AIMS AND CONTENT

LEARNING OUTCOMES

To know the basics and the main application of the cognitive-behavioral techniques for the psychiatric rehabilitation, deepening the knowledge of the organization of territorial services, of the main rehabilitation treatments based on effectiveness and scientific evidence , including Social Skill Training, Problem Solving, IPT (Integrated Psychological Therapy) and Psychoeducational Treatments, as well as the methodology of early rehabilitative intervention in psychiatry.

AIMS AND LEARNING OUTCOMES

The module aims to:

• to provide the knowledge and skill-relational competence related to the theoretical bases and practical applicability of psychoeducational interventions;
• to develop the expertise for their application in psychiatric rehabilitation, to acquire the capacity to carry out psychoeducational therapeutic-rehabilitation interventions aimed at individual users, families and groups of users and / or families aimed, as far as possible, self-management of the disorder, of treatment and rehabilitation:
• to acquire effective communication skills
• to develop critical thinking in students

At the end of the module the student will be able to:

• To know the theoretical bases of psychoeducational treatment
• To know exhaustively two psychoeducational interventions (EBP) with particular reference to schizophrenic and bipolar disorder: the theoretical assumptions, the structure, the methodology
• To integrate knowledge, skills and attitudes to deliver safe, effective, evidence-based psychiatric rehabilitation interventions
• Knowing how to apply research results in the rehabilitation field in order to improve the quality of the interventions
• To demonstrate the ability to cultivate doubts and tolerate the uncertainties deriving from the necessary integration of the study with practical activity, as a source of new learning
• To have acquired the ability to talk and present correctly their scientific and cultural knowledge and to relate to the professional environment, using the most appropriate exhibition methodology

TEACHING METHODS

Lectures, with spaces for comparison and active teaching with students. Flipped classroom. Slide support. Subgroup exercises on specific modules and role playing in groups, using specific material, diagrams or graphs

SYLLABUS/CONTENT

Theoretical assumptions of the psychoeducational and family psychoeducational intervention

The integrated psychoeducational intervention in psychiatry (Falloon):

- Theoretical assumptions and evidences

- Structure of the intervention

- Methodology and contents

- Specific modules

The psychoeducational intervention for bipolar disorder (Colom-Vieta):

- Theoretical assumptions and evidences

- Program and structure

- Methodology and contents

- Specific modules

- Comparison of interventions: exemplification of the program by A. Erfurth

RECOMMENDED READING/BIBLIOGRAPHY

The slides will not be made available. Students are invited to study the texts indicated below.

EXAM TESTS:
Extracts of the following texts (full texts useful for further study), as the contents expressed in the lessons:

I. Falloon et al. (1994) “Intervento psicoeducativo integrato in psichiatria” Edizione italiana riveduta ed ampliata a cura di L. Magliano e P. Morosini- Ed. Erickson, Trento

F.Colom, E. Vieta (2006) “Manuale di psicoeducazione per il disturbo bipolare” - Giovanni Fioriti Editore, Roma

SUGGESTED FURTHER READING:

Full texts indicated above.

TEACHERS AND EXAM BOARD

Exam Board

ALESSANDRO NUCERA

ANDREA PRESTA

DEBORA PARIGI (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

I Semester (March-May)

EXAMS

EXAM DESCRIPTION

Oral exam.
Evaluation in thirtieths and weighted average with the other disciplines of the integrated course.

ASSESSMENT METHODS

The degree of knowledge of the contents of the discipline and the degree of competence acquired with respect to the ability to apply this knowledge to the professional practice in psychiatric rehabilitation will be evaluated. We will also assess the ability to critically approach the acquired knowledge and the integration between the same, as well as the ability to talk and correctly present their scientific knowledge, with appropriate technical language.

Exam schedule

FURTHER INFORMATION

TEACHING PREREQUISITES (INTEGRATED COURSE)

The teaching envisaged as fundamental theoretical prerequisites related to the psychological, psychiatric, psychiatric and rehabilitative discipline. In particular with respect to psychopathology, basic psychological knowledge, the fundamentals of psychiatric rehabilitation and networking. The latter will allow to frame EBM treatments within the concept of recovery, personalized medicine and the scientific paradigm. The internship experiences and laboratory activities, with the theoretical-technical and relational skills developed, will be a valid support to the understanding and active participation in the lessons.