SF/0025 - CLINICAL PSYCHOLOGY
Academic Year 2021/2022
Free text for the University
LAURA VISMARA (Tit.)
- Teaching style
- Lingua Insegnamento
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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 children; finally, he/she will develop a theoretical and applied understanding of issues relevant to 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 class diversity and heterogeneity, in the perspective of students’ inclusion and integration. Moreover, based on the specific needs of school students, he/she will be able to use flexible learning strategies. The use of technical language will favor to share learning plans and programs with all the involved professionals.
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.
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 students, families, colleagues and other involved professionals, mastering several communicative codes.
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 will be described according to the main diagnostic classifications' definitions. Finally, the implications of clinical psychology issues in the school context will be examined.
The main models and definitions of clinical psychology: from pathogenesis to salutogenesis;
The main assessment instruments and procedures: observations; interviews and tests;
The main developmental clinical problems and syndromes;
Trauma and maltreatment in infancy and childhood;
The contribution of clinical psychology to educational and school contexts: basic concepts of research methodology, theory and practice.
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 evaluation of the students consists of an oral exam on at least three topics. The exam will be held either in person and/or online depending on the University recommendation at the moment of the exam itself.
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.
Lucarelli, L., Piperno, F., Balbo, M. (a cura di) (2008) Metodi di valutazione in psicopatologia dello sviluppo. Raffaello Cortina Editore, Milano.
Zee, M., Rudasill, K. M., & Bosman, R. J. (2020). A cross-lagged study of students’ motivation, academic achievement, and relationships with teachers from kindergarten to 6th grade. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000574
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, V ed. (DSM 5).
Ammaniti, M. (a cura di) (2001) Manuale di psicopatologia dellinfanzia. Raffaello Cortina Editore, Milano.
Ammaniti, M. (a cura di) (2002) Manuale di psicopatologia delladolescenza. Raffaello Cortina Editore, Milano.
Cornoldi C. (2007) Difficoltà e disturbi dell'apprendimento. Il Mulino, Bologna.
Cancrini L. (1989) Bambini diversi a scuola. Bollati Boringhieri, Torino.
Dazzi, N., Lingiardi, V., Gazzillo, F. (2009) La Diagnosi in Psicologia Clinica: Personalità e psicopatologia. Raffaello Cortina Editore, Milano.
Gabbard, G. (1994) Psichiatria psicodinamica. Tr. it. Raffaello Cortina Editore, Milano, 2007, IV edizione.
Midgley N., Vrouva I. (a cura di) (2012) Minding the child: Mentalization-based interventions with children, young people and their families. Routledge, NY. Only Chapters X e XI.
Orsolini M., Fanari R., Maronato C. (2005) Difficoltà di lettura nei bambini. Carocci, Roma.
Vicari S., Valeri G., Fava L. (2012) L'autismo. Dalla diagnosi al trattamento. Il Mulino, Bologna.
Vio, C., Lo Presti, G. (2014) Diagnosi dei disturbi evolutivi: Modelli, criteri diagnostici e casi clinici. Erickson, Trento.
Watzlawick, P., Beavin J.H., Jackson D.D (1967) Pragmatics of Human Communication. A Study of Interactional Patterns, Pathologies, and Paradoxes.WW Norton & C., NY.
Zero to Three, National Center for Infants, Toddlers and Families (2016) Diagnostic Classification of Mental Health & Dev Disor (DC:0-5).
In the A.Y. 2021-2022, the lecturer meets students weekly by agreed appointment via email (firstname.lastname@example.org)
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 teachers' training and education. Please contact the lecturer for their retrieval.
Further information can be found on the website https://www.unica.it/unica/it/ateneo_s07_ss01.page?contentId=SHD30943
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 (https://www.unica.it/unica/it/ateneo_s01_ss02_sss06_02.page) that certifies their difficulties in order to arrange individualized programs and exams.