The Module aims to address the field of psychotraumatology and to guide students in their understading of the characteristics, individual and societal impact of psychological trauma according to the biopsychosocial model. Furthermore, the module seeks to facilitate a learning experience enabling students to comprehend the complexity of trauma. Theory and practices will be addressed under the overarching framework  of Trauma-Informed-Care to co-produce with students critical thinking and analytical skills. Students will learn that modern Psychotraumatology and Emergency Psychology promote continuity across psychosocial, preventive interventions and clinical treatments towards an integrative vision of care.  Finally, students will learn to make connections among psychotraumatology and other disciplines such as Developmental Psychology, Clinical Psychology, Social Psychology and Public Health. 

Module topics are consistent with the aims of the module and are organised as follows: 

Origins and development of Psychotraumatology and Emergency Psychology: the first series of lectures is focused on the history and development of Psychotraumatology and Emergency Psychology with a specific attention to their similarities and differences; 

The definition of psychological trauma and its impact: the second series of lectures and workshops are centred on the definition and types of traumatic events; furtheremore, it explores the difference between "exposure" and "symptoms" and short, medium, and long term consequences of traumatization across time and contexts. 

Trauma processes: In the third cycle of lectures and workshops students are introduced to the effects of psychological trauma on both individual and societal functioning. Emotion regulation, memory, cognitive processes of traumatized individuals will be addressed. The effects of trauma on organisations will also be explored. 

Diagnosis, Intervention and Treatment: In the fourth series of lectures and seminars, students will lern about post-traumatic syndromes and how to assess them according to both the DSM V and the ICD-11. Prevention and trauma-focused interventions will also be presented. 

Trauma-informed policies: In the last series of lectures the trauma-informed-care model will be presented within a multidisciplinary framework integrating Psychology with Health Economics and Health and Social Care Policy.

None

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

Slides, case discussions and guided reading of scientific papers together with the Lecturer. 

Assessment

The exam ascertains acquired knowledge and critical thinking about the topics covered during the module. More specifically, the exams aims to understand whether the student is able to grasp the complexity of psychological trauma in terms of symptoms and impact on individuals and society. Therefore, students need to master all topics and an appropriate scientific language. Tne exam is subdived into two parts: 

Written exam (compulsory): The exam is articulated into 20 closed questions on the whole module and an open question assessing the critical reasoning capacity of the students to be applied to hypothetical scenarios where students will be asked to identify the impact of trauma, its consequences or eventually what type of intervention they would implement.  The written exam can be integrated with an oral exam (optional) if the student had obtained a mark of 21/30 at least. 

Final evaluation is expressed in fraction of 30 and it is coherent with the aims of the module.

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.

Attendance

There are no differences with respect to the requirements for attending students

Course books

Ardino, V. (in press). Il Trauma Psicologico: Ricerca, Clinica e Poly

Assessment

There are no differences between students who attended classroom lectures and those who were not able to attend. 

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.