Educational objectives General aims
Students will explore issues related to the main approaches in the psychosomatic field with specific refe-rence to the main contexts of psychological-clinical work in the health area, both in adults and in deve-lopmental age. Issues relating to the main psychopathological frameworks and how these are associated with medical pathologies will be addressed. Issues relating to the placebo effect, compliance with medical therapies, psychocardiology, psycho-oncology, and other clinical settings in which the clinical psycholo-gists can be found working will be explored in more detail. Students will be provided with evidence-based indications for the planning and implementation of clinical-psychological interventions in healthcare settings. At the end of the course, students should be able to make a diagnosis and implement clinical work to plan psychological interventions.
Specific aims
Knowledge and understanding
- Knowledge and comprehension of healthcare settings
- Knowledge of the main pathological and psychopathological frameworks in which the psychologist works in healthcare settings
- Knowledge of the main models of clinical interventions in medical settings
Applying knowledge and understanding
At the end of the course, the Students will be able to make a diagnosis by selecting the best assessment tool. Students will be called to write a clinical chart and directing the patient to a psychological intervention.
Making judgments
Students will be required to be autonomous in directing the clinical judgement and work.
Communication skills
- Making a clinical interview with a patient.
- Administration of psychological assesment tests
- Sharing diagnosis and clinical work with the patients and other healthcare workers
Learning skills
Basic learning skills are required.
Prerequisites
Basic knowledge of elements of clinical psychology and psychopathology.
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Educational objectives General aims
The course aims to provide students with a solid training in quantitative research techniques and data analysis ap-plied to the field of dynamic and clinical psychology. Students will acquire advanced skills in psychometrics, essential for the design and interpretation of research studies and for clinical assessment based on standardized tools.
Specific aims
Knowledge and understanding
Students will acquire: in-depth knowledge of statistical theories and models used in psychometrics; understanding of quantitative research methodologies and data collection and analysis techniques in psychology; familiarity with the major psychometric tests used in clinical assessment and research.
Applying knowledge and understanding
Students will be able to: apply statistical methods to analyze data collected in clinical and research settings; use Jamovi statistical software for psychometric data processing; design research studies that include the selection, application and interpretation of psychometric tests and scales.
Making judgments
Students will develop: the ability to critically evaluate the research literature, discerning the quality and appropriate-ness of psychometric instruments used; the autonomy to formulate hypotheses based on quantitative data and to choose the most appropriate psychometric instruments for specific clinical and research contexts.
Communication skills
Students will acquire: the ability to present research findings, data interpretations and psychometric evaluations both orally and in writing, with clarity and precision; skills to communicate effectively with colleagues, clients and non-specialist stakeholders, using technical language appropriately.
Learning skills
Students will be able to: continue to learn independently, deepening their psychometric and research skills; keep abreast of methodological and technological innovations in the field of quantitative research in psychology.
Prerequisites
For optimal learning, it is recommended that students possess: a basic knowledge of descriptive and inferential statis-tics; familiarity with basic concepts of psychology and, preferably, clinical psychology; basic computer skills, including the ability to use data elaboration software.
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Educational objectives Educational objectives
General aims.
The main objective is to learn the main aspects of the nosography of mental disorders, the clinical aspects, and the most important protective and risk factors for psychopathological symptoms, mainly regarding mood disorders, anxiety disorders, schizophrenia spectrum disorders, addictions, and substance use disorders. Another main objective of the course concerns the manifestations of mental disorders in different cultures. Cross-cultural Psychiatry is based on the conception that the functioning of the human psyche, while being universally similar, changes according to profound relationships with the culture in which each person is involved and lives, including, for example, the type of family, ethical and moral values, technologies, and ideological systems.
Specific Aims
Knowledge and Understanding
The course focuses on the characteristics of the abovementioned mental disorders and the most important risk and prevention factors. Another focus is on the basic elements to formulate a diagnostic hypothesis and understand an adequate therapeutic project, even in various cultural and sociological diversities.
