OVERVIEW

The course includes 2 credit points corresponding to 20 hours of frontal teaching. 10 hours with the instructor dott.L.Boeri and 10 hours with Dr. R.Barbieri. The course allows students to acquire the skills to evaluate and set up a psychomotor treatment.

AIMS AND CONTENT

LEARNING OUTCOMES

To know the main psychiatric diseases of the developmental age in particular in relation to the neuro-psychomotor and relational development of the subjects in the developmental age. To know the principles of psychiatric rehabilitation and the main rehabilitation techniques for psychiatric diseases, especially in view of a possible collaboration with the multi-professional team and for the integration of the treatment. To learn the techniques of psychomotor evaluation and treatment in order to observe and then conduct the body's expressiveness of the child, use specific techniques for age groups and individual stages of development, implement procedures for assessing the interaction between affective, cognitive and motor functions. Plan and perform the rehabilitation intervention according to the project, identifying the methods and times of application. To be able to evaluate the responses to the rehabilitative intervention by recording the modifications during and at the end of the same by using suitable tools and methodologies to evaluate and review the quality of the neuropsychomotor intervention. Provide knowledge in relation to the conduct, also in collaboration with other health figures, on prevention, treatment and rehabilitation interventions in the areas of neuromotricity. To provide knowledge in reference to the autonomous practices of therapeutic activities for the functional rehabilitation of motor, psychomotor and cognitive disabilities using the different types of the main therapies.

AIMS AND LEARNING OUTCOMES

GENERAL TRAINING OBJECTIVES

The course aims to enable students to:

• Understand the specific role of the Developmental Neuro and Psychomotor Therapist (TNPEE) in relation to the quality of interactive actions and therapeutic interventions, particularly in the context of:
  • Severe disabilities
  • Initial communication needs
  • Sensory deficits, such as low vision and hearing loss
• Recognize the importance of collaboration with the child’s reference figures (family, educators, health professionals), both for immediate clinical action and in the planning of future care, with particular reference to Transitional Care for Severe Disability.

DETAILED OBJECTIVES AND LEARNING OUTCOMES

Participation in lectures, small group activities, and individual study will enable students to:

• Understand the role of TNPEE within a U.O.C. (Complex Operating Unit) of Physical Medicine and Rehabilitation in a hospital setting.
• Gain knowledge of the three symbolic phases of neuropsychomotor therapy, including their:
  • Characteristics
  • Therapeutic goals
  • Intervention strategies
• Acquire in-depth knowledge of the TNPEE's specific contributions in the context of Severe Disability, focusing on:
  • Possible therapeutic objectives
  • Strategies for building meaningful interactive actions
  • Practical examples
  • Tools and frameworks to support the definition of goals and treatment monitoring
• Develop a strong understanding of TNPEE intervention in Initial Communication, including:
  • Definitions and features of initial communicators
  • Use of Augmentative and Alternative Communication (AAC) in cases of severe disability
  • Models and tools to support clinical decision-making and intervention planning
• Explore TNPEE practices in managing Sensory Deficits, particularly:
  • Low Vision and Hearing Loss in the context of multiple disabilities
  • Implementation of environmental facilitations
  • Use of specific rehabilitation tools and supports
• Become familiar with the current situation in ASL 3 Genovese, particularly regarding the transition of patients with multiple disabilities from pediatric to adult services, identifying challenges and areas for improvement.

TEACHING METHODS

The course is structured around lectures delivered by the instructor, during which theoretical concepts are presented and supported by practical examples, photos, and videos.

In addition to lectures, students will engage in small group activities designed to encourage collaboration and deepen understanding.

Students will also have opportunities for individual reflection and study, with chances to share insights and discuss the course content directly with the teacher, fostering an interactive and reflective learning environment.

SYLLABUS/CONTENT

Over the course of 10 hours of instruction, the program explores both foundational and advanced topics related to the role of the Therapist in Neuro and Psychomotor Therapy of the Developmental Age (TNPEE) within hospital rehabilitation settings.

