AIMS AND CONTENT

LEARNING OUTCOMES

The Laboratory is an experiential complement to the theoretical part of the teaching of Psychodynamics of Family Relations, proposing itself as a space for active participation of students. The main objective will be to promote and consolidate paths of innovation in models of prevention and protection of a vulnerable parenting to foster a resilient, positive and sensitive parenting, and prevent unfavorable childhood experiences.

AIMS AND LEARNING OUTCOMES

The laboratory aims to develop in students both practical and reflective skills for promoting meaningful relationships that support resilient and positive parenting. More specifically, through experiential activities, clinical case analyses, role-playing and shared group discussions, the laboratory intends to:

1. Enhance understanding of risk and protective factors in the development of parenting competencies;

2. Strengthen observation and analysis skills related to family dynamics;

3. Encourage critical reflection on prevention and intervention approaches in contexts of parental vulnerability;

4. Promote the acquisition of tools to support emotionally sensitive parenting and the healthy development of the parent–child relationship.

At the end of the laboratory, students will be able to:

1. Recognize signs of parental fragility and risk factors related to Adverse Childhood Experiences (ACEs);

2. Apply tools and strategies to support sensitive and positive parental relationships;

3. Analyze clinical cases with a multidimensional perspective, acknowledging the value of multidisciplinary approaches in family interventions;

4. Reflect on their own professional role in promoting positive parenting;

5. Act collaboratively and constructively in group settings, developing communication and empathy skills and adapting their interactions to specific contexts.

TEACHING METHODS

The laboratory will adopt a cooperative teaching approach that combines theoretical content with the active and reflective participation of students. Activities will alternate between individual work, small group collaboration, and plenary sessions dedicated to discussing intervention strategies and clinical cases provided by the instructor. The overall aim is to translate theoretical knowledge into specific methodologies and skills required in applied professional contexts.

SYLLABUS/CONTENT

The laboratory program includes the presentation and discussion of the following topics (through experiential activities, clinical case analyses, role-playing and shared group discussions):

• Introduction to the key concepts of positive parenting within the clinical-theoretical framework of John Bowlby’s attachment theory;

• Risk and protective factors within the context of family relationships;

• Adverse Childhood Experiences (ACEs): prevention and their impact on the child’s psychological and social development;

• The role of the parent–child relationship in the development of child well-being;

• The neurobiological approach to interpersonal relationships according to Daniel J. Siegel: strategies for promoting secure attachment bonds and the role of emotional co-regulation;

• The role of mentalization and parental reflective functioning in promoting positive parenting.

RECOMMENDED READING/BIBLIOGRAPHY

During the laboratory, particular reference will be made to the works of authors situated within the framework of attachment theory and interpersonal neurobiology, drawing from the broader theoretical and clinical background of the psychodynamic approach to family relationships.

These include:

• D. J. Siegel (2021), La mente relazionale. Neurobiologia dell’esperienza interpersonale. Raffaello Cortina, Milano.
• D. J. Siegel, T. Payne Bryson (2012). 12 strategie rivoluzionarie per favorire lo sviluppo mentale del bambino. Raffaello Cortina, Milano.
• R. Pally (2018). Il genitore riflessivo. Come agire di meno e relazionarsi maggiormente con i propri figli. Giovanni Fioriti, Roma.
• F. Lambruschi,., F., Lionetti (a cura di) (2015). La genitorialità. Strumenti di valutazione e interventi di sostegno. Roma: Carocci.

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

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Classes will be held in the second semester (starting from February 18th, 2026).
The actual start date will be announced on the dedicated course pages within the official portal: https://easyacademy.unige.it/portalestudenti/index.php?view=home&_lang=en

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Students will be asked to produce a written paper in which they are expected to personally explore and develop the theme of promoting meaningful relationships to support positive parenting, integrating theoretical reflections with concrete examples of intervention.

ASSESSMENT METHODS

The assessment methods are based on attendance, active participation in the proposed activities, and the quality of the written paper.

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 professor in order to receive supplementary learning materials useful for exam preparation.