OVERVIEW

 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.

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

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 

TEACHING METHODS

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. 

SYLLABUS/CONTENT

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 

RECOMMENDED READING/BIBLIOGRAPHY

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 

TEACHERS AND EXAM BOARD

Exam Board

ELISA DE GRANDIS (President)

PIERO CAI

PIERA MOROSI

EDVIGE MARIA VENESELLI (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

First semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The examination will be an oral interview and will be about the topics of the lessons

ASSESSMENT METHODS

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. 

Exam schedule