The main goal of the course is to provide an overview of the various psychodynamic theoretical models, from the first Freudian formulations to the contributions of relational theorists and dynamic psychopathology with particular attention to the diagnostic dimension.

Specifically, the course is aimed at providing knowledge and understanding of:

- the main concepts of Freudian theory: the nature of the mind, the origin of object relation, psychopathology and theories of treatment.

- convergences and divergences between contemporary psychoanalysis and Freudian theory;

- conceptual and empirical basis for a psychodynamic diagnosis of mental disordersV

The first part of the course will be dedicated to the presentation of the different theoretic models in psychodynamic therapy, providing a complete and exhaustive illustration of different theories. The fundamental concepts of different dynamic approaches (e.g., object relations, defense mechanisms, etc.) will be presented, starting from freudian theory to reach the more recent models. Similarities and differences will be discussed among with the influence that these have on the actual models of psychopathology and psychotherapy.

The second part of the course will be focused on the psychodynamic approach to diagnosis and on the use of the Psychodynamic Diagnostic Manual as an assessment tool. The peculiarities of the manual will be discussed, among with similarities and differences with the nosographic approach that characterizes DSM 5.

None

Knowledge and understanding

- mastery of knowledge on the constructs and concepts related to dynamic models used;

- ability to compare between different psychoanalytic theories, in relation to the issues dealt with.

Applied knowledge and understanding.

- Knowledge and understanding of the concepts and theories provided by the course;

- ability to use knowledge and concepts presented to discuss the issues  being learned.

- Ability to work on the case formulation in a psychodynamic key

Judgment-making.

- Ability to conceptualize questions concerning mind conceptualization, object relationships, psychopathology and the treatment of both classical theory and contemporary theories

Communication skills

- ability to analyze  psychodynamic psychotherapy concepts and technical principles of intervention;

- ability to focus on the depth of human mental functioning with the aim of giving meaning to psychopathological expression

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. These will also 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

none

Innovative teaching methods

Attendance

Not mandatory

Course books

Foangy Target (2005) Psicopatologia evolutiva, Cortina Editore

Eagle, M. N. (2012). Da Freud alla psicoanalisi contemporanea. Milano, Cortina.

Lingiardi, V. , McWilliams, N., Speranza A.M (a cura di) (2020). Manuale Diagnostico Psicodinamico PDM - 2. Infanzia e Adolescenza. Milano, Raffaello Cortina. 

A scelta (contattare il docente per cocnordare programma alternativo)

Luyten, Mayes, Fonagy, Target, Blatt (2015) Handbook of psychodynamic approaches to psychopathology, Guilford Press

Assessment

The objectives are verified with an oral exam. The evaluation criteria are:

- significance and effectiveness of the responses in relation to the content of the program; Ability to identify links and connections; Level of response articulation; Adequacy of the language used.

The final evaluation is expressed in marks ranging  from one to thirty.

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 information provided for Attending Students

Attendance

There is no difference with the information provided for Attending Students

Course books

There is no difference with the information provided for Attending Students

Assessment

There is no difference with the information 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.