The Course aims to provide the student with the basic theoretical, methodological and psychometric tools necessary for the use of the testological and psychodiagnostic screening/assessment of skills and personalities in a life-span perspective.

The complexity of the individual, the evaluative articulation in the life-span and the diagnostic process in clinical contexts are the basis for assessment. The various steps that make up this diagnostic process include the application of techniques such as clinical interview and test administration, in particular personality tests (objective and projective) and intelligence scales.

The different and detailed ways of screening and assessment will be described. In particular, we'll focus on the application of methods and tecniques about anamnesis, interviewing and testing. We will then examine the psychologist / patient interaction through the synergistic use of two personality reading models (nosographic and nomotetic) related to the evaluating contexts.

The course will provide informations on basic theoretical assumptions and will give way to the exemplification of clinical and adult/childhood cases. The course will be complemented by seminar activities aimed at focusing (even in application) on some of the issues addressed.

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In Psychodiagnosis Methods and Techniques the student has to possess:

- knowledge and understanding: mastery of basic knowledge and understanding the fundamental concepts, methods and techniques of psychodiagnosis

- applying knowledge and understanding: able to use knowledge and concepts to reason critically according to the logic of discipline in the focused contexts, including in terms of the potentiality and limit of the tools proposed.

- communication skills: acquire communication skills using specific disciplinary language by clearly communicating the meaning of concepts and knowledge learned.

- learning skills: developing the ability to read scientific material of clinical-dynamic area. They will have to be able to use the acquired material and apply it properly to the learned clinical contexts.

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

Integrative supplementary seminars for theoretical-practical focuses on the applicative contexts of the tools/methods in current scientifics.

Additional teaching pdf/ppt and teacher specific communications can be found, together with other learning support activities, within the Moodle platform> blended.uniurb.it

Teaching

Lectures (integrated with seminars with experts) that will examine theoretical, exemplary and application aspects, promoting an active and critical participation of students.

Attendance

There is no mandatory of attending the Course but presence at lessons/seminars is strongly recommended for their application contents.

Course books

Scafidi Fonti, G.M., La Grutta, S. & Trombini, E. (2015). Elementi di psicodiagnostica. Aspetti teorici e tecnici della valutazione. Milano: Franco Angeli.

Mc Williams, N. (1999). Il caso clinico. Dal colloquio alla diagnosi. Milano: Raffaello Cortina.

Assessment

Written evaluation with oral integration.

Written exam aims at evaluating acquired knowledge, ability of mastering concepts in the use of specific language and reasoning/integrative diagnostic abilities. It consists of open questions (up to 5) about the whole program to be answered in (max) 60 minutes. Oral integrative examination becomes optional if the writtenpart overcomes a minimum of 21/30 vote.

The evaluation criteria will be consistent with the learning skills and expected outcomes described above.

The final evaluation will be expressed in thirty/30

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 are no differences between attending/non-attending students.

Attendance

There are no differences between attending/non-attending students.

Course books

There are no differences between attending/non-attending students.

Assessment

There are no differences between attending/non-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.

Lectures are proposed in Italian language. Course books, supplementary papers and the final examination can be attended in English (Erasmus students).

Students not attending the Course and/or with different course-program and textbooks can be evaluated on the expected program for the academic year of attending or on the current one (if equal on CFU). If possible, it is advisable to notify the professor of the chosen program for the correct formulation of the written part of examination.

ERASMUS Project students can agree with the professor the examination program and course books.