OVERVIEW

The course aims to facilitate the acquisition of the main theoretical models and methods of developmental clinical psychology by the future teachers, with reference to educational and school contexts and highlighting the specificities for kindergarten and primary schools.

AIMS AND CONTENT

LEARNING OUTCOMES

The teaching of clinical psychology aims to provide a framework of clinical psychology at developmental stages. Particular attention will be devoted to the clinical methods and their applications, emphasizing especially the school environment.

The course will focus on the following themes: the psychological value of child-teacher relationship and its formative and transformative potential, the analysis of family context and its role both as a risk and protection factor for the welfare of children, the relevance of team work both in the training and education field.

AIMS AND LEARNING OUTCOMES

At the end of the course the student will be able:

1. to define clinical psychology
2. to acquire adequate knowledge of the main models of clinical psychology in a developmental perspective
3. to recognize the importance of team work and to acquire understanding of group dynamics
4. to understand the characteristics of family systems in a developmental perspective, to acquire adequate knowledge on typical and atypical family organizations, to recognize functional and dysfunctional communication processes in the family
5. to acquire basic knowledge of the main developmental psychopathologies and to reflect on the support that the school context can offer in the presence of children with vulnerabilities
6. to acquire a basic vocabulary of clinical psychology in order to facilitate mutual communication with specialist interlocutors in interdisciplinary contexts
7. to examine scientific articles in journals and books and to produce a written and oral presentation in team

PREREQUISITES

Required prerequisites: Developmental Psychology

TEACHING METHODS

1. Lectures in the presence through slides presentations 
2. Work in small group focused on the analysis of national and international literature
3. Visualization of video material and group discussion

A critical and active participation of the students will be encouraged.

SYLLABUS/CONTENT

The course will address the main issues of developmental clinical psychology, with particular reference to the following contents:

1. Definition and theoretical models of clinical psychology. The initial part of the course will be dedicated to the definition of clinical psychology as a theoretical-applicative branch of psychology and to the deepening of the main theoretical paradigms of the discipline with a special focus on their developmental aspects.
2. Work as a team both in training and educational field. Particular attention will be paid to understanding the psychological dynamics experienced in working teams in organizational frameworks, highlighting both the strengths and weakness of the work team.
3. The models and the analysis methodologies of the family contexts. The course will address both the understanding of the emotional climate experienced in the family as a risk and protection factor for the welfare of children psychological, and the meaning of belonging to different family contexts (eg. migrant families, adoptive families, broken families, etc.) attributed by the children.
4. The assessment of the main symptoms expressed by children at preschool and school age. The initial part of the course will be devoted to the analysis and understanding of the signs of emotional discomfort experienced by children in school contexts and the connections with their limitations of cognitive and socialization skills and performances.

Regarding specifically the kindergarten pathways, the course aims at fostering the knowledge and understanding of the multiple symptomatic expressions of problematic preschoolers, together with observational methodologies.

Regarding specifically the primary school pathways, the course aims at fostering the knowledge and understanding of emotional aspects, related to the use of cognitive resources in children at school age, with particular reference to traumatic experiences.

RECOMMENDED READING/BIBLIOGRAPHY

Study bibliography list:

1. Tambelli R. (2017). Manuale di psicopatologia dell’infanzia (a cura di). Il Mulino. + ONLY chapter VI from Zennaro A. (2011). Lo sviluppo della psicopatologia. Fattori biologici, ambientali e relazionali. Il Mulino
2. Pani R., Biolcati R., Sagliaschi S. (2009). Psicologia clinica e psicopatologia per l'educazione e la formazione. Il Mulino. For exam: chapters from I to IV, from VIII to X. Read only: V, VI e VII
3. Gambini P. (2007). Psicologia della famiglia. La prospettiva sistemico-relazionale. Franco Angeli For exam: Parte I, Part II (only chap. 4, 5 e 6), Part III. Read only: cap. 7, 8 e 9
4. Lecture notes (for attending students) / Siegel D.J & Payne Bryson T. (2011). The Whole Brain Child. 12 Revolutionary Strategies to Nurture Your’s Child Developing Mind, Survive Everyday Struggles, and Hepl Your Family Thrive. Mind Your Brain and Bryson Creative Productions (for not attending students).

Compulsory Recommended Reading:

1. Aucouturier B. (2015). Il bambino terribile e la scuola. Raffaello Cortina 
2. Granatella V. (2011). Reciproci sguardi. Sistemi migranti e costruzione intersoggettiva di pratiche e saperi. Franco Angeli.
3. Chistolini M. (2006). Scuola e adozione. Linee guida e strumenti per operatori, insegnanti, genitori. Franco Angeli.

Although, most of the course’s books are in Italian, they can be replaced with other texts agreed with the Lecturer

TEACHERS AND EXAM BOARD

Exam Board

CECILIA SERENA PACE (President)

FABIOLA BIZZI

STEFANIA MUZI

PATRIZIA VELOTTI

LESSONS

LESSONS START

Tuesday, September 25, 2018

Class schedule

CLINICAL PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

Written form, Registration

ASSESSMENT METHODS

The exam is in written form and it includes four open-ended questions regarding the bibliographic material and topics presented and discussed in classes.

Exam schedule