A cognitive approach has highlighted new ways to understand the problems of function-thinking and the mechanisms of adaptation, thus widening the objectives also of communicative dynamics that regulate the relationship between the disabled person and the context he/she lives in. In this context the Rehabilitation process can be seen as a learning and relearning process, able to stimulate adaptive resources in relation to the development process.
By the end of the course the student is expected to:
· Have a deep knowledge of the topics specifically connected with Rehabilitation in childhood,
psycho-social and preventive interventions with children and teenagers victims of abuses and
mistreatments and prevention and treatment of behavioural problems
· Be able to know the best systems, methodologies and techniques for rehabilitation needed to
develop skills to plan interventions, become the person in charge of the patient and evaluate
needed preventive and rehabilitative interventions for teenagers
· Know and show ability to apply the knowledge acquired during the lessons of the course, in all the
different health contexts he/she will be working in, using the techniques and the systems known
· Be able to understand and actively use words that describe Psychiatric Rehabilitation which
identifies a specific and structured way of acting
· Be able to apply the knowledge acquired, show ability in understanding and solving problems
· Be able to integrate the knowledge acquired and manage complex situations, get a clear picture
and general idea even with limited amount of details or incomplete details
· Be able to communicate clearly and without any sign of ambiguity his/her conclusions both to
people who are expert in the field and people who are not
The course is organized in lectures, divided in three parts for a total of 10 hours
Clinical exemplifications will be discussed throughout the lessons of the course and they will be important to complete and widen the ideas and the theoretical concepts discusses.
For a long time rehabilitation in children mainly focused on senses and movements.A cognitive approach has highlighted new ways to understand the problems of function-thinking and the mechanisms of adaptation, thus widening the objectives also of communicative dynamics that regulate the relationship between the disabled person and the context he/she lives in. In this context the Rehabilitation process can be seen as a learning and relearning process, able to stimulate adaptive resources in relation to the development process. What follows can be taken into account: interventions directed to the function (neurophysiological approach); interventions directed to the representation (clinical, cognitive and meta-cognitive neuropsychological approach); interventions directed to adaptation processes (psychosocial approach).
Part 1: Psycho-social risk in children and teenagers, definitions, criteria of evaluation and intervention
Psycho-social risk and mental health
People who might run the risk
Laws and regulations
Problems connected with rehabilitative intervention in children and teenagers
Resiliencies
Criteria and ways to evaluate
Objectives and strategies of intervention
Ethics and limits in the intervention
How to measure the outcomes of rehabilitative interventions; methodological problems
Part 2: psycho-social interventions and prevention for abused and mistreated children and teenagers
1. Abuse and mistreatment in children: definitions and overview on clinical analysis
Classification of mistreatments and abuses
Pathology of cures given
Lack of motherly care
2. Environment and abuse/mistreatment risk
3. Primary relationships and pathological risk in the person abused/mistreated in childhood or teen-age years
4. Preventive interventions
Part 3: prevention and treatment of behavioural problems
1. Overview on the programme Incredible Years
Methodology of teamwork programmes used by IY for parents, teachers and children
2. Coping Power Program
Coping Power Program: children
Coping Power Program: parents
Coping Power Application with teen agers
3. Multi-way intervention in the treatment of Behavioural problems caused by disruptive behaviour
Risk factors
Treatment
G.B. Camerini, E. Sechi, “Riabilitazione psicosociale nell’infanzia e nell’adolescenza. Principi ed esperienze.” Maggioli Editore, 2010
F. Lambruschi, P. Muratori, “psicopatologia e psicoterapia dei disturbi della condotta”, Carocci Editore, 2013
ELISA DE GRANDIS (President)
PIERO CAI
PIERA MOROSI
EDVIGE MARIA VENESELLI (President and Coordinator of Integrated Course)
First semester
The examination will be an oral interview and will be about the topics of the lessons
The examination will be an oral interview and will be about the topics of the lessons; the examination
purpose is to evaluate and assess whether the student has reached an appropriate degree of knowledge
on the subject and also a good ability in expressing his/her personal and critical opinion on the topics.
The student is expected to show an expertise in the topics by using appropriate and specific words to
define the method of the treatment, the techniques and the tools explained in the lessons throughout the
course. The student’s ability to express ideas, opinions and communicative skills will be highly valued and
will be regarded as very important.
