The course aims to increase the student's knowledge in relation to main psychotherapy models through a critical / comparative vision based on the theoretical analysis of the constructs underlying the models but also in the light of the results of empirical research. A further objective of the teaching is the critical learning of some psychotherapy techniques, particularly related to the management of the therapeutic relationship as a non-specific therapeutic factor.

The initial part of the course will focus on the definition of psychotherapy in a broad sense, its differentiation from other forms of intervention (eg psychological support). The main psychotherapy models will be introduced (Dynamic, Cognitive, Family Therapy, MBT, DBT, TFP etc) and the differences in theoretical and applicative terms will be highlighted. In the central part of the course, particular attention will be given to the techniques of managing the therapeutic relationship, with particular emphasis on the strategies for resolving the breakdowns of the therapeutic alliance, the management of the transference and the methods of conducting clinical interviews. In the central part of the course a specific focus will be represented by the psychotherapy of patients with Personality Disorders. The final part of the course will focus on the results of empirical research in particular relating to the process and outcome of psychotherapies as well as on the problems inherent in the verification of effectiveness in the context of the international debate on the Evidence Base in psychotherapy.

no

Knowledge and understanding - Knowledge of the main models of psychotherapy both from a theoretical and an applicative point of view - Knowledge of the constructs and concepts presented relating to psychotherapy (therapeutic process; intervention style; therapeutic relationship) - understanding of the concepts and theories proposed, in relation to the methods of investigation and empirical conceptualization of the constructs investigated. Applied knowledge and understanding - Knowledge and understanding of the concepts and theories included in the course; - ability to use knowledge and concepts presented to reason independently on the issues of the discipline according to a triple perspective: theoretical, clinical and research. Autonomy of judgment - Ability to conceptualize in depth the key elements of psychotherapy; - ability to autonomously integrate the acquired knowledge according to a dialectical perspective that takes into consideration the clinical, theoretical and empirical dimension Communication skills. - Ability to analyze the fundamental concepts of psychotherapy and the technical principles of intervention; - ability to read and interpret the results of empirical research. Learning ability. The student must be able to construct his / her path in a critical and autonomous way, being able to correctly use the material provided by the teacher. These skills, as far as possible, will be stimulated by the teacher by proposing theoretical insights. The same will then be explained and discussed by the students themselves, 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

In addition to the lectures,  seminars on the therapy of personality disorders (6 hours) and practical exercises on the evaluation of some constructs within the clinical dialogue (3 hours) are planned.

Teaching

Frontal lessons seminars and practice 

Innovative teaching methods

Flipped class room; Debate

Attendance

Attendance it's not mandatory 

Course books

Gabbard (2010). Le psicoterapie. Teorie e modelli d'intervento (Raffaello Cortina Editore) (cap. 1-3; 6-8; 10-12; 14-16)

Colli, A. (2016). Psicoterapia dinamica. Teoria, clinica e ricerca. Carocci Editore

Dazzi, N., Lingiardi, V., Colli, A. (2006). La ricerca in psicoterapia. Modelli e strumenti. Cortina Editore Milano. Capitoli (1, 3, 7, 13, 14, 15,  20, 21, 22, 28 - escludere par. 28.1) 

Testi facoltativi da consultare per eventuali approfondimenti:

Guidano V. (1988) La complessità del Sé, Bollati Boringhieri

Selvini Palazzoli, Cirillo , Salvini, Sorrentino (1988) I giochi psicotici nella famiglia, Cortina Editore

Dimaggio, Montano, Popolo, Salvatore (2013) La terapia metacognitiva interpersonale dei disturbi di personalità, Cortina Editore.

Bateman, Fonagy (2019). Mentalizzazione e disturbi di personalit. Una guiada pratica al trattamento, Cortina Editore

Yeomans, Clarkin, Kernberg (2017) La terapia focalizzata sul transfert per il disturbo borderline di personalità. Fioriti Editore

Muran, Carter (2021) Il terapeuta sottopressione. Cortina Editore

Beebe, Lachmann (2003) Infan researche trattamento degli adulti. Un modello sistemico diadico delle interazioni. Cortina Editore

Mitchell (2016) Teoria e clinica psicoanalitica. Scritti scelti. Raffaello Cortina

The Boston change process study Group (2012) Il cambiamento in psicoterapia. Cortina Editore

Ruggiero (2011) Terapia cognitiva. Una storia critica. Cortina editore

Assessment

Oral examination.

Evaluation criteria: 1) Relevance in relation to programm topics; 2) Depth and critical elaboration; 3) technical language 

The votes are expressed on a scale 0/30 (range for the superation of the exam :  18 a 30 e lode.

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

No differences with attendant

Attendance

No differences with attendant

Course books

No differences with attendant

Assessment

No differences with attendant

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.