The main goal of the course is to develop students’ knowledge of the relationship between theoretical models and operating practices of the clinical psychological interview.  The course will specifically focus on the diagnostic models and on different methods of the clinical interview. The course offers a methodological framework for future clinicians in order to adopt an approach that integrates descriptives and interpretative features. 

The initial part of the course will focus on the presentation of different interview models (psychiatric, psychodynamic, clinical psychology). We will be present two interview models, the first oriented to the diagnosis according to DSM-V and the second according to a dynamic perspective. 

The second part of the course  will be dedicated to the illustration of some costitutive dimension, such as relational models,  identification process, defense mechanisms.

None

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

- theoretical and practical bases in different clinical settings.

-main techniques of interview (Phases, function, context, objectives, guidelines)

-The ability to integrate theoretical aspects of the main models with their application in clinical practice.

-The ability to recognize the main components within clinical interview

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 made available by the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it

Teaching

Front lessons, seminars

Attendance

Attendance is not compulsory

Course books

Nussbaum, A. M. (2014). L'esame diagnostico con il DSM-5. Cortina Editore, Milano

Amadei, G., De Coro, A., Lang, M., Madeddu, F., Rizzi, P. (2003). La comprensione clinico-dinamica del colloquio. Una guida. Milano: Libreria Cortina, pp. 339.

Del Corno, F., & Lang, M. (a cura di). (2013). Psicologia clinica. Vol. II: La relazione con il paziente. Incontro con il paziente, colloquio clinico, restituzione. Franco Angeli, Milano. Capitoli: Sezione I: capitoli 1 (La relazione tra  psicologo clinico e paziente) e 2 (Il processo diagnostico); Sezione II: capitoli 2 (La sfiducia e la diffidenza. Un criterio formativo al primo colloquio) e 3 (Il primo colloquio) 

Colli, A. (2016). Psicoterapia dinamica. Teoria, clinica e ricerca. Carocci Editore. Capitoli (5; 6; 7; 8; 9)

Optional: Dazzi, N., Lingiardi, V., Colli, A. (2006). La ricerca in psicoterapia. Modelli e strumenti. Cortina Editore, Milano. Capitoli (13; 14; 15; 19; 20; 21; 22; 25; 26; 29)

Assessment

The objectives are verified by a written exam with  a oral integration
 

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