The Course purpose is to provide students with theories, processes and diagnostic methodologies common in clinical psychopathological events. Moreover, There will be a focus on individual and context trauma-informed assessment.

Diagnosis is necessary for the formulation of the case: a sort of mapping of psychic functioning. The differential use of the testological and psychodiagnostic investigation (categorical and dimensional) and contemporary nosografies allow to maintain an effective orientation in the complexity of the clinical and dynamic evaluation of an individual or a clinical case.

The Course aims to the acquisition of basic concepts of clinical and dynamic psychodiagnostics, the development of the necessary expertise in the formulation of differential diagnosis and the acquisition of clinical and technical language relevant to scientific communication.

After a classification of the fundamental concepts of psychodiagnosis, the psychopathological declinations of the personality will be analyzed starting from the current psychiatric nosography in order to analyze and apply the psychoanalytic psychodiagnostic model. Evalutating model trauma-informed will be a focus orientering assessment and screening. The exam program will be divided into four modules:

I. Diagnostic continuum (testing - interview - clinical interview) with deepening of the diagnostic process and study of the main investigation tools and underlying theories. Dynamic characteristics of the subjectivities (diagnostician - patient) involved in the evaluation processes and in the construction of a diagnostic alliance. Fundamental nodes of the assessment process that leads to the differential diagnosis starting from the main psychodiagnostic models.

II. Clinical relevance of child psychodiagnostics in identifying vulnerability factors in the development of subsequent disorders and space will be left for examples of clinical cases and practical exercises on the planned insights. PDM-2 0/18 Infancy and adolescence.

III. Psychoanalytic diagnostic model: evolutionary levels of organization, defenses, character, personality and differential diagnosis. Diagnostic interview and clinical implications.

IV. Screening and assessment of psychological stress and trauma even in lifetime. Traumatogenic and uncoping contexts (i.e. migratory context). ACE Model and risk/protection factors. Traangenerational transmission and traumatic vulnerability.  Pandemic stress: screening and assessment - also with pandemic characteristics (physical, psychological symptoms and emotional discomfort) - will allow students to acquire tools and clinical reflection skills on the topical issues.

Last lesson will be a summary of the main points and critical themes of the program.

Focused module, seminars and lectures will be taken by specialists on topics of current scientific and clinical-diagnostic areas (in English too).

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The expected results and skills for Dynamic-Clinical Psychodiagnostics are as following:

- knowledge and understanding: knowledge related to theories and models presented and related to the clinical and psychoanalytic diagnostic process. The ability of understanding expected on the proposed concepts related to screening/assesment methods and tools together with the ability of constructing and formulating a clinical-diagnostic reasoning.

- applying knowledge and understanding:  the ability of apply acquired knowledge and concepts to critical reason, according to the discipline logic of the focused areas, even in terms of potential and/or limit of the proposed tools and methods.

- autonomy of judgment (making judgment): ability to apply their knowledge and their ability to understand so as to demonstrate a professional and scientific approach also in interdisciplinarity;

- communication skills: acquiring communication skills using specific disciplinary terminology clearly communicating the meaning of concepts and knowledge learned;

- learning skills: ability of reading scientific papers in clinical-dynamic area and, specifically, acquired management and use of expected clinical, psychoanalytical and scientific terms.

Students have to be able to use the learning-points acquired and to apply them properly to the (clinical) contexts examined.

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 and interdisciplinar seminars of theoretical and practical focuses and applicative contexts of tools and methods in current scientifics.

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

Teaching

Lectures (integrated with focused seminars) that will examine theoretical, exemplary and application aspects, promoting an active and critical participation of students.This didactic goal will also be maintained in mixed teaching or didactics entirely held on Moodle platform.

Didactics will be in line with University and Scuola di Scienze della Formazione politics.

Attendance

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

Course books

Course (and focused) books are under evaluation: they will be comunicated at the begining of the Course integrating vademecum data.

The examination prevents course and focused books.

a. Lingardi, V. & McWilliams, N. (eds) (2017). PDM II (section I + section VI cap.15 - no part III).

b. McWilliams, N (2012). Psychoanalytic diagnosis (II ed. - Part I ). 

c. Herman, J. (2005). Trauma and recovery [part I]. 

d. integrative papers (uploaded on moodle) in folder named Materiale integrativo per la bibliografia d'esame

Assessment

Written part with oral integration.

Written examination aims at evaluating the acquired knowledge, ability of mastering concepts in the use of specific language and reasoning/integrative clinical 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 written part assessment overcomes a minimum of 21/30 vote.

The evaluation criteria will be in line on learning objectives and expected results described above for the course: relevance (mastery of the topic, focused exposure), completeness, correctness (critical-argumentative capacity, fluency, technical terminology) and capability of answer articulation.

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

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.

Lessons: lectures and seminars (mainly proposed in Italian language) and an English module. Course books, supplementary papers and the final examination can be attended in English.

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 CFU). If possible, it is advisable to notify the professor of the chosen program for the correct formulation of the written part of examination and if the final assessment will be attended in English.

ERASMUS Project students can agree with the professor the examination program, course books and (eventually) to attend the examination in English.