OVERVIEW

The course will provide an overview of psychological development, comparing normal and problematic trajectories. It will present the main clinical disorders common in childhood (from first childhood to pre-adolescence), as well as their relational matrix and links with the aspects of context. The main authors and the main psychopathological theories of development will be presented.

AIMS AND CONTENT

LEARNING OUTCOMES

Provide a frame of reference of the concept of normality and pathology at evolutionary age, the stages of development, the main taxonomies and the meaning of the symptoms at evolutionary age. Provide an overview of disorders, presenting their development lines, possible interventions, the role of the family, school and environment.Present some tools of evaluation and diagnosis, as well as some lines of intervention integrated between family, school and services.

AIMS AND LEARNING OUTCOMES

The student will be able to:

• to define the developmental psychopathology and the role of the psychologist in the context of clinical intervention (knowledge and understanding)
• understand and reflect on the main clinical disorders of developmental age (knowledge and understanding)
• acquire adequate knowledge of psychodiagnostic consultation, including the psychodynamic evaluation and its methodologies
• apply the acquired knowledge to the analysis of clinical cases (applying knowledge and understanding)
• acquire the technical language typical of clinical psychology to communicate with specialists and non-specialists and to orientate oneself in future choices (learning skills)

PREREQUISITES

The student must adequately master the concepts of dynamic and clinical psychology. 

TEACHING METHODS

The teaching will consist of a combination of traditional lectures with slides and video, as well as presentations and discussion of clinical cases both in small and large groups. A critical and active participation of the students will be encouraged.

SYLLABUS/CONTENT

- Part 1: INTRODUCTION TO DEVELOPMENTAL PSYCHOPATHOLOGY                                                              The following topic will be addressed stressing the concepts of normality and pathology in the evolutionary age; the main taxonomies and the meaning of symptoms in the evolutionary age; the role of attachment in developmental psychopathology; the path from psychodiagnostic consultation to psychotherapy.

- Part 2: METHODS AND MEASURES IN DEVELOPMENTAL PSYCHOPATHOLOGY                                    Particular attention will be given to the assessment of the personality in evolutionary age through clinical observation and the play procedures; projective measures; questionnaires; attachment assessment.

- Part 3: DEVELOPMENTAL DISORDERS AND INTERVENTION MODELS
The main developmental disorders will present, such as affective, behavioral, relational, and functional disorders, with particular reference to the clinical features, etiopathology, and treatment.

- Part 4: THE ROLE OF PARENTAL FUNCTIONING
The following issues will be addressed including the definition of parental functioning and its assessment; risk factors of parental functioning, and disorders of parenthood, with a focus on child mistreatment, child abuse, and lack of care.

RECOMMENDED READING/BIBLIOGRAPHY

For further requests as English bibliography, please contact the teacher at fabiola.bizzi@unige.it

TEACHERS AND EXAM BOARD

Exam Board

FABIOLA BIZZI (President)

DONATELLA CAVANNA

SIMONE CHARPENTIER MORA (President Substitute)

MARTA TIRONI (President Substitute)

LESSONS

LESSONS START

The second semester according to the academic calendar.

Class schedule

PSYCHOPATHOLOGY OF DEVELOPMENT

EXAMS

EXAM DESCRIPTION

The exam procedure is in written form, followed by electronic registration, normally in the subsequent appeal.

If requested, the exam can be taken in English for foreign students.

ASSESSMENT METHODS

The exam is in written form with open-ended questions regarding the texts and topics presented and discussed in classes.

The students will demonstrate both that they have acquired the contents of teaching in an active and personal way and that they have learned how to communicate them using scientific language and technical terms.

Exam schedule

FURTHER INFORMATION

Students with DSA certification, disability or other special educational needs are advised to contact the teacher at the beginning of the course to agree on teaching and examination methods that, in compliance with the objectives of the course, take into account individual learning patterns and provide appropriate compensatory tools.