OVERVIEW

The course explores adolescence as a fundamental period in human development. Topics related to the typical changes of this phase will be addressed, interpreting them in light of current theoretical concepts and research. The topic of psychodiagnostic assessment in adolescence will also be explored in depth

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to deepen the current conceptions of the adolescent period, with particular reference to the theoretical and practical consequences of studies on brain development. It also aims to actively engage students through interactive strategies and design activities.

AIMS AND LEARNING OUTCOMES

Aims

The course aims to:

• Provide elements for an in-depth understanding of adolescent development;

• Encourage reflection on adolescence as a key period of human development;

• Provide knowledge on the multidisciplinary psychodiagnostic process with adolescents;

• Introduce tools for designing prevention interventions;

• Promote understanding of the connections between theories and research findings;

• Encourage the development of critical thinking among students;

• Promote active student participation;

• Encourage in-depth study of a topic of choice.

Learning outcomes

At the end of the course, the student will be able to:

• Describe key concepts related to adolescent development (knowledge and understanding);

• Understand and reflect on adolescence as a key developmental stage (applying knowledge and understanding);

• Acquire adequate knowledge of the multidisciplinary psychodiagnostic process with adolescents (knowledge and understanding);

• Know the tools for designing prevention interventions (knowledge and understanding);

• Apply acquired knowledge to the analysis of clinical cases (applying knowledge and understanding);

• Analyze a scientific article considering the underlying theoretical approaches and key research findings (applying knowledge and understanding);

• Communicate effectively in written and oral form using appropriate technical language, also referring to various sources and tools (Functional literacy competence – advanced level);

• Manage social interactions through a collaborative attitude and constructive communication (Social competence – advanced level).

PREREQUISITES

Basic knowledge in Developmental Psychology

TEACHING METHODS

The course includes interactive lectures (supported by slides), in which theoretical content will be accompanied by real-life examples, and findings from studies and research. Active and critical participation from students will be encouraged during the lessons, and prompts for reflection on specific topics will be provided.

The course will also feature practical exercises (in groups), case study analyses—sometimes through role-playing—and video screenings followed by group discussions. These practical activities and case studies are designed to help students apply theoretical knowledge in practice. Debates will be essential for active engagement and the development of critical thinking.

These activities will allow attending students to earn an OPEN BADGE, certifying their participation in a program aimed at acquiring soft skills related to the following key competencies:

• Functional literacy (advanced level)

• Personal competence (advanced level)

• Social competence (advanced level)

• Learning to learn (basic level)

Aulaweb will be the course’s online platform, where lecture slides, in-depth materials, and interactive tools to support student engagement and participation will be posted.

Experts may be invited to participate in the lectures.

SYLLABUS/CONTENT

MODULE 1: DEVELOPMENT IN ADOLESCENCE

Module 1A: Developmental Tasks in Adolescence

• Adolescence, identity, and developmental tasks

• Adolescents and physical–bodily development

• Adolescents and cognitive development

• Adolescents and moral development

• Adolescents and emotional–affective development

Module 1B: Psychosocial Well-being in Adolescence

• Brain development and executive functions in adolescence

• Acquisition of autonomy in adolescence

• Relational development: parent-adolescent relationship

• Relational development: friendships

• Bullying and cyberbullying in adolescence

• The development of the “online” adolescent

• Development of intercultural skills in adolescence

• Risk-taking in adolescence: the perspective of social neuroscience

• From theory to intervention: prevention and support strategies to promote and sustain development during adolescence

MODULE 2: MAIN STAGES OF THE MULTIDISCIPLINARY PSYCHODIAGNOSTIC PROCESS WITH ADOLESCENTS

• Clinical interview

• Anamnestic data collection (biopsychosocial)

• Test administration

• Writing of the psychodiagnostic report

• Feedback session

MODULE 3: THEMATIC IN-DEPTH STUDY – SCIENTIFIC ARTICLES

• In-depth thematic analysis through critical review of scientific articles

The course contributes to achieving the following United Nations 2030 Sustainable Development Goals (SDGs):

• Goal 3: Ensure healthy lives and promote well-being for all at all ages

• Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

RECOMMENDED READING/BIBLIOGRAPHY

Attending Students

1. Confalonieri, E., Grazzani, I. (2021). Adolescence and Developmental Tasks. Milan: Unicopli

2. Albiero, P. (2023). Psychosocial Well-being in Adolescence: Multidisciplinary Perspectives. Rome: Carocci Editore (all chapters except 4, 6, and 8)

3. Quadrana, L., Zotti, L. (2024). Psychodiagnostic Assessment in Adolescence: A Practical Guide to Test Consultation. Milan: Franco Angeli [Part 1]

4. One scientific article agreed upon during class with the instructor

5. Slides and materials provided by the instructor on Aulaweb

Non-Attending Students

1. Confalonieri, E., Grazzani, I. (2021). Adolescence and Developmental Tasks. Milan: Unicopli

2. Albiero, P. (2023). Psychosocial Well-being in Adolescence: Multidisciplinary Perspectives. Rome: Carocci Editore (all chapters except 4, 6, and 8)

