the following topics: empirical methods that characterize the fields of psychology; techniques of evaluation of psychological and psychobiological processes; forms of intervention in interpersonal, intragroup and intergroup relations; forms of alteration of psychic processes and human behavior.
Acquisition of the 10 cfu of UAFPs makes it possible to enroll in the new qualifying master's degrees without educational debts.

Educational objectives

General objectives: The general objective of the course is to provide the epistemological, theoretical,
methodological and technical tools of clinical psychology, which allow to know the different approaches
that characterize it, favoring the development of critical skills.

Specific objectives: Specifically, the course will propose the different dimensions that characterize clinical
intervention, starting from the epistemological perspective up to intervention and reporting techniques.
During the course, various professionals will be invited to testify the different sectors in which it is possible
to enter by carrying out psychological interventions.

At the end of the course, the student will be able to a) Know the different epistemological approaches; b)
Know the different models of intervention; c) Know the different methods of intervention d) know some
intervention techniques, with particular reference to the clinical interview and the verbalizations of the
psychologist; e) Know which parameters to take into consideration when dealing with a request for
intervention.
Critical and judgmental skills will be developed through the presentation of different clinical situations
drawn from the context of counseling with individuals, groups, organizations. The presentation of clinical
situations will be followed by individual, group and collective exercises.

Communication skills. The course offers exercises in small groups. The comparison between students and
the need for a subsequent presentation of the work carried out will favor the ability to present one's
knowledge with clarity, precision and expository synthesis to specialist and non-specialist interlocutors.
Specific attention will be paid to the theme of the report.

Learning ability. After each lesson, the student will be invited to deepen the topics covered in the classroom
in the textbook, as well as through the autonomous search for in-depth material on scientific databases. It
will also be suggested by the presentation of texts on which to deepen the various contents exposed.

Educational objectives

General aims.
The psychology of education programme presents a range of themes that illustrate how learning and socialization processes are actually implemented in educational contexts, from preschool to young adult age.
Although psychology of education draws many of its theoretical constructs from other psychological disciplines, such as developmental, general, social, clinical psychology, in addition to research methodology, these constructs are differently modulated in contexts that primarily address learning.
Thus, historical views of the relationships between development and learning, of intelligence, motivation, and metacognition will be considered insofar as they apply to institutional places that target learning, and through the outcomes of specific psycho-educational research.

Knowledge and understanding.
At the end of the classes of Educational psychology, students should be able to contextualize theoretical constructs regarding different aspects of cognitive, metacognitive, social, emotional and motivational development as a function of the specific institutions that target learning, and to differentiate them from the forms these same concepts might assume in other contexts such as family or profession.

Applying knowledge and understanding.
Students will implement an empirical study that will require them to use instruments based on the theoretical constructs of the programme in some educational context. They will be guided in creating a small research project, formulating plausible hypotheses about the relations between dependent and independent variables pertaining to the educational context they have chosen, and in interpreting the outcomes consistently.

Making judgements.
The empirical study students will have to implement under the guidance of their professor is so conceived as to stimulate autonomous formulation of hypotheses, concrete and personal experience of the educational context chosen for the study, and personal interpretation of data and of the characteristics of the context.

Communication skills.
Straightforward experience of the educational context chosen for the study, and written composition of all the phases of the study implemented foster the ability to communicate psycho-educational concepts in due specialized linguistic form, and at the same time targeting the specific characteristics of the particular educational context investigated.
In addition, students are allowed to present the outcomes of their study in oral form to the educational staff of the context where he/she has implemented his/her study.

Learning skills
Having faced the relational aspects of the experience in institutional contexts, having used concrete instruments with real participants, and learnt basic devices for data processing will enable students to transfer this range of abilities to other research areas in psychology during their curriculum and later on, to their professional experience.