Applying Knowledge and Understanding
The student will be able to apply the knowledge of the aforementioned issues to achieve the ability of categorical and dimensional diagnostic evaluation in clinical and transcultural psychiatry, considering possible projects and therapeutic, rehabilitative, and prevention interventions.
Making judgments
Ability to understand the basic psychopathology of mental disorders and to recognize the different symptoms also in the light of transcultural and sociological aspects to obtain correct diagnostic formulations and to be able to understand appropriate therapeutic pathways.
Communication skills
Development of adequate linguistic and communicative knowledge regarding the epidemiology, psychopathology, and clinic of the main mental disorders in local and transcultural contexts.
Learning skills
At the end of the course, the student will have learned the main and essential elements for the evaluation of the symptoms of mental disorders in the context of different cultures, formulating diagnostic hypotheses, and understanding appropriate therapeutic projects.
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Educational objectives General aims
The course aims at providing the students with the general knoweldge of the psychodynamic theories of mental functioning, personality growth and psychopathological processes. Through the presentation and discussion of clinical material the course also aims at providing the students with accurate methods and tools of assessment of personality and psychopathological conditions as well as with the more suitable planning of the clinical intervention.
Specific aims
Knowledge and understanding
In order to pass the exam, the student is asked to be able to analyze the main aspects of psycho-pathological functioning in the light of the theories presented as well as to vet the relative implications for the planning of the intervention that should be applied to the diverse clinical conditions and therapeutic relationship.
Applying knowledge and understanding
Application of the knowledge and understanding
The use of the clinical theories will allow the student who has passed the exam to identify the key modes of psychopathological functioning with reference to neurotic, psychotic, perverse, processing of post-traumatic experiences, severe personality pathology. The student are also required to identify the aspects concerning transference and countertransference in the course of clinical exchanges.
Making judgments
The course prompts the student to identify the specific aspects of the various clinical conditions in which the psychodynamic point of view can afford an an enriched understanding of individual and re-lational psychic suffering and allow a more articulate analysis of the project of clinical intervention.
Communication skills
Passing the exam entails the mastery of the meaning of the key psychodynamic concepts, the capacity to formulate an assessment that can be shared with other professional of mental health establishing a dialogue with the other diagnostic attitudes. During the lectures attention will be drawn to the contri-bution that the clinical psychoanlytic point of view can bring to equipe discussions and the formula-tion of complex project of intervention in the diverse context of mental health.
Learning Skills
During both traditional lectures and the laboratory the student will be enabled to test the relevance of the diverse clinical psychoanalytic theories for the description of the processes of thought characteriz-ing the diverse psychopathological conditions, to verify their usefulness for the final diagnosis and as-sessment, for the professional exchange with colleagues of the mental health equipe, in the planning and analysis of the process of clinical change. These skills will result useful for both their application to the various aspects of developmental psychopathology proposed by the other exams of the Course of Study and in the first clinical experiences carried out after the end of the Degree.
Prerequisites
It is important that the student possess the basic knowledge concerning the development of psychoanalytic models of mental functioning, psychopathology and treatment, of the key psychoanalytic concepts and of the psychopathological and personality syndromes.
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Educational objectives INGLESE
GENERAL GOALS: The primary aim of the course is to provide basic knowledge of investigative techniques and statistical analyses used in affective neuroscience studies. The general objective is to provide students with the ability to learn the complex experimental processes that characterize affective neuroscience studies.
SPECIFIC GOALS: The various techniques used in this field (behavioral, psychophysical, electrophysiological and imaging) require the formulation of ad hoc experimental designs for each hypothesis. To this end, example studies will be presented on which issues related to: sampling, validity, experimental design, hypothesis formulation, analysis and writing up of results will be explored. Special attention will be paid to the concept of operationalization and measurement of the variables of interest.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: The student will be expected to show knowledge and understanding analyze and resolve dimensions related to the formulation of a proper sprimental design in the field of affective neuroscience. This objective will be achieved through lectures, laboratory activities and exercises in which simulations or discussion with direct student participation are planned with regard to problems and analysis of experimental designs.
