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.
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.
At the end of the course the student has to:
1. Explain the rationale underlying the diagnostic process, including the differential diagnosis; 2. Describe the manifestations, epidemiology and evolutionary trajectories of the main psychopathological conditions throughout life; 3. Describe the characteristics of some of the most widespread conceptual models and tools for evaluating psychopathological conditions; 4. Discuss and compare the usefulness of conceptual models relating to psychopathology throughout life with particular reference to the issue of differentiation between normality and pathology; 5. Communicate the knowledge acquired with the specific terminology of the discipline; 6. Interpret clinical material (such as anamnestic information, summaries of interviews, results of the use of diagnostic tests) in order to formulate a diagnostic hypothesis.
(++) Optional activities for additional points: Draft the formulation of a clinical case (contact the teacher if non attendant or international student for more information)
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
All lessons will be held in Italian.
The course will consist of lectures, discussion of clinical cases and/or clinical material (session transcripts, clinical vignettes, test scores) through classroom debate and/or group work. Observational skills will also be practised through the viewing of videos taken from the media, which will be discussed in class in light of the course content.
In agreement with the class, flip classroom sessions may be organised to illustrate the results of heterogeneous group work between the Clinical and Development curricula, with a maximum of 1 additional point on the final exam grade.
As an additional ongoing assessment (optional) for extra points on the exam grade, a guided clinical case formulation activity will be proposed, in group form for attending students and individually for non-attending students, according to the methods illustrated in class and on the classroom website. The test will be worth a maximum of 3 points for attending students and 4 points for non-attending students (as they will not have the opportunity to participate in the flip classroom).
1. Clinical psychology and psychopathology across the lifespan: definition, intersections with other disciplines, and neuropsychophysiological bases.
The lecturer will give an introductory lecture on:
- definition of clinical psychology and intersections with other disciplines (in particular psychiatry, pedagogy, and education)
- Neuropsychophysiological foundations of responses to stressors (S. Porges' theory), which underlie many psychopathological mechanisms.
The slides will be made available to everyone (attending and non-attending students) on aulaweb.
2. Continuum of “normal”, subclinical and psychopathological functioning across the lifespan. The topic will be addressed in a cross-cutting manner in the lectures. The issue of assessing the main psychopathological conditions throughout the lifespan will be addressed, with specific reference to the difficulties associated with differentiating between normality and psychopathology, including those related to developmental and cultural factors.
3. Personality disorders: precursors, diagnostic criteria and tools, clinical characteristics and assessment difficulties.
4. Common psychopathological symptoms and diagnoses throughout the lifespan: diagnostic criteria according to age, context-specific assessment and validated assessment tools. The psychopathological conditions covered will include:
Personality disorders
Addiction
Mood disorders
Anxiety disorders
Eating and nutritional disorders
Stress- and trauma- related disorders during the life span
Moreover, the teacher will provide slides and materials on suicidal risk assessment.
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.
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 Not available in English. Students can replace this with english slides provided by the teacher (contact the teacher).
Dimaggio, G., Semerari, A., Carcione, A., Nicolò, G., & Procacci, M. (2007). Psychotherapy of Personality Disorders: Metacognition, States of Mind and Interpersonal Cycles (1st ed.). Routledge. https://doi.org/10.4324/9780203939536 Chapters I and II
Only NOT attendant students:
McWilliams, N. (2011). Psychoanalytic diagnosis: Understanding personality structure in the clinical process. Guilford Press. Chapters 7 to10.
Ammaniti. Manuale di Psicopatologia dell’adolescenza. Capitoli 1 e 5 --> Not available in English, replaced with Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010). Clinical assessment of child and adolescent personality and behavior (Vol. 3). New York: Springer. Chapters 3, 5 and 12. Freely retrievable here: https://eprints.ukh.ac.id/id/eprint/285/1/2010_Book_ClinicalAssessmentOfChildAndAd.pdf
Nb. attendant students will rely on slides and class note.
ONE reading of your choice among:
1) Kernberg O.F.,Weiner A.S. ,Bardenstein K.K. (2008). Personality disorders in children and adolescents. Basic Books.