Educational objectives

General objectives
Acquisition of knowledge of the anatomical, neurobiological and neurophysiological mechanisms underlying the cognitive processes and the human behaviour

Specific objectives
KNOWLEDGE AND UNDERSTANDING
To supply an overview of the Neuroscience methods

APPLYING KNOWLEDGE AND UNDERSTANDING
To collect data in order to analyze scientific issues

MAKING JUDGEMENTS
To critically elaborate the scientific literature on a specific issue

COMMUNICATION SKILLS
To describe theories, methods, and results about scientific issues

LEARNING SKILLS
To acquire the skills required to go into more in-depth in selected fields

Educational objectives

The Further Professionalizing Educational Activities (FPEA) amounting to 10 cfu, are carried out during the degree courses in Psychological Sciences and Techniques - Class L-24, to comply with the contents of Law No.163/2021 and the DI No.654/2022 (published in G.U. No.303 of 29-12-2022) on the establishment of the master's degree qualifying the profession of Psychologist.
The objective of UAFP is to acquire basic professional skills, which can be identified from the following topics: empirical methods that characterize the fields of psychology; techniques of evaluation of psychological and psychobiological processes; forms of intervention in interpersonal, intragroup and intergroup relations; forms of alteration of psychic processes and human behavior.
Acquisition of the 10 cfu of UAFPs makes it possible to enroll in the new qualifying master's degrees without educational debts.

Educational objectives

GENERAL AIMS
The course aims to provide the student with a methodological framework for the quantitative assessment of cognitive, general and specific skills, and of the personality traits, both normal and pathological, through psychological tests, as well as deepening the statistical methods underlying the construction of these tests and the verification of their psychometric properties (reliability and validity). The lectures therefore have the purpose of integrating the conceptual aspects of psychometry (reliability, validity) with the psychology theories of intelligence and personality. The goal is to prepare the student to apply the methods of data analysis necessary to evaluate the psychometric properties of a test, and to learn how to choose a test, administer it correctly and interpret the scores obtained.

SPECIFIC AIMS

Knowledge and understanding
The student must demonstrate that he/she has acquired the basic knowledge and skills related to the construction, use and interpretation of tests in the profession and in psychological research.

Applying knowledge and understanding
The student must be able to interpret the data analysis necessary to demonstrate the reliability and validity of the tests. Moreover, under the supervision of a professional psychologist, he / she should be able to: consciously use a wide range of psycho-metric tools for psychological assessment; to know how to choose to administer, to interpret the main psychological tests for the evaluation of personality and intelligence.

Making judgements
The student must be able to assess critically and autonomously how to use different psychological tests, how to deal with ethical and deontological issues related to psychology evaluation, how to interpret the test results in a mindful way.

Communication skills
The student will be able to elaborate written materials and oral presentations able to communicate the knowledge (for example nature and use of psychological tests) to specialists and non-specialist stakeholders.

Learning skills
Through the lectures the student will acquire learning skills that can be spent in the specific context of psychometrics applied in different disciplinary fields, and in the more general autonomy in the reading of advanced scientific texts, which will be addressed during the studies, and in particular in the preparation of the "laurea" degree dissertation, as well as necessary to address the master's degree courses.

Educational objectives

The Further Professionalizing Educational Activities (FPEA) amounting to 10 cfu, are carried out during the degree courses in Psychological Sciences and Techniques - Class L-24, to comply with the contents of Law No.163/2021 and the DI No.654/2022 (published in G.U. No.303 of 29-12-2022) on the establishment of the master's degree qualifying the profession of Psychologist.
The objective of UAFP is to acquire basic professional skills, which can be identified from the following topics: empirical methods that characterize the fields of psychology; techniques of evaluation of psychological and psychobiological processes; forms of intervention in interpersonal, intragroup and intergroup relations; forms of alteration of psychic processes and human behavior.
Acquisition of the 10 cfu of UAFPs makes it possible to enroll in the new qualifying master's degrees without educational debts.

