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. 

Specifically, the course aims to:

- provide the student with the theoretical, conceptual and technical instruments related to the different types of interview (psychiatric, psychodynamic, clinical psychology)

- study the main features of the interview, and the key evaluation areas that characterize psychodiagnostic consultation and evaluation

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

Knowledge and understanding

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

-The ability to recognize the main components  in the course of the clinical interview

Applying knowledge and understanding

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

- theoretical and practical bases in different clinical settings.

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

Making judgements

Being able to evaluate the implications of the psychological interview and the objectives of the interview.

Communication skills.

At the end of the course the student must have learned:

- ability to express the contents of the course explaining its meaning;

  - ability to communicate through the use of a specific  language

The student must be able to build his or her path in a critical and independent way, being able to use the material provided by the teacher. These skills, as much as possible, will be encouraged by the teacher. The same will be explained and discussed by the students during the lessons.

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 an oral exam.  The evaluation criteria are as follows: - the relevance and effectiveness of the responses in relation to the contents of the program; The degree of articulation of the answer, the adequacy of the language used. The final evaluation is expressed in thirty-five.

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