The foundation will thus be laid for the acquisition of skills
- in understanding and planning an experimental design
- in choosing the appropriate technique for the hypothesis
- in defining ad hoc psychometric strategies
- in the interpretation of results
- in the critical writing of literature (e.g., introduction and discussion of papers)
JUDGMENTAL AUTONOMY: The student should be able to know how to independently evaluate possible methodologies and/or techniques to be used in solving the problems with which he/she is confronted.
COMMUNICATIVE SKILLS & LEARNING SKILLS: The student must demonstrate the development of his or her communication skills both through discussion with the lecturer during the development of project work and in the writing of papers to be presented during the course via slides. He/she must also demonstrate the ability to set up a scientific paper using appropriate terminology and language
PREREQUISITES: As with most of the teachings in the master's courses, this course requires the possession of skills acquired during the bachelor's degree program. The concept of "assessment" presupposes knowledge of the approach to the study of psychological tests and the related basic knowledge proper to psychometrics. In addition, knowledge of basic English is req
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Educational objectives General aims
This course will provide an overview of theories, methods, and research findings in the area of social cognition, the process by which individuals develop the ability to monitor, control, and predict the be-havior of others, with emphasis on both cognitive and social development. . The ‘social’ in social cogni-tion will lead us to focus on cognition as it relates to the self as a social entity, other individuals, and so-cial groups, in particular, children’s representations of other people, their motives, goals, and intentions in a cross-cultural perspective. We will review research in this area of development, including re-search on theory of mind, empathy, imitation, emotion and altruism, with an effort to include studies conducted with children in different parts of the world and belonging to non-WEIRD (Western, Edu-cated, Industrialized, Rich, and Democratic) societies, as they represent the majority of the world popu-lation.
The course combines in class lectures with debate/discussions preparation and presentations by stu-dents, with the aim of creating a dynamic class context for active learning.
Specific aims
Knowledge and understanding
At the end of the course students should be able to:
a) Summarize the major theoretical approaches in socio-cognitive development, and critically evaluate their points of strengths and limitations;
b) Summarize the most important research findings on the development of social cognition, especially in terms of how children’s acting and thinking change across development;
c) Explain the advantages of various research methodologies in the field.
Applying knowledge and understanding
At the end of the course students should be able to:
a) Critically evaluate strengths and limitations of any single theory, and to recognize that different theories pro-vide different explanations for the same phenomena;
b) Observe and interpret relevant child behaviours in order to assess whether a given child in a given context has acquired the developmental age-appropriate milestones expected in the socio-cognitive domain;
c) Evaluate, critique and compare the methodological tools that might be most applicable to addressing ques-tions about specific aspects of children’s socio-cognitive development from a cross-cultural perspective.
Making judgments
We expect that by the end of the course students will demonstrate skills needed to a) relate theories, research findings, and methods in the field of social-cognition to everyday problems and real world concerns that are relevant to social policy and educational practice, and b) interpret relevant data in order to inform judgements that include reflections on relevant social, scientific and ethical issues related to development. These abilities will be acquired through theoretical lessons and practical methodological seminars in which students will present and discuss empirical research in small groups.
Communication skills
We expect that by the end of the course students will be able to present and communicate in a scientifically appropriate manner with their peers and with the wider community regarding their area of expertise.
Learning skills
At the end of the course the student should demonstrate an understanding of how to find, access, and use electronic documents and resources, in order to constantly update and deepen professional knowledge and skills.
Prerequisites
A basic knowledge of Developmental Psychology at the level of a bachelor’s degree is required.
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Educational objectives General aims
The main goal of this course is to teach the basic principles and the core techniques useful for conducting the first interview and the intake sessions with a patient.
The lectures will be useful for teaching the theoretical principles and for describing the techniques.
The loboratory hours will be devoted to illustrate and discuss these theoretical elements throught actual clin-ical material.
Specific aims
At the end of this course, the students will know the main kinds of dynamically oriented clinical interviews, the main concepts necessary for collecting and organizing the data during these interviews into diagnostic categories, several formats for organizing the formulation of a clinical case and the therapeutic implications of different diagnoses and plan formulations. Moreover, students will have acquired the competencies nec-essary for assessing the quality of a first interview and an intake session, and the accuracy of a case for-mulation.
