The course’s main goal is to illustrate the main models of psychotherapy (dynamic, cognitive, interpersonal), of the theoretical principles that constitutes them and of their main techniques. In doing so the course will show the similarities and differences in the theoretical approaches and clinical interventions. The elements that constitutes the different theoretical models will be analyzed also under the light of the empirical research in psychotherapy. 

During the course three of the main psychotherapeutic models: dynamic psychotherapy, cognitive psychotherapy and interpersonal psychotherapy. For each model the course will analyze and discuss the theoretical basis and their direct connection with the therapeutic intervention models and techniques. The confrontation between the models in psychotherapy will be carried out with a particular attention on the empirical research in psychotherapy, by an analysis on the comparative efficacy and effectiveness of the treatments and on the empirically derived informations that support the different techniques.

None

In relation to the discipline the student must show competence con: 

• the knowledge of the specific discipline; 
• the comprehension of the advanced concepts of the subject; 
• the capacity to use the knowledges and concepts to reason autonomously on the problematics of the subject. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

The teaching material and other supporting activities made available by the lecturer can be found at the the Moodle platform › blended.uniurb.it

Teaching

Lectures, lessons and workshops

Attendance

Attendance is not compulsory

Course books

Gabbard, G. O (2010). Le psicoterapie. Teorie e modelli d'intervento. Raffaello Cortina, Milano. Chapters: 1-4; 6-8; 10-12; 14-16; 27-29, pp. 484.

Dazzi, N., Lingiardi, V., Colli A. (2006). La ricerca in psicoterapia. Raffaello Cortina, Milano. Chapters: 1-3; 9-11; 13-17;20-22; 24; 30-33, pp. 407.

Assessment

Oral

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

There is no difference with the informations provided for Attending Students

Attendance

There is no difference with the informations provided for Attending Students

Course books

There is no difference with the informations provided for Attending Students

Assessment

There is no difference with the informations provided for Attending Students

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

None.