In its general part, the course aims to present an overview of the problems related to the foundation of scientific psychology, also promoting a critical reflection on the theoretical, epistemological and methodological assumptions and the social conditioning that have historically guided its development. We will dwell - albeit synthetically - on the origin, evolution and transformation of the main orientations of psychological research from the mid-19th century to the present day, placing them in their respective historical context and highlighting the dominant research programme.

In its monographic part, the course aims to provide a sufficiently wide range of knowledge on the evolution of psychopathological knowledge from antiquity to the 20th century, placing in a particular way each theoretical (but also clinical) proposal within a specific epistemological paradigm of reference (be it organicistic, magical-religious or psychological-dynamic and structural).

a) General part - Historical features of scientific psychology

Modern science and scientific approach to the living - Wundt and the foundation of scientific psychology - Structuralism - James and the Functionalism - Freud and Psychoanalysis - Gestalt psychology - Lewin and social psychology - Bechterev and Pavlov's reflexology - Behaviorism - Cultural-historical school (Vygotsky and Lurija) - Piaget and Geneva school - Cognitivism.

b) Monographic part - Mental illness over the centuries: birth and development of psychopathology

The concept of psychopathology: field of investigation, cognitive attitude, epistemological problems - Ancient psychopathology: Hippocrates, the Hellenistic-Roman tradition, medieval demonology - Modern psychopathology: Pinel and Esquirol - The psychopathological organicism of the 19th century: Kraepelin and dementia praecox - Psychoanalysis and psychopathology: Freud and the "sense" of symptoms - Bleuler, Schneider and the clinical-structural approach to schizophrenia - Phenomenological psychopathology: Jaspers, Binswanger, Minkowski - Recent trends: systemic theory and cognitive theory.

With reference to the Dublin Descriptors, given the type of discipline (as a basis for the study of the different and specific articulations of the same), it is considered appropriate to give priority, among the expected results, to knowledge and understanding of:

- the main developments, up to the present day, of epistemological reflection on psychology as a science characterized by fundamental antinomic positions, which constitute one of the foundations of the current plurality of psychological disciplines;

- the roots of psychology in philosophical thought and in the physiological and medical-freniatric sciences and the long path towards scientific, social and legal recognition of psychology;

- the contents, epistemological positions, methodological approaches and distinctive features of the great schools of psychological-psychopathological research and theorization and the reasons for overcoming each of them or their support by other and different schools.

Since the teaching of the History of Psychology does not have immediate purposes related to the profession, the knowledge and understanding skills applied can only be understood as such in a broad sense. As expected results, therefore, we privilege, for example, skills such as the ability to retrace the complex path of research and theoretical reflection on the main themes of psychology, starting with the specification of its object, and to trace the salient elements of the relationship between theory and applications in psychology, as it has historically been determined and modified.

The expected results include the autonomy of judgement, specifically expressed as the ability to conduct comparisons between schools and theories, to identify and evaluate analogies and differences between them, grasping the influences between them or, vice versa, the critical positions, which often motivate, in the course of the historical development of the sector, the opening of new perspectives. The ability to learn also comes under this heading, with particular reference to critical-conceptual and not merely mnemonic learning. Finally, where possible, the ability to adequately communicate the contents of the course is also an expected result.

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

Additional lessons;

Additional seminars;

Exercises and experiences.

Teaching

Teaching methods will be adopted including direct exposure, group discussion, analysis of historically and scientifically significant texts, the development of experiences and / or exercises and in-depth studies of a seminar nature.

Attendance

There is no obligations.

Course books

6 CFU:

• Legrenzi, P. (a cura di). (2019). Storia della psicologia. Bologna: Il Mulino.
• Civita, A. (1999). Psicopatologia: Un’introduzione storica. Roma: Carocci.
• Civita, A. (1999). La clinica moderna e la malattia mentale. In A. Civita, & D. Cosenza (a cura di), La cura della malattia mentale. Vol. 1. Storia ed epistemologia (pp. 89-132). Milano: Bruno Mondadori [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Slides of the lessons.

8 CFU:

• Legrenzi, P. (a cura di). (2019). Storia della psicologia. Bologna: Il Mulino.
• Civita, A. (1999). Psicopatologia: Un’introduzione storica. Roma: Carocci.
• Civita, A. (1999). La clinica moderna e la malattia mentale. In A. Civita, & D. Cosenza (a cura di), La cura della malattia mentale. Vol. 1. Storia ed epistemologia (pp. 89-132). Milano: Bruno Mondadori [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Civita, A. (2018). Paradigmi psichiatrici e psicoanalisi. In A. Civita, Psicoanalisi e psichiatria: Storia ed epistemologia, a cura di A. Molaro (pp. 463-531). Milano-Udine: Mimesis [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Slides of the lessons.

Assessment

Oral examination. The evaluation will be expressed in 30ths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Attendance

Please contact the teacher.

Course books

6 CFU:

• Legrenzi, P. (a cura di). (2019). Storia della psicologia. Bologna: Il Mulino.
• Civita, A. (1999). Psicopatologia: Un’introduzione storica. Roma: Carocci.
• Civita, A. (1999). La clinica moderna e la malattia mentale. In A. Civita, & D. Cosenza (a cura di), La cura della malattia mentale. Vol. 1. Storia ed epistemologia (pp. 89-132). Milano: Bruno Mondadori [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Civita, A. (2018). Paradigmi psichiatrici e psicoanalisi. In A. Civita, Psicoanalisi e psichiatria: Storia ed epistemologia, a cura di A. Molaro (pp. 463-531). Milano-Udine: Mimesis [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Slides of the lessons.

          
8 CFU:

• Legrenzi, P. (a cura di). (2019). Storia della psicologia. Bologna: Il Mulino.
• Civita, A. (1999). Psicopatologia: Un’introduzione storica. Roma: Carocci.
• Civita, A. (1999). La clinica moderna e la malattia mentale. In A. Civita, & D. Cosenza (a cura di), La cura della malattia mentale. Vol. 1. Storia ed epistemologia (pp. 89-132). Milano: Bruno Mondadori [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Civita, A. (2018). Paradigmi psichiatrici e psicoanalisi. In A. Civita, Psicoanalisi e psichiatria: Storia ed epistemologia, a cura di A. Molaro (pp. 463-531). Milano-Udine: Mimesis [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Civita, A. (2018). Ricerche filosofiche sulla psichiatria. In A. Civita, Psicoanalisi e psichiatria: Storia ed epistemologia, a cura di A. Molaro (pp. 533-613). Milano-Udine: Mimesis [NB. Questo testo sarà reso disponibile sulla piattaforma Moodle › blended.uniurb.it].
• Slides of the lessons.

Assessment

Oral examination. The evaluation will be expressed in 30ths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.