Applying knowledge and understanding.
At the end of this course, the students will be able to conduct a first interview/intake session, to formulate a case according to the data collected during these interviews and the competencies necessary for develop-ing a therapeutic plan coherent with the diagnosis and the formulation of the clinical case.
Making judgements
Half of the course will be based on lectures and half will consist in group discussions of actual clinical ses-sions. At the end of the course, students will be able to develop reliable hypotheses about: what to investi-gate during a first intervie/intake session according to the different clinical features of a patient; how to make sense of the communications of a patient and of the thoughts and emotions stirred up by the patient into the therapist; how to deal with missing information or other difficultuies encountered during the inter-view; how to integrate these data in a diagnostic picure and in coherent and comprehensive case formula-tion.
Communication skills
At the end of the course, the students will be able to explain how they would choose the kind of first inter-view to conduct according to the different clinical situations, how they would decide if and what to inquire and how they develop their hypotheses about the patient’s funcionting and problems on the basis of the pa-tient’s communications, behaviours, emotions and problems.
Learning skills
During the course, the students will be given a set of references by which they will be able to deepen their understanding of how to deal with specific and complex clinical situations.
Prerequisites
In order to fully understand this teaching, it is important that each student have basic knowledges of general psychology (in particular about memory, language, emotions, motivations, attention), the main concepts of dynamic psychology (in particular about identity, defense mechanisms, reality testing, emotional regulation, impulsivity) and basic knowldges of psychopathology (the main criteria of the more diffuse clinical and per-sonality disorders).
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Educational objectives General aims.
The course aims to present the theoretical and diagnostic orientations of infant mental health, with particular attention to psychodynamic theories of developmental psychopathology, empirical data from Infant Research, and international diagnostic classification systems. Starting from studies on the child-caregiver relationship (the primary focus of the as-sessment) and caregiving contexts, it will delve into the guidelines of developmental psychopathology, major diagnos-tic systems, and specific clinical frameworks characterizing infant mental health, with particular reference to the clas-sification of mental health and developmental disorders in infancy and early childhood according to the PDM-2. It will also cover treatment models and approaches for children and their families, the role of early clinical interventions in preventing or reducing psychopathological risk during infancy.
Specific aims
Knowledge and understanding
Students will need to achieve the following knowledge and understanding:
- guidelines of developmental psychopathology;
- the contribution of Infant Research to understanding infant mental health;
- the processes involved in attuned interaction in the caregiving context, starting from the prenatal period;
- the role of relational framework and caregiving context from a transactional perspective of development, emphasizing the role of risk and protective factors (present in the family and the social network) in defining the infant’s developmen-tal trajectories;
- the importance of early experiences for personal development;
- the impact of risk and protective factors on developmental trajectories;
- disturbances and psychopathology in the field of infant mental health;
- major manuals and diagnostic procedures, particularly the Psychodynamic Diagnostic Manual - second edition (PDM-2);
- major disorders in infant mental health;
- a multifactorial understanding of disorders, in line with a biopsychosocial understanding of developmental disorders and psychopathology;
- major treatment models and approaches for infants and their families.
Applying knowledge and understanding
It is expected that students will achieve the following skills:
- utilize a relational perspective of development in assessment and diagnosis in early childhood;
- take into account the multiplicity and multifactorial nature of psychopathological disorders and different develop-mental pathways;
- master the main diagnostic systems for infancy and early childhood;
- critically reflect on the main diagnostic procedures for infancy and early childhood;
- use multi-axial assessment tools for the infant-caregiver relationship;
- illustrate the family's adaptive emotional functioning profiles that characterize both adaptive development and psy-chopathological risk during infancy and early childhood;
- recognize and distinguish the main criteria for diagnosing developmental disorders and psychopathology in infancy and early childhood.
