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Second Semester 
Teaching style
Lingua Insegnamento

Informazioni aggiuntive

Course Curriculum CFU Length(h)
[30/34]   EDUCATION STUDIES [34/00 - Ord. 2019]  PERCORSO COMUNE 6 30


Knowledge and understanding
The student needs to show a basic knowledge of theoretical and methodological issues of clinical psychology, as emerging from the use of technical vocabulary. He will also show a critical thinking about mental health and illness in infants; finally, he/she will develop a theoretical and applied understanding of issues relevant to nursery school contexts.
Applying knowledge and understanding
Such knowledges will enable to understand and structure educational researches, showing the ability to capture, evaluate and use empirical findings to build knowledge and improve interventions. In addition, they will enable to intervene in conditions of infants’ diversity and heterogeneity, in the perspective of inclusion and integration. Moreover, based on the specific needs of infants, he/she will be able to use flexible psycho-educational strategies. The use of technical language will favor to share learning plans and programs with all the involved professionals.
Making judgements
Therefore, the student must acquire an autonomous and critical reflection on the course’s issues. Such ability will enable to problematize the educational phenomena and to choose the best program and interventions, also evaluating one’s own competencies.
Communication skills
At the end of the course, the student will be able to communicate information regarding the educational situations and the possible/feasible interventions, based on theoretical and empirical data, monitoring the outcomes. In order to achieve such skills, the student must be able to manage the relation and communication among children, families, colleagues and other involved professionals, mastering several communicative codes.
Learning skills
Finally, the student must be able to find sources to update and deepen autonomously and constantly her/his knowledges and professional competencies.


Students should have developed a basic knowledge of child development psychology.


The initial purpose of the course is to give the theoretical, conceptual and methodological fundamental issues in clinical psychology. After, the most relevant clinical syndromes in infancy will be described. Finally, the implications of clinical psychology issues in nursery school context will be examined.
The main models and definitions of clinical psychology: from pathogenesis to salutogenesis;
The main instruments and procedures to evaluate typical and atypical functioning in infancy;
The main developmental clinical problems and syndromes in infancy;
Trauma and maltreatment in infancy;
The contribution of clinical psychology to educational and nursery school contexts: basic concepts of research methodology, theory and practice.

Teaching Methods

Interchange of directive/lecture and active/explorative methods will be applied, such as clinical case discussions, simulations and role-play. In Line with 2021-22 Manifesto degli Studi, teaching will be mainly delivered in presence, integrated by online strategies.
On demand online meetings with the teacher for clarifications and in depth information will be offered to students who will not have the possibility to attend the classroom in person.

Verification of learning

The exam consists of 75 minutes-long test constituted by 10 multiple choice questions and two brief open ended questions (maximum 10 lines) concerning the main topics of the course that are present in the indicated texts.
The exam verifies the descriptive and critical analysis of the theoretical, methodological and applied issues of clinical psychology, especially developmental psychopathology. The students must show a proper language and clear and logical presentation, which should be complete but synthetic.
The exam is expressed in thirtieths. In order to pass the exam that is with a minimum score of 18/30 the student must show a sufficient knowledge of all the addressed topics, with a proper use of the language. In order to achieve the maximum score of 30/30 cum laude, the student must show an excellent knowledge of all the dealt topics, characterized by a critical and coherent elaboration of the proposed topics.


Ammaniti, M. (a cura di) (2010) Psicopatologia dello sviluppo. Modelli teorici e percorsi a rischio. Raffaello Cortina Editore, Milano. Only chapters: 1, 3, 4, 5.
Zero to Three, National Center for Infants, Toddlers and Families (2016) Diagnostic Classification of Mental Health & Dev Disor (DC:0-5). Axis I: Early Atypical Autism Spectrum Disorder; Toddlerhood Hyperactivity Disorder; Global development lag; all disorders of sensory processing; Separation anxiety disorder Childhood depressive disorder; dysregulation disorder of anger and aggression in childhood; Tourette's syndrome; Trcotillomania; all sleep disorders; all eating disorders; Post-traumatic stress disorder; Reactive Attachment Disorder; Uninhibited social involvement disorder; Specific disorder of childhood relationship. All AXIS II.

Suggested readings
American Psychiatric Association (2013). Manuale Diagnostico e Statistico dei Disturbo Mentali, V edizione (DSM 5). Tr it. Raffaello Cortina Editore, Milano, 2014.
Ammaniti, M. (a cura di) (2001) Manuale di psicopatologia dell’infanzia. Raffaello Cortina Editore, Milano.
Midgley N., Vrouva I. (a cura di) (2014) Mentalizzazione nel ciclo di vita: interventi con bambini, genitori e insegnanti. Raffaello Cortina Editore, Milano. Capitoli: X e XI.
Watzlawick, P., Beavin J.H., Jackson D.D (1967) Pragmatica della comunicazione umana. Studio dei modelli interattivi, delle patologie e dei paradossi. Astrolabio, Roma, 1971.

More Information

In the A.Y. 2021-2022, the lecturer meets students weekly by agreed appointment via email (
In view of difficulties to be in person, the meetings may take place via online platforms (M-Teams, Skype or Zoom) to ensure students' safety.
Lecture notes will be provided to update issues of particular relevance for educators. Please contact the lecturer for their retrieval.
Further information can be found on the website
Not frequenting students are invited to refer to the website and to email the lecturer in order to clarify any doubts regarding their self-study.
Erasmus students should contact the lecturer to clarify the contents of the teaching program and handbooks.
Students with special needs may benefit from a Disabled Office ( that certifies their difficulties in order to arrange individualized programs and exams.

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