The aim of the course is to provide the students with the theoretical foundations inherent to clinical psychology, especially in regards to psychopathological conditions of adults and children in terms of risk factors, ethiopathological models, and clinical manifestations. The course will also contribute to the development of familiarity with classification models, diagnostic methods and intervention strategies typical of clinical psychology. Specific attention will be given to the topic of psychological development starting from early significant relationships as precursors of optimal emotion regulation capacities, which are in turn conceived as a fundamental aspect of psychological functioning.  

Lastly, the course will provide the students with basic knowledge to identify and deal with the various psychological difficulties they might encounter in the individuals with whom they will work. This in turn will facilitate the activation of collabration with mental health professionals.

The program is divided into the following five sections (2hrs+3hrs/week):

Introduction to clinical psychology and models of psychological development

·        Definition of clinical psychology and principal hystorical steps. 

·        The complex definition of mental illness. 

·        Clinical classification and diagnostic systems, overview of main psychopathological conditions. 

·        Intersubjective origins of socio-emotional development and early organizations of the self. 

·        Essential elements of principal developmental and etiopathological models.

·        Neurobiological, cultural, and social aspects underlying development. 

(Classes 1 to 5)

Psychopathology of the adult: Main clinical conditions 

·        Anxiety-obsessive disorders and post-traumatic disorders. 

·        Mood disorders.

·        Personality disorders. 

·        Eating disorders. 

·  Schizophrenia and other psychotic disorders. 

(Classes 6 to 12)

Basic notions of developmental psychology: Main clinical conditions. 

·        Somatization disorders: Tic and elimination disorders; Focus on feeding and eating disorders. 

·        Affective disorders (Anxiety; Depression, Phobias).

·        Cognitive disorders (Specific Learning Disabilities; Intellectual Disability).

·        Basic knowledge of other clinical conditions: Conduct disorders; ADHD, Autism and relational disorders (e.g., attachment disorders).

(Classes 13 to16)

Main intervention models in clinical psychology 

·       Principal therapeutic models for clinical conditions and the issue of evidece-based psychotherapies. 

(Class 17)

Focus on: Emotion regulation as a bridge between developmental psychology and clinical psychology. 

·       Emotion regulation and attachment relationships; States of the self (regulated-integrated Vs dyrsegulated-dissociated). 

·       Chronic dissociation and personality disorders originating from disturbances in emotion regulation. 

(Classes 18-19).

None.

Knowledge and understanding. Basic knowldge of clinical psychology, with special attention to main nosographic conditions, and to factors implied in psychological development. 

Applying knowledge and understanding. Ability to identify key features of the principal psychopathological conditions and to notice signals of potential difficulties in socio-emotional development. 

Making judgements. Ability to assess the presence of psychopathological conditions that require the attention of a mental health professional.

Communication skills. Competence to use a specific and appropriate language describing principal psychopathological conditions and essential elements of psychological development. 

Learning skills. Upon completion of the course, students will have acquired understanding of essential elements of clinical psychology also in a developmental perspective, to later use such knowledge in educational and school 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

None.

Teaching

• Lectures and seminars. 
• In-class guided activities with presentation of clinical cases in textual and or/audio-visual format. 
• Fruition of materials uploaded on Moodle platform. 

Attendance

The frequency of the course is not mandatory, but it is strongly recommended.

Course books

Textooks for the exam:

• Sanavio, E., Cornoldi, C. (2017). Psicologia clinica. Terza edizione aggiornata al DSM-5. Il Mulino: Bologna. (293 pages). 

·  Graham, M. (2021). Nature Culturali. Attaccamento e sviluppo socioculturale, emozionale, cerebrale. Alpes: Roma. The whole book must be studied for the exam except for chapter 17 (303 pages).

• Hill, D. (2017). Teoria della regolazione affettiva. Un modello clinico. Cortina Raffaello: Milano. The following chapters must be studied for the exam: Prefazione, Introduzione, I, II, III, IV, V, VI, VII, VIII, IX, X, XI (176 pages).

Follow-up textbooks useful during the course:

• PDM Task Force (tr. it. 2017), Psychodynamic Diagnostic Manual 2nd Edition (PDM-2).
• A.P.A. (tr. it. 2014). DSM-5. Milano: Raffaello Cortina.
• Tambelli, R. (2017). Manuale di psicopatologia dell'infanzia. Il Mulino: Bologna.

Assessment

Course outcomes will be verified through a written multiple choice quiz exam. The exam will consist of 25 questions, with 4 options each and only one correct. The cut-off to pass the exam is 12 correct answers. 

The exam will assess knowledge of key concepts of clinical psychology and essential elements of psychological development. The ability to understand clinical descriptions from developmental and adult age according to diagnostic criteria shared by the scientific community. 

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

• Lectures and seminars. 
• In-class guided activities with presentation of clinical cases in textual and or/audio-visual format. 
• Fruition of materials uploaded on Moodle platform. 

Attendance

The frequency of the course is not mandatory, but it is strongly recommended.

Course books

Textbooks for the exam:

• Sanavio, E., Cornoldi, C. (2017). Psicologia clinica. Terza edizione aggiornata al DSM-5. Il Mulino: Bologna. (293 pages). 

·  Graham, M. (2021). Nature Culturali. Attaccamento e sviluppo socioculturale, emozionale, cerebrale. Alpes: Roma. The whole book must be studied for the exam except for chapter 17 (303 pages).

• Hill, D. (2017). Teoria della regolazione affettiva. Un modello clinico. Cortina Raffaello: Milano. The following chapters must be studied for the exam: Prefazione, Introduzione, I, II, III, IV, V, VI, VII, VIII, IX, X, XI (176 pages).

Follow-up textbooks useful during the course:

• PDM Task Force (tr. it. 2017), Psychodynamic Diagnostic Manual 2nd Edition (PDM-2).
• A.P.A. (tr. it. 2014). DSM-5. Milano: Raffaello Cortina.
• Tambelli, R. (2017). Manuale di psicopatologia dell'infanzia. Il Mulino: Bologna.

Assessment

Course outcomes will be verified through a written multiple choice quiz exam. The exam will consist of 25 questions, with 4 options each and only one correct. The cut-off to pass the exam is 12 correct answers. 

The exam will assess knowledge of key concepts of clinical psychology and essential elements of psychological development. The ability to understand clinical descriptions from developmental and adult age according to diagnostic criteria shared by the scientific community. 

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.

• Out-of-course students can study on their academic year of attendance program, but they are invited to notify the Professor by email before the exam.
• ERASMUS students can agree on personalized programs with the Professor and take the exam in Italian and/or English.