Making judgements
It is expected that students will achieve the ability to integrate knowledge and manage the complexity of the factors underlying the onset of psychopathology during infancy and early childhood, as well as to formulate hypotheses about understanding developmental pathways considering evolutionary and contextual processes at the origins and course of major developmental disturbances and disorders in infant mental health.
Communication skills
Students are expected to acquire the specific language for describing basic psychopathological and clinical phenomena in the field of infant mental health.
Learning skills
At the end of the course, students will have gained a good level of autonomy in critically understanding diagnostic sys-tems concerning infant mental health and interpreting the main developmental psychopathological phenomena.
Prerequisites
To understand the different diagnostic frameworks and etiopathogenetic processes addressed in the course, it is advis-able to have a preliminary knowledge of psychodynamic theories of development and psychodynamic psychopathol-ogy.
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Educational objectives General aims
The course will provide students with basic knowledge about traumatic experiences in childhood and adolescence, with specific reference to child abuse, neglect and maltreatment.
Early determinants of relational and interpersonal psychological trauma will be described, as well as main effects on the development of personality in early life stages.
Besides, the last part of the course will be focusing on principles of psychodynamic oriented treatment in psychological infant and adolescent trauma.
Specific aims
Knowledge and understanding
Main theoretical concepts regarding determinants and effects on personality development of early psychological trauma will be acquired. A solid understanding of treatment intervention principles will also be acquired
Applying knowledge and understanding
Application of methodologies for assessing the levels of exposure to trauma using appropriate psychometric tools both in adult populations and in childhood and adolescence. Application of some methodologies of therapeutic intervention.
Making judgments
Using the theoretical concepts described during the lectures, the student will acquire autonomy in decision-making regarding the modality and the techniques of psychological intervention to be applied in the different traumatic contexts.
Communication skills
Students will develop communicative efficacy with relation to the main topics of the course, i.e. early determinants, main effects on personality development and principles of therapeutic intervention in infancy and adolescence psychological trauma.
Learning skills
During the course the student will learn the concepts treated autonomously and apply diagnostic and therapeutic processes in real contexts following the examples described during the lessons.
Prerequisites
no
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Educational objectives The course explores the main theoretical and clinical models related to psychosocial development during adolescence and young adulthood. Particular attention will be given to understanding the psychopathological issues that emerge during these life stages, including mood disorders, anxiety disorders, eating disorders, personality disorders, addic-tions, self-harm, and relational difficulties. The course will analyze the major developmental tasks of these phases, with a focus on the psychological dynamics of separation and individuation, the maturation of autonomy, and the management of affective and social relationships. In addition to the psychodynamic perspective, the course integrates contributions from developmental neuroscience in order to understand the neurobiological transformations that occur during adolescence and young adulthood. Special focus will be given to brain maturation processes, particularly the development of the prefrontal cortex and its impact on emotional regulation, decision-making, and impulse control. The course will also address the risk and protective factors that influence psychological development, including trau-matic experiences, family and social dynamics, as well as the challenges related to processing pubertal bodily changes and adapting to external environmental demands. Particular attention will be paid to the effects of the digital environ-ment and online/onlife dynamics, which play an increasingly significant role in contemporary psychopathology, as well as to the new forms of addiction emerging in these developmental phases. A specific focus will be dedicated to the construction of gender identity and the psychological challenges associated with this process during adolescence and young adulthood. The course will explore diverse developmental trajectories of gender identity, potential difficulties related to gender dysphoria, and their impact on psychological well-being. Psychodynamic implications of gender identity exploration and definition will be addressed, with particular attention to the role of familial, social, and cul-tural contexts. Additionally, the experiences of gender minorities and the effects of social stigma will be analyzed, with the aim of developing clinically appropriate intervention strategies based on the most recent scientific evidence. The course includes theoretical lessons and practical activities in which students will have the opportunity to engage with real clinical cases and reflect on diagnoses and therapeutic plans. Laboratory activities will offer an in-depth focus on the main psychopathological disorders of adolescence and young adulthood through the reading and discussion of complex clinical cases. Students will be encouraged to develop critical analysis skills and to design appropriate psy-chotherapeutic interventions. Space will be dedicated to understanding countertransference implications in the treat-ment of disorders characteristic of these life stages. The overall goal of the course is to provide students with a compre-hensive and up-to-date preparation on the main psychopathological issues of adolescence and young adulthood, with a focus on the practical application of theoretical and clinical knowledge to the treatment of the most common psycho-logical difficulties in these developmental phases.
