Families are a semi-permeable membrane; they need to integrate with the external environment to survive. At the same time, they are a social subculture with their own identity and organization. The course aims to analyze relationships from a psychodynamic point of view, identify healthy and pathogenic aspects, and provide the leading theories on structuring the subject's self in the early stages of existence concerning caregivers. The family will be considered a system capable of acting balanced or unbalanced through its subsystems. During the lessons, references will be made to some typical aspects of the family of developmental processes typical of the contemporary era, also referring to the current pandemic

Program

Part I (30 hours: lessons 1-15; N.B. The times of presentation of the topics are indicative and may be subject to variations)

1. Introduction

2. The Transformation of Families

2. Psychodynamics of family life between "normality" and pathology, the transgenerational

3. The Family Therapy Movement

4. Systemic-relational approach

5. The structural model, the family as a system; models.

6. Family boundaries.

7. Identity and stability

8. Tensions and Crisis

9. Homeostasis

9. Types of families;

10. Observational Modalities of the Family: The Trigenerational Model

11. Structural Therapy Interventions

12. Parental Functions: The Maternal Function, the Paternal Function and the Roles

Part II (18 hours: lectures 16-24; N.B. the presentation times of the topics are approximate and may vary)

8. Affective development (healthy and pathogenic) and environment (healthy and pathogenic)

9. Holding, handling, presentation of the object

10. Healthy self development

11. Self Integration

12. Pathogenic environment and repercussions on the development of the individual.

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Regarding the Psychodynamics of Development and Family Relationships, the student will have to show the possession of:

- Knowledge and understanding(must have understood the principles underlying theory in clinical dynamics and developmental psychodynamics)

- Applying knowledge and understanding (must have acquired the ability to interpret, understand, and reason on the psychodynamics of triangular and couple family relationships, therapeutic techniques, and developmental psychodynamics).

- Making judgments (must have acquired the ability to use methodological knowledge and concepts for the description of cases and the ability to formulate hypotheses on cases).

- Communication skills: (must have acquired the specific technical language for the description of the discipline)

- Learning skills: (At the end of the course, students will acquire good autonomy in dynamic reasoning related to family relationships and developmental psychodynamic).

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

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Teaching

The lessons, depending on the topics covered, can be frontal, dialogued, in order to encourage reflection with the teacher by the students, group work, individual and non-individual exercises, lessons also with the use of video supports.

Innovative teaching methods

Debate

 Problem-based learning 

Learning by doing

 Flipped classroom.

Attendance

Attendance is not mandatory but is strongly recommended

Course books

AA. VV. Il Pensiero di Winnicott, Armando, Roma (esclusi i saggi: 1,2, 5,7,13)

Minuchin, S., Famiglie e Terapia della Famiglia, Astrolabio, Roma

  Rossi, S., Travaglini R., (a cura di), I confini nei contesti relazionali, Franco Angeli, Milano (solo i capitoli 3,4,5, 6)

  Winnicott, D. W., Sviluppo affettivo e ambiente, Armando, Roma 

NB. Material to be studied for the exam will be entered into the Blended platform

Recommended Reading:

Fivaz-Depeursinge E., PHilipp D.A. Il bambino e la coppia, Raffaello Cortina Editore

Assessment

Assessment methods: Written test with 7 open questions. The duration of the test will be 45 minutes.

The written test is aimed at assessing the knowledge acquired, mastery of concepts also in the use of specific language and in the ability to reason and integrate.

The evaluation will focus on the knowledge, skills and abilities demonstrated by the student, taking into account in particular the following indicators:

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 final evaluation is expressed in thirtieths.

The evaluation criteria and the relative scores in thirtieths are determined according to the following scale:

Less than 18: Sufficient level of proficiency. The candidate does not achieve any of the learning outcomes foreseen under the heading "knowledge and understanding"

18-20: Sufficient level of competence. The candidate achieves the learning outcomes foreseen in the point "knowledge and understanding".

21-23: fully sufficient level of competence. The candidate achieves the expected learning outcomes in the points "knowledge and understanding" and "applied knowledge and understanding".

24-26: Good proficiency level. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding"; "Applied knowledge and understanding" and "Making judgements".

27-29: Very good level of proficiency. The candidate achieves the expected learning outcomes in the points "knowledge and understanding", "applied knowledge and understanding", "making judgements" and "communication skills".

30 and 30 laude: excellent level of competence. The candidate fully achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding"; "making judgements"; "communication skills" and "learning skills".

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

To allow non-attending students to compensate by self-studying what is done during the lectures, we recommend using all materials included in the blended platform (slides, tutorials, supplementary materials) that are particularly useful for fully understanding the program content.

Attendance

Attendance is not mandatory but is strongly recommended

Course books

AA. VV. Il Pensiero di Winnicott, Armando, Roma (esclusi i saggi: 1,2, 5,7,13)

Minuchin, S., Famiglie e Terapia della Famiglia, Astrolabio, Roma

  Rossi, S., Travaglini R., (a cura di), I confini nei contesti relazionali, Franco Angeli, Milano (solo i capitoli 3,4,5, 6)

  Winnicott, D. W., Sviluppo affettivo e ambiente, Armando, Roma 

NB. Material to be studied for the exam will be entered into the Blended platform

Recommended Reading:

Fivaz-Depeursinge E., PHilipp D.A. Il bambino e la coppia, Raffaello Cortina Editore

Assessment

Assessment methods: Written test with 7 open questions. The duration of the test will be 45 minutes.

The written test is aimed at assessing the knowledge acquired, mastery of concepts also in the use of specific language and in the ability to reason and integrate.

The evaluation will focus on the knowledge, skills and abilities demonstrated by the student, taking into account in particular the following indicators:

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 final evaluation is expressed in thirtieths.

The evaluation criteria and the relative scores in thirtieths are determined according to the following scale:

Less than 18: Sufficient level of proficiency. The candidate does not achieve any of the learning outcomes foreseen under the heading "knowledge and understanding"

18-20: Sufficient level of competence. The candidate achieves the learning outcomes foreseen in the point "knowledge and understanding".

21-23: fully sufficient level of competence. The candidate achieves the expected learning outcomes in the points "knowledge and understanding" and "applied knowledge and understanding".

24-26: Good proficiency level. The candidate achieves the learning outcomes foreseen in the points "knowledge and understanding"; "Applied knowledge and understanding" and "Making judgements".

27-29: Very good level of proficiency. The candidate achieves the expected learning outcomes in the points "knowledge and understanding", "applied knowledge and understanding", "making judgements" and "communication skills".

30 and 30 laude: excellent level of competence. The candidate fully achieves the learning outcomes foreseen in the points "knowledge and understanding"; "applied knowledge and understanding"; "making judgements"; "communication skills" and "learning skills".

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.

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