OVERVIEW

A framework of the fundamental concepts of dynamic psychology will be provided starting from Freudian metapsychology. Evolutionary models, theories of motivation, attachment perspective, and infant research will be presented. We will also present some aspects of the psychodynamic clinic from the perspective of intervention in diadic, family and parenting contexts.

AIMS AND CONTENT

LEARNING OUTCOMES

Present the stages of emotional-affective development, analysing the main theoretical frameworks of the discipline, their historical development and the models currently most accredited. Identify the links with psychopathological pictures, the concept of normality and the many forms of individual adaptation. Connect theoretical frameworks with taxonomies, individual functioning and a sense of subjective well- being.

AIMS AND LEARNING OUTCOMES

The Dynamic Psychology course aims to promote a critical, integrated, and clinically-oriented understanding of the main theories and core constructs of dynamic psychology. Through an active teaching approach - including the reading of clinical cases, guided discussion of scientific articles, dialogical activities in plenary sessions, and group presentations - the course intends to:

• Support the acquisition of key concepts in dynamic psychology, from classical Freudian theories to contemporary relational developments, with particular focus on: defense mechanisms and coping strategies, the unconscious, affect and emotional regulation, motivations, the concept of the Self, setting, transference, and therapeutic change.

• Stimulate the ability to interpret clinical cases from a psychodynamic perspective, with attention to relational dynamics, defense mechanisms, unconscious and affective functioning, and the role of early parent-child attachment relationships in personality development.

• Promote critical reflection on the theoretical evolution of psychoanalysis, including contemporary perspectives such as attachment theory, affective neuroscience, multimotivational models, object relations theory, and mentalization-based approaches.

• Provide opportunities for collaborative learning and active dialogue, through co-construction of knowledge and thematic group presentations on both classical and contemporary texts (e.g., Freud and McWilliams).

By the end of the course, students will be able to:

• Understand and discuss the main constructs of dynamic psychology and the key authors (e.g., Freud, Klein, Bowlby, Fonagy, Liotti, etc.).

• Apply a psychodynamic interpretation to clinical cases, identifying key elements such as unconscious conflicts, affective functioning, and relational patterns.

• Critically contextualize different psychodynamic perspectives within the historical development of the discipline and their relevance to current clinical applications.

• Analyze and integrate scientific literature and theoretical-clinical approaches in psychological reasoning.

• Work cooperatively and participate actively in classroom activities and group presentations.

TEACHING METHODS

The teaching will consist of a combination of traditional lectures with slides and video, as well as class presentations and discussion of clinical cases.

SYLLABUS/CONTENT

The program will contain the following contents:
Dynamic psychology: the object of study and definition. The Freudian model of the mind, the theoretical presuppositions of the concept of the unconscious. Theory of childhood sexuality: predictive and post-oedipal organization. Neurosis theory and hypotheses about the origin of psychopathology. The relationship between the organization of the internal world and real relations. Notes to the representatives of the British school of object relations; the psychoanalytic psychology of the ego; the psychology of the self and relational models. Attachment theory and multimotional theories. The concept of mentalization and mindfulness: their use in clinical practice. The relationships of dynamic psychology with neuroscience.

RECOMMENDED READING/BIBLIOGRAPHY

For requests as English or Spanish bibliography, please contact the teacher at simone.charpentiermora@unige.it

About Italian bibliograpghy for attending students:

(1) G. Amadei - D.Cavanna - G.C. Zavattini, Psicologia dinamica. Il Mulino, Bologna, 2015. Only the chapters covered in class.

(2) S. Freud, (1915-17) Introduzione alla psicoanalisi, in Opere, Bollati Boringhieri, Torino, 1985. Only the chapters covered in class.

(3) N. McWilliams, (1999) Il caso clinico. Dal colloquio alla diagnosi, Cortina, Milano, 2002. Only the chapters covered in class.

For non-attending students:

(1) G. Amadei - D.Cavanna - G.C. Zavattini, Psicologia dinamica. Il Mulino, Bologna, 2015. 

(2) S. Freud, (1915-17) Introduzione alla psicoanalisi, in Opere, Bollati Boringhieri, Torino, 1985.

(3) N. McWilliams, (1999) Il caso clinico. Dal colloquio alla diagnosi, Cortina, Milano, 2002.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

The second semester according to the academic calendar.

Class schedule

DYNAMIC PSYCHOLOGY

EXAMS

EXAM DESCRIPTION

The exam procedure is in written form (open-ended questions).

FURTHER INFORMATION

For Students with disabilities or Specific Learning Disorders
For Students with disabilities or Specific Learning Disorders are reminded that in order to request accommodations during exams, they must first upload their certification to the university website at servizionline.unige.it, in the “Students” section. The documentation will be verified by the University Office for the Inclusion of Students with Disabilities and SLD (https://rubrica.unige.it/strutture/struttura/100111).

After that, well in advance of the exam date (at least 10 days prior), students must send an email to the instructor responsible for the exam, copying both the School Representative for the Inclusion of Students with Disabilities and SLD (Prof. Laura Traverso – laura.traverso@unige.it) and the Inclusion Office using one of the following email addresses: disabili@unige.it or dsa@unige.it.

The email must include the following information:

the name of the course

the date of the exam

the student’s surname, first name, and student ID number

the compensatory tools and/or dispensatory measures considered necessary and requested

The representative (Prof. Laura Traverso) will confirm to the instructor that the student is entitled to request accommodations during the exam and that such accommodations must be agreed upon with the instructor. The instructor will then respond, indicating whether the requested accommodations can be granted.

Requests must be sent at least 10 days before the exam date to give the instructor sufficient time to evaluate them. In particular, if students intend to use concept maps during the exam (which must be significantly more concise than those used for study purposes), failure to meet the submission deadline may result in insufficient time to make any modifications the instructor may require.

For further information about requesting services and accommodations, please consult the document: Linee guida per la richiesta di servizi, di strumenti compensativi e/o di misure dispensative e di ausili specifici.

For non-attending students
Students who, for justified reasons, have not been able to attend at least 50% of the course lectures are required to contact the instructor in order to receive supplementary learning materials useful for exam preparation.