Learning Objectives
By the end of the course, students will have acquired the foundational knowledge necessary to:
a) Gain an in-depth understanding of the main psychodynamic and neuroscientific theories of psychosocial develop-ment in adolescence and young adulthood, with particular focus on individuation processes, the maturation of auton-omy, and the relational and affective dynamics typical of these life stages.
b) Acquire theoretical and clinical tools for understanding the main psychopathological conditions emerging in ado-lescence and young adulthood, including mood disorders, self-harming behaviors, addictions, anxiety disorders, eat-ing disorders, personality disorders, and relational difficulties. Students will also examine risk and protective factors, as well as the role of traumatic experiences and family and social dynamics in the development of such disorders.
c) Integrate the psychodynamic perspective with contributions from developmental neuroscience, acquiring a solid understanding of the neurobiological transformations that occur during adolescence and young adulthood, particular-ly the role of prefrontal cortex maturation, emotional regulation, and reward system circuits in addictions and behav-ioral disorders.
d) Analyze the role of digital technologies and online/onlife dynamics in the psychological development of adoles-cents and young adults, exploring the impact of virtual interactions and new forms of addiction on psychic and rela-tional functioning.
e) Develop competencies for managing and treating the psychopathological disorders typical of these developmental phases, with particular attention to designing clinical interventions grounded in an integrated understanding of the young patient’s psychological and neurobiological development.
f) Deepen their understanding of gender identity construction during adolescence and young adulthood, exploring de-velopmental trajectories, difficulties associated with gender dysphoria, and the role of familial, social, and cultural in-fluences. Students will acquire clinical tools to identify and address issues related to gender identity by integrating a psychodynamic perspective with the most recent scientific evidence.
g) Promote critical reflection on psychotherapeutic approaches and ethical implications in the treatment of psycho-pathological issues in adolescence and young adulthood, encouraging sensitivity to individual differences and the cul-tural and social contexts that shape developmental pathways.
General aims
The primary objective of the course is to provide students with an in-depth and integrated understanding of psychody-namic and neuroscientific theories related to psychological development during adolescence and young adulthood, with particular attention to the most common psychopathological manifestations in these life stages. The course ex-plores the main theoretical models of psychosocial and neurobiological development, delving into the dynamics of separation, individuation, and the construction of autonomy, as well as the risk and protective factors that influence psychopathological vulnerability.
The most recurrent psychological disorders in adolescence and young adulthood will be analyzed, including mood disorders, anxiety disorders, eating disorders, addictions, self-harm, and personality disorders, with a focus on their clinical presentations and diagnostic specificities during these developmental phases. The integration with develop-mental neuroscience will offer deeper insight into the neurobiological transformations that affect emotional regulation, impulse control, and adaptive functioning, providing a more comprehensive view of the relationship between psychic processes and cerebral substrates.
Students will be guided toward an understanding of general psychopathology, with a focus on relational difficulties, emotional regulation processes, and the challenges of adapting to adult life. Special attention will be given to the im-pact of traumatic experiences, family and social dynamics, and the digital environment on the mental health of adoles-cents and young adults, with a critical reflection on new forms of addiction and online/onlife dynamics.
The expected learning outcomes are:
(a) acquisition of theoretical and clinical competencies for understanding and managing the main psychopathological issues of adolescence and young adulthood;
(b) development of analytical skills to formulate targeted therapeutic plans based on the psychological, neurobiologi-cal, and relational specificities of these developmental stages;
(c) acquisition of tools to understand the impact of neurobiological changes and social interactions—both online and offline—on contemporary psychopathology.