Educational objectives

General goals


Course's general goal is to enable students to analyse a request of clinical-psychological intervention, understand its meaning inside a coherent theoretical frame, construct an intervention project coherent with the analysis, find methods and techniques useful for its realisation, verify the process and the final result. For this purpose, during the classes will be discussed the main orientations in clinical psychology, their limits and their effect on problems pertaining intervention in clinical psychology.

Specific goals

1)Knowledge and understanding

To know the fundamentals of clinical psychology according to the evaluation and intervention processes on individuals, organisations, and communities

2) Applying knowledge and understanding

To arrange an individual and/or group assessment aimed at understanding the emotional dynamics at the basis of the intervention request
To arrange the stages of data collection, analysis, and interpretation, formulation of intervention hypotheses, identification of tools and methods useful for the intervention implementation
To detect the indicators of process and result verification
To write a clinical report

3) Making judgements

The student will learn to manage the evaluation of client's verbal and non-verbal behaviours, so to seize the main expressed and hidden meanings, inside a frame of theoretical and methodological coherence.
To know the restrictions established by the code of professional conduct

4) Communication skills

The student will learn to use an adequate technical lexicon to communicate with colleagues and other experts, and a clear and understandable language to communicate with persons in general

5)Learning skills
To exactly understand difficult texts
To be able to summarise them and express them in a clear and coherent way
To be able to detect the critical and/or contradictory elements of a theory

Educational objectives

Any psychological project and intervention, from the most clinical and health-oriented to organization-oriented to the forensic and research fields, needs to implement actions in accordance with professional competence and according to principles of quality, sustainability, ethics and professional deontology.
The objective of the module is for the psychology student to acquire the concepts of ethics and professional deontology since all professional psychological interventions have deontological implications and should ensure fairness in procedures, towards the commissioning parties, towards the target subjects if different from the commissioning party, and towards the profession.
Ethics, a term derived from the Greek to ethos, "character," "behavior," "custom," " habit," or " usage," is a branch of philosophy that studies the rational foundations that allow human behavior to be assigned a deontological status, that is, to distinguish it into good, right, lawful, versus unjust, unlawful, improper, or bad behavior according to a human behavioral model.
Deontology which is derived from the Greek tò déonta means "duties"; therefore, Code of Deontology (CD) is synonymous with code of duties, and practicing a profession implies compliance with a set of "duties." The CD is a set of moral rules governing the practice of a profession and is thus an expression of professional ethics. Law 56/89, establishing the profession of Psychology, provided for the profession to have a Code of Ethics (CD). Such compliance, makes possible the explication to members and their users of the ethical principles to which professionals must conform and is the reference tool for the evaluation of non-compliant behavior.
The function of the CD, in fact, is to give a structure, to organize the profession according to an organic and comprehensive model that makes it possible to achieve the kind of professionalism that respects fundamental criteria such as responsibility, integrity, autonomy, specific competence and respect for others.
The CD defines: professional responsibility and behavior and at the same time responds to a function of threefold protection: of the user/recipient/community/society; of the psychology professional; and of the psychology profession.

Educational objectives

The Further Professionalizing Educational Activities (FPEA) amounting to 10 cfu, are carried out during the degree courses in Psychological Sciences and Techniques - Class L-24, to comply with the contents of Law No.163/2021 and the DI No.654/2022 (published in G.U. No.303 of 29-12-2022) on the establishment of the master's degree qualifying the profession of Psychologist.
The objective of UAFP is to acquire basic professional skills, which can be identified from the following topics: empirical methods that characterize the fields of psychology; techniques of evaluation of psychological and psychobiological processes; forms of intervention in interpersonal, intragroup and intergroup relations; forms of alteration of psychic processes and human behavior.
Acquisition of the 10 cfu of UAFPs makes it possible to enroll in the new qualifying master's degrees without educational debts.

Educational objectives

he final exam consists of the presentation of an essay related to the activities conducted during the stage/Thesis-Work.
The preparation for this exam make it necessary for the student to get skills related to the presentation of her/his work,and the capability to discuss and argue with an audience fully aware of the topics presented.