3. Quadrana, L., Zotti, L. (2024). Psychodiagnostic Assessment in Adolescence: A Practical Guide to Test Consultation. Milan: Franco Angeli [Part 1]

4. One scientific article chosen by the student. Articles will be available in a dedicated folder on Aulaweb

5. Slides and materials provided by the instructor on Aulaweb

International Students
For international students, English-language texts and articles will be made available by the instructor upon request.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

1 Semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Attending Students

For attending students, assessment will take place in multiple stages:

1. Written Test During the Course (multiple choice and open-ended questions):
   The written test will be taken individually at the end of the course to assess the knowledge acquired on the topics covered in Module 1 (referencing books 1 and 2, along with slides and materials provided during the course). The test will be graded on a 30-point scale.

2. Clinical Case Analysis:
   During the lessons, clinical case analysis will be carried out, including simulations. To assess the students’ ability to apply theoretical knowledge in a clinical context, students will work in small groups to analyze an assigned clinical case and submit their work by a deadline agreed upon in class with the instructor. The final report must be uploaded to Aulaweb. This assignment will be graded on a 30-point scale.

3. Roundtable Discussion:
   During the lessons, students will be divided into small groups. Each group will be assigned a specific topic for in-depth exploration. In agreement with the instructor, each group will select a series of articles on the assigned topic. Students will then organize thematic roundtable discussions to be presented at the end of the course. This assignment will assess the students’ ability to identify and critically analyze scientific articles, as well as their teamwork and organizational skills. The activity will be graded on a 30-point scale.

The final grade will be calculated as the weighted average of the above evaluations:

• 50%: Written test

• 25%: Clinical case analysis

• 25%: Roundtable discussion

Non-Attending Students

The exam will be aimed at evaluating the knowledge and competencies acquired and will be conducted in oral format. The exam will cover the texts listed in the syllabus and the scientific article chosen from those specified in the program.

International Students

The exam may be taken orally in English or Spanish.

ASSESSMENT METHODS

Attending Students

Successful learning of the subject is certified by the student’s demonstrated competence in having acquired knowledge of the topics consistent with the expected learning outcomes and aligned with the educational objectives, as defined by the Dublin Descriptors.

The combination of the above-mentioned assessments will evaluate both the knowledge of the topics covered during the course and the competencies acquired through class discussions, practical exercises, and group work. Specifically:

1. Written Test During the Course:
   Aimed at assessing, on an individual level, the theoretical knowledge acquired regarding specific course content (e.g., brain development and executive functions in adolescence, socio-relational development in adolescence, bullying and cyberbullying, online adolescence, risk-taking, and the perspective of social neuroscience in adolescence).

2. Clinical Case Analysis:
   Aimed at evaluating the student’s ability to connect theory to practical implications through the analysis of a clinical case. Teamwork skills in producing a final written report will also be assessed.

3. Roundtable Discussion:
   Aimed at assessing the student’s clarity of presentation, use of technical language, and ability to critically analyze a scientific article. Teamwork, organizational skills, discussion, and debate on an in-depth topic will also be evaluated.

Non-Attending Students

The oral exam will aim to assess the content knowledge and competencies acquired. In particular, the evaluation will focus on:

• Acquisition of specific content (e.g., brain development and executive functions in adolescence, socio-relational development in adolescence, bullying and cyberbullying, online adolescence, risk-taking, and the perspective of social neuroscience in adolescence);

• Clarity of expression, use of technical language, and ability to critically analyze theories and concepts;

• Ability to analyze clinical cases to assess the capacity to connect theory with practical implications;

• Ability to analyze scientific articles to assess critical thinking skills.

FURTHER INFORMATION

For Students with Disabilities or Specific Learning Disorders (SLD)

Students with disabilities or specific learning disorders (SLD) are reminded that in order to request exam accommodations, it is first necessary to upload the relevant certification on the university website at servizionline.unige.it under the “Students” section. The documentation will be verified by the University's Inclusion Services for Students with Disabilities and SLD (link).

After that, and well in advance (at least 10 days) before the exam date, students must send an email to the professor responsible for the exam. The email should also CC both the School Inclusion Contact Person for students with disabilities and SLD (Prof. Laura Traverso: laura.traverso@unige.it) and the Inclusion Services office using one of the following addresses:

• disabili@unige.it

• dsa@unige.it

The email must include:

• The name of the course

• The exam date

• The student's full name and student ID number

• The compensatory tools and dispensatory measures being requested and deemed useful

Prof. Laura Traverso will confirm to the professor that the student is entitled to request accommodations and that these must be agreed upon with the professor. The professor will then respond, confirming whether the requested accommodations can be used.

Requests must be sent at least 10 days before the exam date to allow the professor sufficient time to review them. Specifically, if a student intends to use concept maps during the exam (which must be significantly more concise than those used for studying), failure to send them on time may result in insufficient time to make necessary adjustments, which the professor may require.

For more information on requesting services and accommodations, please refer to the document:
Guidelines for requesting services, compensatory tools, dispensatory measures, and specific aids.