OVERVIEW

The course will provide an overview of the history of clinical psychology and of the main current approaches, prompting a critical reflection of the student in this regard. It will also focus on some central issues such as the helping relationship and psychological evaluation in the clinical setting. The course also aims to illustrate some fundamental notions used in clinical psychology as well as the main existing psychotherapeutic approaches. Finally, particular attention will be paid to some psychological problems emerging in the context of the social worker intervention.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to provide a basic knowledge of the psychological approach towards 
family and personal challenging contexts.

AIMS AND LEARNING OUTCOMES

At the end of the course, students will have to:

1. Know the characteristics of some of the most popular conceptual models, evaluation methodologies and treatment models used in clinical psychology;

2. Communicate the knowledge acquired with the specific terminology relating to clinical psychopathology;

3. Define and explain the notions of awareness, representation of the self-other relationship, identity, mentalization and emotional regulation.

4. Identify and understand the main manifestations of some psychopathological conditions emerging in the working context of the social worker and the main underlying psychopathological processes;

5. Critically evaluate methods of intervention in the field of social work and specifically regarding the centrality of the network intervention and the relationship between social worker and client.

PREREQUISITES

There are no mandatory prerequisites. However, a basic knowledge of psychiatry (highly recommended) and developmental psychology (recommended) is recommended.

TEACHING METHODS

The teaching consists of lectures, presentation and discussion of clinical material for a total of 54 hours.

SYLLABUS/CONTENT

The course’s contents include the presentation and discussion of the following topics:

1. History of clinical psychology: evolution and main current approaches

2. Diagnosis in clinical psychology

4. The helping relationship and the setting

5. Central notions in clinical psychology: awareness, representation of the self-other relationship, identity, mentalization, emotional regulation;

4. Essential clinical perspectives on some topics of interest for the social worker including burnout, cancer psychology, child abuse and neglect, psychopathy and aggression, domestic violence, bereavement , drug addiction and gambling disorder, psychological problems in the elderly.

6. The methods of intervention in the field of social work and the network approach

RECOMMENDED READING/BIBLIOGRAPHY

For attending students

Textbooks:

• Dispense a cura del docente reperibili su Aulaweb all'inizio delle lezioni
• Applegate, J. S., Bonovitz, J. M. (1995). Il rapporto che aiuta. Tecniche winnicottiane nel servizio sociale. Astrolabio Editore, Roma. pp. 9-175.
• Sanavio E., Cornoldi C., “Psicologia Clinica”, Il Mulino, 2017 (Chapters I-IV)

One of the following:

• Liotti G. E Farina B.: “Sviluppi traumatici” R. Cortina, Milano 2011
• Slade, A. “Relazione genitoriale e funzione riflessiva. Teoria, clinica e intervento sociale” Astrolabio 2010

• Garland, C. (2001). Comprendere il trauma. Bruno Mondadori Editore
• Salzberger-Wittenberg, I. (1971). Teorie psicoanalitiche kleiniane e servizio sociale. Astrolabio Editore, Roma

Recommended for consultation:

• Criteri Diagnostici MINI DSM5, A.P.A., R.C. Editore, 2014

For attending students

Textbooks:

• Dispense a cura del docente reperibili su Aulaweb all'inizio delle lezioni
• Applegate, J. S., Bonovitz, J. M. (1995). Il rapporto che aiuta. Tecniche winnicottiane nel servizio sociale. Astrolabio Editore, Roma. pp. 9-175.
• Sanavio E., Cornoldi C., “Psicologia Clinica”, Il Mulino, 2017 (ALL)

One of the following:

• Liotti G. E Farina B.: “Sviluppi traumatici” R. Cortina, Milano 2011
• Slade, A. “Relazione genitoriale e funzione riflessiva. Teoria, clinica e intervento sociale” Astrolabio 2010

• Garland, C. (2001). Comprendere il trauma. Bruno Mondadori Editore
• Salzberger-Wittenberg, I. (1971). Teorie psicoanalitiche kleiniane e servizio sociale. Astrolabio Editore, Roma

Recommended for consultation:

Criteri Diagnostici MINI DSM5, A.P.A., R.C. Editore, 2014

TEACHERS AND EXAM BOARD

Exam Board

GUYONNE ROGIER (President)

CECILIA SERENA PACE

LESSONS

LESSONS START

Classes will start in the second semester according the academic calendar.

Class schedule

PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

The evaluation will be expressed out of thirty. To pass the test, the lowest grade will be 18/30 and the highest will be 30/30. The student who has withdrawn is allowed to repeat the test in the next session; the student who has not obtained sufficiency is allowed to repeat the test in the next session.

The exam will be held in written form and includes 10 multiple choice questions and four open-ended questions. It will last no more than an hour and a half. In the event of restrictions related to the health emergency, the written examination method will be replaced by an oral assessment method.

For attending students, it will be possible to take the pre-roll exam, at the end of the lessons. In this case, the exam will consist of 10 multiple choice questions and two open-ended questions and will last a total of no more than one hour. In the event of restrictions related to the health emergency, the written examination method will be replaced by an oral assessment method.

Extraordinary exam sessions will not be allowed outside the periods indicated in the Degree Program Regulations.

ASSESSMENT METHODS

Details on how to prepare for the exam and the degree of depth of each topic will be given during the lessons.

The ability to remember and explain the knowledge acquired during the course will be verified by evaluating the correctness and completeness of the answers provided to the multiple choice questions and open-ended questions during the written exam. The open-ended questions will allow to assess the quality of the exposure and the correct use of the specialist vocabulary. The same methods will also make it possible to ascertain the capacity for critical reasoning regarding the knowledge acquired during the course.

Exam schedule

FURTHER INFORMATION

Lessons will be held in person. The number of students who will be able to participate in the lessons will be calibrated with respect to the capacity of the available classrooms, as well as the specific indications from the University. Only in the event of a resurgence of the health emergency, and related distancing provisions by the University, the lessons will be moved remotely on Teams. If necessary, the Teams platform can be used for specific needs (e.g., participation of external professionals).

Lessons will not be videotaped, unless an obligation is received by the University. However, if appropriate technical tools would be functional and available, the dual channel (in person and remotely) in synchronous will be allowed in order to favour the inclusion of fragile students unable to access the lessons in person.

Students with Specific Learning Disabilities, disability or other special educational needs certification are advised to contact the teacher at the beginning of the course to agree on teaching and exam methods that, in compliance with the teaching objectives, take into account the learning methods individuals and provide suitable compensatory instruments.

Foreign students can choose to study on a translated version of the textbooks. If the translated or English version of the text is not available, an alternative text written in English or French will be agreed with the teacher. The exam can be taken in English or French.