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

PREREQUISITES

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

Non vi sono prerequisiti obbligatori. È tuttavia consigliata una conoscenza di base in psicologia clinica e in psichiatria.

In this regard, the student should read one or more of these books before attending lessons, if s/he want:
1) Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Parti I e II
2) Muller, R.T. (2010) Trauma and the avoidant client: attachment-based strategies for healing. 
3) Gabbard G.O. (2018) Long-Term Psychodynamic Psychotherapy: a basic text. 

Also, the student can watch these informative videos in english:
https://study.com/academy/lesson/video/what-is-clinical-psychology-lesson-quiz.html
https://study.com/academy/lesson/video/clinical-psychologist-vs-psychiatrist.html
​https://study.com/academy/lesson/video/clinical-interviews-in-psychological-assessment-purpose-process-limitations.html

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

Note for the international students: most of the recommended readings for this exam are not available in english. Please, contact the Professor to agree alternative english material if the italian suggestions results too difficult.

Curriculum of Developmental Psychology (6 CFU):

MANDATORY READINGS:

Both attendant and not attendant students

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Parte III eccetto schede di approfondimento e capitolo 17.

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

Only NOT attendant students:

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

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

Nb. attendant students will rely on slides and class note.

ONE reading of your choice among:

- 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. Capitoli 1, 4, 7 e 9.

- Liotti, G., & Farina, B. (2011). Sviluppi traumatici. Raffaello Cortina Editore.

- Pace, C. S., & Santona, A. (2024). Adozione, attaccamento e narrazione: un modello di intervento. Il Mulino editore.

- Waddell, M. (2000). Mondi interni. Psicoanalisi e sviluppo della personalità. Pearson Italia Spa.

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Clinical Psychology Curriculum (8 CFU):

MANDATORY READINGS:

Both attendant and not attendant students:

Verrocchio, M.C. (a cura di). (2023). Manuale di Psicologia Clinica. Piccin. Parte III eccetto schede di approfondimento e capitolo 17.

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

Only NOT attendant students:

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

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

Nb. attendant students will rely on slides and class note.

ONE reading of your choice among:

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

- Carcione, A., Nicolò, G., & Semerari, A. (2018). Curare i casi complessi: la terapia metacognitiva interpersonale dei disturbi di personalità. Edizioni Laterza.

- Liotti, G., & Farina, B. (2011). Sviluppi traumatici. Raffaello Cortina Editore.

- Pace, C. S., & Santona, A. (2024). Adozione, attaccamento e narrazione: un modello di intervento. Il Mulino editore.

- Waddell, M. (2000). Mondi interni. Psicoanalisi e sviluppo della personalità. Pearson Italia Spa.

TEACHERS AND EXAM BOARD

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

Written exam, consisting of four open-ended questions. Of these, three will be on the mandatory readings, and one question on the reading of student's choice. The exam will last an hour and a half. The exam can be taken, in a written form, in English or Spanish depending on student's choice; in this case, please write to the teacher at least two days before the exam to request the modality.

No extraordinary exams will be granted beyond those provided for in the study course regulations.

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 according to the capacity of the classrooms available, as well as the specific indications from the University. Only in the event of a red weather alert, lessons will be rescheduled remotely on Teams. The Teams platform can, if necessary, be used for specific needs (e.g. participation of external professionals).

THESIS:

The theses will be agreed directly with the teacher in accordance with the areas of interest and expertise of the teacher and/or the Clinical Psychology Laboratory (LACLISPY). Interested students can send an email to the teacher's address (stefania.muzi@unige.it), indicating:

area of ​​interest and motivation
CV relating to experiences that you consider useful (e.g. knowledge of English, software, exam marks, etc.)

For students who will be involved in research or systematic review projects, it will also be possible to recognize any free credits, should they request it.

STUDENTS WITH SPECIFIC LEARNING DISABILITIES (SLD), DISABILITIES AND SPECIAL EDUCATIONAL NEEDS (SEN):

Students with Specific Learning Disabilities (SLD), disability or other Special Educational Needs (SEN) are recommended to contact the professor at the beginning of the course to agree on teaching and exam methods which, according to the course’s objectives, consider the modalities individual learning and provide suitable compensatory tools.