Lectures will provide the theoretical foundations for a psychodynamic and neuroscientific interpretation of common psychopathological disorders in adolescence and young adulthood. Laboratory activities and small-group discussions will allow for in-depth analysis of clinical cases, assessment of affective and cognitive processes, and the design of therapeutic interventions grounded in an integrated understanding of psychic and neurobiological development.
Specific aims
Knowledge and understanding
Passing the exam ensures that students acquire theoretical knowledge of the main psychodynamic and neuroscientific theories of psychosocial development in adolescence and young adulthood, with particular attention to common psy-chopathologies in these stages, such as anxiety disorders, mood disorders, addictions, self-harm, eating disorders, and personality disorders. Students will also acquire theoretical, ethical, and practical skills for conducting clinical inter-views with patients presenting with complex psychopathological issues, such as relational difficulties, traumatic expe-riences, and family dynamics that influence psychological development.
Applying knowledge and understanding
At the end of the course, students will have the ability to apply psychodynamic and developmental psychological theo-ries to understand and address typical psychopathological issues in adolescence and young adulthood, using these theories as tools for the clinical encounter with adolescents and young adults presenting mood disorders, personality disorders, and relational difficulties. Students will be able to apply the concepts learned in the treatment of complex disorders, integrating appropriate psychotherapeutic approaches.
Making judgments
The course includes both lectures and discussion groups. At the end of the course, thanks to active participation in class discussions, students will have developed the necessary skills for critical and clinical assessment of common psychopathological issues in adolescence and young adulthood. They will be able to analyze clinical cases from a psy-chodynamic perspective, considering the psychological, relational, and emotional aspects required for the design of appropriate therapeutic interventions.
Communication skills
Passing the exam entails the acquisition of effective and sensitive communication skills, with particular attention to empathic listening and the management of delicate topics, such as the relational and psychopathological difficulties typical of adolescence and young adulthood. Students will learn how to use accurate scientific and clinical language, while also adopting a therapeutic approach that respects the specificities and challenges of these patients, fostering a safe and inclusive environment during the clinical interview.
Learning skills
Passing the exam will enable students to further deepen their understanding of the psychopathological issues typical of adolescence and young adulthood throughout their clinical and diagnostic training. Students will acquire tools to explore psychodynamic theories related to psychosocial and psychopathological development during these life stages, with particular attention to developmental changes in the treatment of psychological disorders.
Prerequisites
The following prerequisites are recommended for a better understanding of the course content and more effective learn-ing:
a) basic knowledge of the most widely used nosographic systems for the assessment of mental disorders;
b) basic knowledge of key psychoanalytic concepts;
c) basic knowledge in the area of clinical interviewing.
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Educational objectives The final examination for the Master's Degree in Psychology - Class LM-51 qualifies for the practice of psychology (Art. of DI 654/2022).
To this end, the aforementioned final examination includes the conduct of an evaluative practical test that precedes the discussion of the dissertation and to which those who achieve a passing judgment of the TPV are admitted.
The evaluative practical test on the professional skills acquired during TPV is aimed at ascertaining the candidate's level of technical preparation for licensure.
The master's degree program provides 13 cfu for the conduct of the Final Examination.
Students in master's degree programs must develop a thesis whose value in credits is indicated in the Manifesto in effect in the year of the student's enrollment in the first year of the course. Please note that each credit corresponds to an average of 25 hours of student activity. The thesis is discussed in a final examination before a committee that, after hearing the thesis advisor and co-rapporteur, will evaluate the quality of the work presented by the candidate and the outcome of the discussion.
The final examination consists of the presentation and discussion of a master's thesis work (presented in the manner established by the Faculty) before a committee appointed according to the University regulations. The thesis to be conducted in English and carried out under the supervision of a faculty member of the course, will expound in the form of an original scientific account, an empirical research or reworking of the scientific literature, or a critical discussion of a professional experience relevant to the educational objectives of the course. The personal commitment to writing the thesis paper-which must substantiate the theoretical and methodological skills acquired by the candidate in the course of the training activities-will be commensurate with the training credits awarded to this final work. The paper should be of a length congruent in number of pages and bibliographical references cited, studied and critically commented with the thesis topic.
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