OVERVIEW

The course aims to foster understanding by students of clinical conditions that characterize psychopathology in adolescence. They will, therefore, discuss the concepts of normality and pathology, structure and personality urging a critical understanding of the various models of interpretation.

It will finally outlined the characteristics, the etiology and psychodynamics of the main diagnostic pictures through the presentation and discussion of several clinical cases useful to deepen the main forms of psychopathology

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

At the end of the course, the student will have to:
1. Know the manifestations, epidemiology and developmental trajectories of the main adolescents' psychopathological conditions;
2. Know the characteristics of some of the most popular conceptual models, evaluation tools and treatment models used in adolescence;
3. Communicate the knowledge acquired with the specific terminology relating to the psychopathology of adolescence;
4. Evaluate and compare the usefulness of conceptual models and assessment tools relating to adolescent psychopathology especially regarding the issue of differentiating between normality and pathology;
5. Understand the rationale behind the diagnostic process in adolescence including differential diagnosis;
6. Analyze clinical material (such as anamnestic information, interview summaries, results of the use of diagnostic tests) in order to formulate a diagnostic hypothesis.

TEACHING METHODS

The course will take place through lectures and discussion of clinical cases. The first part of the course will mainly be carried out through lectures. In the second part of the course, the lectures will be integrated with the illustration of individual psychopathological conditions throughout the shared reading of clinical vignettes. 

SYLLABUS/CONTENT

During the entire duration of the course, the lessons will deal with the theme of the specificity of the evaluation process and intervention planning in adolescence with a specific reference to the difficulties related to the differentiation between normality and pathology. The main etiopathogenetic and treatment models of adolescent psychopathology will then be illustrated and compared allowing to discriminate between normal adolescent crisis, psychopathological risk indices and pathological disruption of the development. Through a critical discussion of these models, the impact of the theoretical perspective adopted on the procedures and purposes of the evaluation process will be exemplified. The theoretical illustration of these topics will be carried out in the first lessons of the course while students will have the opportunity to use the concepts learned during the discussion of clinical vignettes carried out in the classroom in the second part of the course.

A part of the course will illustrate the specificities of the manifestations of the most frequent psychopathological conditions in adolescence. In particular, reference will be made to the differences in the psychopathological manifestations of the different conditions in adolescence compared to adulthood or childhood. For each of them, some tools will be illustrated, validated at national and / or international level, used for the formulation of diagnostic hypotheses (such as observation, tests, interviews) and for carrying out a correct differential diagnosis. The psychopathological conditions illustrated will include:

• Behavioral addictions
• Eating disorders
• Suicide and self-harm
• Heterodirect aggression and antisocial conducts
• Pathological personality
• Mood disorders
• Somatization
• Psychopathological manifestations related to Trauma / trauma
• Psychosis.

RECOMMENDED READING/BIBLIOGRAPHY

For attending students

Textbooks:

• Ammaniti, M. (a cura di). (2002). Manuale di Psicopatologia dell'Adolescenza. Raffaello Cortina Editore. Capitoli 1-2, 4-5, 7-9, 11-12, 14-15
• Kernberg P.F., Weiner A.S., Bardenstein K.K. (2001). I disturbi di personalità nei bambini e negli adolescenti. Fioriti. Parts 3, 4 e 5

One of the following:

• Liotti G. E Farina B.: “Sviluppi traumatici” R. Cortina, Milano 2011
• Fonagy, Gergely, Jurist, Target, Regolazione affettiva, mentalizzazione e sviluppo del sé. Raffaello Cortina
• Bleiberg E. (2004). Il trattamento dei disturbi di personalità nei bambini e negli adolescenti. Un approccio relazionale. Giovanni Fioriti.

Recommended for consultation:

Abraham M. Nussbaum, Robert J. Hilt L’esame diagnostico con il DSM-5 per bambini e adolescenti. Raffaello Cortina Editore, 2017 

For attending students

Textbooks:

• Ammaniti, M. (a cura di). (2002). Manuale di Psicopatologia dell'Adolescenza. Raffaello Cortina Editore.
• Kernberg P.F., Weiner A.S., Bardenstein K.K. (2001). I disturbi di personalità nei bambini e negli adolescenti. Fioriti.
• Additional material provided by the teacher.

One of the following:

• Liotti G. E Farina B.: “Sviluppi traumatici” R. Cortina, Milano 2011
• Fonagy, Gergely, Jurist, Target, Regolazione affettiva, mentalizzazione e sviluppo del sé. Raffaello Cortina
• Bleiberg E. (2004). Il trattamento dei disturbi di personalità nei bambini e negli adolescenti. Un approccio relazionale. Giovanni Fioriti.

Recommended for consultation:

Abraham M. Nussbaum, Robert J. Hilt L’esame diagnostico con il DSM-5 per bambini e adolescenti. Raffaello Cortina Editore, 2017 

For international students, texts and articles in English are available on request.

TEACHERS AND EXAM BOARD

Exam Board

MIRELLA ZANOBINI (President)

GUYONNE ROGIER (President Substitute)

LAURA TRAVERSO (President Substitute)

LESSONS

LESSONS START

Lessons will start in the second semester in accordance with the academic calendar.

Class schedule

PSYCHOPATHOLOGY OF ADOLESCENCE

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.
For attending students there is an examination method divided into two parts:
1. During the course, each student will be asked to produce a short report related to a formulation of a clinical case illustrated during the course, built on the basis of material and indications provided by the teacher, which must include diagnostic hypotheses and questions of differential diagnosis as well as a short review of a topic related to the clinical case. More information will be provided during the course.
2. At the end of the course there will be a written exam consisting of 10 multiple choice questions and three open-ended questions. The written exam will last one hour and thirty minutes. Specifically, 8 multiple-choice questions and two open-ended questions will focus on textbooks. The remainder of the questions will focus on the book of your choice. In the event of restrictions related to the health emergency, the examination method relating to point 2 will be replaced by an oral assessment method.
The final evaluation will be determined by the weighted average of the evaluations: 40% point 1., 60% point 2. The mark obtained in point 1 will remain valid for one year.
For non-attending students, the assessment will be entirely troughout writing modality. The exam, lasting a maximum of two hours, will focus on the entire program and will consist of five open-ended questions. Specifically, one question will focus on the analysis of a clinical case illustrated in the course's material, three questions will focus on mandatory textbooks and one question will focus on the book of your choice. In the event of restrictions related to the health emergency, the examination method relating to point 2 will be replaced by an oral assessment method.
Extraordinary exam sessions will not be allowed outside the periods indicated in the Degree Program Regulations.

The exam can be taken in English or French (depending on the student's preference) in the prescribed manner.

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 of the written exam as well as, for attending students, the oral presentation and the drafting of the report relating to the work carried out in the group will allow you 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.
The multiple choice questions of the written exam, the written report (for attending students) and the answers to the questions of the written exam relating to the clinical case (for non-attending students) will allow to evaluate the ability to extrapolate and interpret information necessary for the formulation of a diagnostic hypothesis.
The written report (for attending students) and the questions having as their object the clinical material provided during the exam (for non-attending students) will allow to evaluate the ability to use knowledge in order to interpret and connect different information in the evaluation of a practical clinical case.

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 will be agreed with the teacher. The exam can be taken in English or French depending on the student's preference.