The course begins with a brief presentation of rehabilitation contexts in the hospital environment, outlining the potential contributions of the TNPEE in multidisciplinary teams. Building on this, several core theoretical concepts are revisited, including:

• Modes of Action
• Psychomotor Categories

These foundational concepts are essential for introducing more advanced topics such as:

• The connection between action and symbol
• The three “symbolic” phases of neuropsychomotor therapy, including:
  • Their characteristics
  • Therapeutic objectives
  • Intervention strategies

The course then focuses on the specific role of the TNPEE as a skilled builder of interactive actions, with particular emphasis on clinical practice in the following areas:

• Severe Disability
• Initial Communication, including the use of Augmentative and Alternative Communication (AAC)
• Sensory Deficits, such as Low Vision and Hearing Loss, especially in cases of Multiple Disabilities

To conclude, the course addresses the current state of transitional care within the ASL 3 territory of Genoa, examining the challenges and gaps in transitioning patients with multiple disabilities from pediatric to adult care services.

All course content is enriched with practical examples, including photos and video materials, to support applied learning and clinical reasoning.

CONTRIBUTION TO SUSTAINABLE DEVELOPMENT GOALS (UN Agenda 2030)

This teaching module supports the achievement of the following Sustainable Development Goals (SDGs):

• Goal 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• Goal 5 – Achieve gender equality and empower all women and girls

RECOMMENDED READING/BIBLIOGRAPHY

RECOMMENDED

- Ayres A. J. Il bambino e l’integrazione sensoriale. Le sfide nascoste della sensorialità, Roma, Giovanni Fiotiti Editore s.r.l, 2012.

- Berti E, Comunello F, Corpo e mente in psicomotricità. Pensare l’azione in educazione e terapia. Edizioni Erickson, Trento - 2011.

- Beukelman D., Mirenda P., Manuale di Comunicazione Aumentativa Alternativa. Interventi per bambini e adulti con complessi bisogni comunicativi. Edizioni Erickson, Trento - 2014.

- Cioni, Fazzi, Mercuri (Fondazione Pierfranco e Luisa Mariani ONLUS), Cosa vede il mio bambino, Consigli per lo sviluppo delle capacità visive nel primo anno di vita (2005).

- Giannoni – Zerbino, Fuori schema - Manuale per il trattamento delle paralisi cerebrali infantili, Springer (2000).

- Luparia, Signorini (Fondazione Pierfranco e Luisa Mariani ONLUS), Non solo occhi per crescere. Vedere, guardare e comprendere 0-3 anni.

- Moretti G., Cannao M., «Il grave insufficiente mentale», Armando - 1987.

- Pollok N., Sensory integration: A review of the current state of the evidence.

- Siegel D. La mente relazionale, ed Cortina - 2001.

- Manuale Scale di Sviluppo Bayley III + Questionario Socio-Emozionale (Greenspan)

- Manuale Sensory Profile 2 (W.Dunn).

- SPM e SPM-P, Sensory Processing Measure Preschool, Ed italiana (2020), Simonetta Del Signore, Irene Bressan, Maria Assunta Rizzo, Martina Ruffini e Angela Tenaglia.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Second semester

Class schedule

The timetable for this course is available here: EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam consists of an oral or written test featuring open-ended questions, designed to assess students’ understanding and ability to articulate key concepts covered in the course.

ASSESSMENT METHODS

The evaluation considers both the student’s theoretical knowledge and their ability to practically apply the content learned.

FURTHER INFORMATION

Students with valid certifications for Specific Learning Disorders (SLD), disabilities, or other educational needs are encouraged to contact both the course instructor and the School/Department disability contact person at the start of the course.

This allows for the arrangement of appropriate teaching methods and accommodations that, while respecting the course objectives, are tailored to individual learning styles and needs.