2) Waddell, M. (2018). Inside lives: Psychoanalysis and the growth of the personality. Routledge.
3) Liotti, G. (2004). Trauma, dissociation, and disorganized attachment: three strands of a single braid. Psychotherapy: Theory, research, practice, training, 41(4), 472. Free download: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b442db59f9475bc5bfb0fc1dbe20e1a278583926
4) Steele, H., & Steele, M. (Eds.). (2008). Clinical applications of the Adult Attachment Interview. The Guilford Press.
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Both attendant and not attendant students:
Dimaggio, G., Semerari, A., Carcione, A., Nicolò, G., & Procacci, M. (2007). Psychotherapy of Personality Disorders: Metacognition, States of Mind and Interpersonal Cycles (1st ed.). Routledge. https://doi.org/10.4324/9780203939536 Chapters I, II, IV, VI, VIII, X, XII.
Ricevimento: The students' reception will take place on appointment, upon communication via e-mail (stefania.muzi@unige.it), in room 4A7 at the 4th floor of section A of the DISFOR, or via Teams.
Classes will start in the second semester (2026) according to academic calendar.
For international students the exam will be written consisting in three open-ended questions, two on mandatory readings and one question will be on a text of the student's choice.
The exam will last one and a half hours. The exam may be taken, in accordance with the established procedures, in English or Spanish, depending on the student's preference.
No special exam sessions will be granted beyond those provided for in the course regulations.
For those who have taken the ongoing assessments in Italian, the criteria for awarding additional points to the exam mark will be explained in the course introduction slides available on aulaweb. Two activities are offered for attending students (flip classroom max 1 point; guided clinical case formulation to be carried out outside of class in groups, max 3 points) and one home activity for non-attending students (guided clinical case formulation to be carried out outside of class individually, max 4 points).
The score for additional points will be communicated by the day before the exam session for which students have registered. Specifically:
Flip classroom activity (Italian): the score assigned to the flip classroom activity will be communicated within the week following the presentation.
Clinical case formulation activity (Italian): this must be submitted at least three weeks before the first examination session in May for attending students, and at least three weeks before the examination session for which non-attending students intend to register.
The assessment of ongoing tests and answers to open questions in the exam will be based on the student's ability to remember, describe and/or apply the content, and to use the specialist language of the discipline in their presentation. The score will range from 18 to 30 with honours. Honours will only be awarded to those who demonstrate, through ongoing assessments and/or exams, that they can correctly apply the content learned during the course to realistic cases.
In general, the assessment criteria for all tests will focus on:
1) Relevance: content focused on the assignment/question;
2) Completeness: content that responds to all the requirements of the assignment/question;
3) Accuracy and mastery of content. These will be assessed in terms of the correct contextualisation of content with respect to the request, clarity of exposition in explaining the links between theory and any examples drawn from personal, educational or professional experience (highly valued; e.g., trying to imagine and argue in which situation a theoretical concept would be applied).
4) Appropriate use of specific language.
Lessons will be held in person, in Italian.
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.
For students with disabilities or specific learning disorders (SLD): Students with disabilities or SLDs who require exam accommodations must first upload the appropriate documentation via the university website at servizionline.unige.it in the “Studenti” section. The documentation will be reviewed by the University's Support Services for Students with Disabilities and SLDs (https://rubrica.unige.it/strutture/struttura/100111).
Subsequently, at least 10 days prior to the scheduled exam date, students must send an email to the instructor responsible for the exam. The email must also be copied (cc) to the School’s Inclusion Contact Person (laura.traverso@unige.it) and to the Support Services using one of the following addresses: disabili@unige.it or dsa@unige.it.
The email must include the following information:
PER LE STUDENTESSE E GLI STUDENTI INTERNAZIONALI / FOR INTERNATIONAL STUDENTS / PARA ESTUDIANTES INTERNACIONALES
Si invita gli studenti e le studentesse a prendere contatto con la docente a inizio corso per concordare eventuali modalità.
Students are invited to contact the teacher at the beginning of the course to agree any arrangements.
Se invita a los estudiantes a comunicarse con el profesor al comienzo del curso para acordar cualquier arreglo.
