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.

1. introduction to psychodiagnosis: main theoretical models and description of the diagnostic field
2. definition of "methods" and "techniques" (screening / assessment)
3. assessment of the individual / context complexity (clinical, social, work, school) and interactions
4. diagnostic process (from the analysis of the application to the return) in a life span perspective
5. diagnostic alliance: subjectivity involved, dynamics and characteristics 
6. psychological assessment: tools and techniques (interview, interview, test), areas of investigation (e.g. healthy / pathological personality, intelligence, behavior) and application
7. the assessment of variables and psychological dynamics of stress (including traumatic), illness and disability
8. foundations of psychodynamic diagnosis
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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 of the fundamental concepts, methods and techniques of psychodiagnosis
• Applying knowledge and understanding: acquired ability to use knowledge and concepts to reason critically according to the logic of the discipline in the examined areas, also in terms of potential and limit of the proposed tools.
• Making judgments: acquiring the ability to critically evaluate the applicability of tools in relation to individual and / or context variables, identify critical issues and , however, deepen their knowledge.
• Communication skills: acquire communication skills using specific disciplinary terminology by clearly communicating the meaning of concepts and knowledge learned. 
• Learning skills: development of the ability to read scientific material in a clinical-dynamic subject area, being able to use the acquired material and apply it correctly to the contexts that are the object of study.

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

Innovative teaching methods

Theoretical-practical discussion (class group/small groups) even using the Moodle UNIURB 

Some topics will be pointed adopting the PBL (Problem-Based Learning)

Integrated digital teaching (uploading materials to Moodle)

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, M.G., La Grutta, S. e Trombini, E. (a cura di) (2015). Elementi di psicodiagnostica. Franco Angeli Editore

McWilliams, N. (1999). Psychoanalityc case formulation.Guilford Press

Scientific papers uploaded on blended (Box: integrative papers)

Assessment

Written evaluation with optional 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.

Each student will have 2 days to confirm/reject the examination result.

The evaluation criteria will be consistent with the learning objectives and expected outcomes described above for the Course (Dublin Descriptors);
1. relevance and effectiveness of the responses;
2. level of articulation of the answers: clarity, logic, systematicity, completeness;
3. use of the specific vocabulary of the discipline.

The examination scores are distributed according to the "competence level" as listed below:

0-17: insufficient (candidate does not achieve any / most of the learning outcomes foreseen in the point "knowledge and understanding")
18-20: sufficient (candidate achieves the learning outcomes foreseen in the previous point).
21-23: fully sufficient (candidate achieves the learning outcomes foreseen in the previous point and "applied knowledge and understanding"one).
24-26: good (candidate achieves the learning outcomes foreseen in the previous points and "independent judgment" one).
27-29: very good (candidate achieves the learning outcomes foreseen in the previous points and "communication skills" one).
30 and 30 cum laude: excellent (candidate fully achieves the learning outcomes foreseen in the previous points and "ability to learn" one).

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 (integrated with seminars with experts) that will examine theoretical, exemplary and application aspects, promoting an active and critical participation of students. Didactics will be in line with University and Scuola di Scienze della Formazione politics.

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

Attendance

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

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

Course books

Scafidi Fonti, M.G., La Grutta, S. e Trombini, E. (a cura di) (2015). Elementi di psicodiagnostica. Franco Angeli Editore

McWilliams, N. (1999). Psychoanalityc case formulation.Guilford Press

Scientific papers uploaded on blended (Box: integrative papers)

Assessment

Written evaluation with optional 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.

Each student will have 2 days to confirm/reject the examination result.

The evaluation criteria will be consistent with the learning objectives and expected outcomes described above for the Course (Dublin Descriptors);
1. relevance and effectiveness of the responses;
2. level of articulation of the answers: clarity, logic, systematicity, completeness;
3. use of the specific vocabulary of the discipline.

The examination scores are distributed according to the "competence level" listed below:

0-17: insufficient (candidate does not achieve any / most of the learning outcomes foreseen in the point "knowledge and understanding")
18-20: sufficient (candidate achieves the learning outcomes foreseen in the previous point).
21-23: fully sufficient (candidate achieves the learning outcomes foreseen in the previous point and "applied knowledge and understanding"one).
24-26: good (candidate achieves the learning outcomes foreseen in the previous points and "independent judgment" one).
27-29: very good (candidate achieves the learning outcomes foreseen in the previous points and "communication skills" one).
30 and 30 cum laude: excellent (candidate fully achieves the learning outcomes foreseen in the previous points and "ability to learn" one).

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). The examination will take place in Italian language and/or in English one: other languages are not admitted.

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, course books and examination language.