OVERVIEW

The course offers the student an introduction to issues related to clinical psychology and psychopathology over the life span, highlighting the diagnostic difficulties related to some specific phases of the life span in which it is difficult to discriminate between typical and atypical behaviours. The purposes and procedures of evaluation and treatment are then addressed. In this perspective, the aim is: a) to provide knowledge on the individual, contextual and cultural components of psychopathology, b) to illustrate the protective and risk factors connected to different psychopathological trajectories. Students who have passed the exam will be able to recognize the clinical picture of the most frequent psychopathological syndromes during the life span by making a differential diagnosis.

AIMS AND CONTENT

LEARNING OUTCOMES

The course offers the student an introduction to issues related to clinical psychology and psychopathology over the life span, highlighting the diagnostic difficulties related to some specific phases of the life cycle in which it is difficult to discriminate between typical and atypical behaviours. The purposes and procedures of evaluation and treatment are addressed. In this perspective, the aim is: a) to provide knowledge on the individual, contextual and cultural components of psychopathology, b) to illustrate the protective and risk factors connected to different psychopathological trajectories. Students will be able to recognize the clinical picture of the most frequent psychopathological syndromes occurring over the life span by making a differential diagnosis.

AIMS AND LEARNING OUTCOMES

At the end of the course the student has to:

1. Know the manifestations, epidemiology and evolutionary trajectories of the main psychopathological conditions over the life span;

2. Know the characteristics of some of the most widespread conceptual models and assessment tools of psychopathological conditions;

3. Communicate the acquired knowledge with the specific terminology of the discipline;

4. Evaluate and compare the usefulness of conceptual models relating to psychopathology over the life span with particular reference to the issue of differentiation between normality and pathology;

5. Understand the rationale behind the diagnostic process including differential diagnosis;

6. Analyze clinical material (such as history information, interview summaries, diagnostic test results) in order to formulate a diagnostic hypothesis

7. Communicate effectively orally, adaptation of one's communication to the context, critical thinking, ability to use, process and evaluate information, argumentative ability.

PREREQUISITES

There are no mandatory prerequisites. However, a basic knowledge of clinical psychology and psychiatry is recommended.

TEACHING METHODS

The course will take place through lectures and discussion of clinical cases through classroom debate. In particular, the lectures will be integrated with the illustration of the psychopathological conditions through the shared reading of clinical vignettes.

SYLLABUS/CONTENT

During the course, the lessons will address the topic of the evaluation process of the main psychopathological conditions in the life span in a transversal way with a specific reference to the difficulties related to the differentiation between normality and pathology, also linked to cultural factors. The main etiopathogenetic models of psychopathology will be illustrated and compared, to discriminate between normal crises, psychopathological risk indices and pathological disruption of the developmental path.

A part of the course will be dedicated to the specificity of the manifestations of the most frequent psychopathological conditions during the life span. In particular, references will be made to the differences in the psychopathological manifestations of the different conditions in the different periods of life. Some tools, validated at national and/or international level, used for the formulation of diagnostic hypotheses will be illustrated. The psychopathological conditions illustrated will include:

• Personality disorders

• Addiction

• Mood disorders

• Anxiety disorders

• Suicide and self-harm

• Other-directed aggression and antisocial conduct

• Psychosis

• Eating disorders

• Somatization

• Trauma/trauma-related psychopathological manifestations

RECOMMENDED READING/BIBLIOGRAPHY

Testi:

For the non-attending students of the clinical curriculum

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Part III except factsheets and chapter 17.

McWilliams N. (1994). La diagnosi psicoanalitica. Tr. it. Astrolabio, 1999, Roma. Chapters 7-10

Ammaniti. Manuale di Psicopatologia dell’adolescenza. Chapters 1 e 5

Semerari, A., & Dimaggio, G. (2003). I Disturbi di Personalità. Modelli e trattamento. Stati mentali, metarappresentazione, cicli interpersonali. Editori Laterza. Chapters I, II, IV, VI, VIII, X, XII.

Slides made available by the teacher on the topic of suicide and self-harm.

For the attending students of the clinical curriculum

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. . Part III except factsheets and chapter 17.

Lecture slides and notes.

For the non-attending students of the development curriculum

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Part III except factsheets and chapter 17.

McWilliams N. (1994). La diagnosi psicoanalitica. Tr. it. Astrolabio, 1999, Roma. Chapters 7-10 

Ammaniti. Manuale di Psicopatologia dell’adolescenza. Chapters 1 e 5

Semerari, A., & Dimaggio, G. (2003). I Disturbi di Personalità. Modelli e trattamento. Stati mentali, metarappresentazione, cicli interpersonali. Editori Laterza. Chapters 1 e 2

Slides made available by the teacher on the topic of suicide and self-harm.

For the attending students of the development curriculum

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Part III except factsheets and chapter 17.

Lecture slides and notes.

One book of your choice from the following for the development curriculum

• Kernberg P.F., Weiner A.S., Bardenstein K.K. (2001). I disturbi di personalità nei bambini e negli adolescenti.Giovani Fioriti Editore.
• Tambelli, R. Manuale di psicopatologia dell’infanzia. Il Mulino. Chapters 1, 4, 7 e 9

·               Fonagy, P., Gergely, G., Jurist, EL., Target, M. (2002). Regolazione affettiva, mentalizzazione e sviluppo del sé.Raffaello Cortina Editore. (Chapters 6-9)

One book of your choice from the following for the clinical curriculum

• Kernberg P.F., Weiner A.S., Bardenstein K.K. (2001). I disturbi di personalità nei bambini e negli adolescenti.Giovani Fioriti Editore.

·               Carcione, A. & Semerari, A. (2018). Il narcisismo e i suoi disturbi. La Terapia Metacognitiva Interpersonale. Edizione Centro Studi Erickson.

·               Fonagy, P., Gergely, G., Jurist, EL., Target, M. (2002). Regolazione affettiva, mentalizzazione e sviluppo del sé.Raffaello Cortina Editore. (Chapters 6-9)

TEACHERS AND EXAM BOARD

Exam Board

GUYONNE ROGIER (President)

CECILIA SERENA PACE

LESSONS

LESSONS START

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

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The assessment will take place entirely in written form. The exam, lasting one hour and a half, will consist of four open-ended questions. Specifically, three questions will focus on the compulsory textbooks and one question will focus on the book of your choice.
Extraordinary exam sessions will not be granted outside the periods indicated in the Study Program Regulations.
The exam can be taken, in the prescribed manner, in English or French depending on the student's preference.

ASSESSMENT METHODS

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 questions during the written exam.

The open-ended questions will allow to evaluate the quality of the presentation and the correct use of the specialized vocabulary. The same methods will also allow to ascertain the critical reasoning ability 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 will be agreed with the teacher. The exam can be taken in English or French depending on the student's preference.