AIMS AND CONTENT

LEARNING OUTCOMES

The course aims to provide a theoretical framework of clinical psychology of early child-caregiver relationships within a salutogenic perspective. Particular attention will be dedicated to the observation of child and his/her relationships in the educational context as a clinical method. The course will focus on inter-subjectivity, co-regulation and self-regulation of needs and emotions, the principles of rupture and reparation, intense affective states, the stress regulation system, the emotional-relational climate in the context of services for childhood as a factor promoting health and well-being.

AIMS AND LEARNING OUTCOMES

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

• describe the main theoretical models related to early child-caregiver relationships and children’s emotional-relational development;
• recognize and analyze key processes involved in affective and relational development, including attachment, emotional regulation, co-regulation, and mentalization;
• understand the main implications of clinical psychology within early childhood educational services;
• observe and discuss educational and relational situations using interpretative frameworks derived from clinical psychology;
• recognize the role of individual, relational, and contextual factors in promoting well-being and in the development of psychological distress;
• use appropriate specialist terminology in the description of clinical, relational, and educational phenomena;
• critically connect theoretical contents, child observation, and educational practice

TEACHING METHODS

The course will consist of lectures with participatory teaching methods, discussion of clinical vignettes, observation and analysis of videos and clinical materials, guided exercises, and plenary discussions.

Teaching activities will aim to:

• promote observational skills in educational contexts;
• foster the integration of theory and practice;
• develop emotional and relational understanding of educational situations;
• promote the use of specialist terminology related to the discipline.

Optional individual or small-group activities may be proposed for attending students, according to the procedures explained during the course and made available on AulaWeb.

SYLLABUS/CONTENT

As support and integration to the study of the textbooks, the professor will provide an introductory lesson on clinical psychology, its specific features and intersections with other disciplines, particularly education, as well as on the neuropsychophysiological foundations of the topics addressed during the course from an accessible and divulgative perspective.

Slides will be made available on AulaWeb for both attending and non-attending students.

The course will specifically address the following topics:

• attachment theory;
• sensitive caregiving and mentalization;
• main contributions of Infant Research;
• child observation and observation of early relationships;
• emotional regulation and co-regulation processes;
• relational mind and intersubjectivity;
• relational rupture and repair;
• stress regulation systems;
• main manifestations of psychological distress related to child-caregiver relationships;
• the role of the emotional-relational climate in early childhood educational services as a factor promoting health and well-being.

The course contributes to the achievement of the following United Nations 2030 Sustainable Development Goal:

Goal 3 — Ensure healthy lives and promote well-being for all at all ages.

RECOMMENDED READING/BIBLIOGRAPHY

No distinction from attendant or not attendant students.

As a supplement and integration to the study of textbooks, the instructor will give an introductory lecture on clinical psychology (specificity and intersections with other disciplines, particularly education) and on the neuropsychophysiological foundations of the topics covered in the course in an informative manner. The slides will be made available to attending and non-attending students on aulaweb.

Mandatory readings:

• Murray, L. (2014). The psychology of babies: How relationships support development from birth to two. Hachette UK.
• Siegel, D. J., & Bryson, T. P. (2015). The whole-brain child workbook: Practical exercises, worksheets and activities to nurture developing minds. Eau Claire, WI, USA: PESI Publishing & Media.

Plus one reading of choice among:

• Davies, P. T., Harold, G. T., Goeke-Morey, M. C., & Cummings, E. M. (2002). Child emotional security and interparental conflict. Monographs of the Society for Research in Child Development, 67(3), vii–viii. https://psycnet.apa.org/record/2002-11158-001 
• Macagno, A., & Molina, P. (2024). Finding a secure base: Exploring children’s attachment behaviors with professional caregivers during the first months of daycare. Infant Behavior and Development, 74, 101919. https://doi.org/10.1016/j.infbeh.2023.101919
• Winnicott, D. W. (1993a). Talking to Parents. Cambridge/Massachusetts: Perseus.
• Siegel, D. J., & Hartzell, M. (2013). Parenting from the inside out: How a deeper self-understanding can help you raise children who thrive. Penguin.

TEACHERS AND EXAM BOARD

Exam Board

STEFANIA MUZI (President)

DONATELLA PANATTO (President Substitute)

LESSONS

LESSONS START

Lessons will start in the first semester, from October, according to University scheduling.

Class schedule

FOUNDATIONS OF CLINICAL PSYCHOLOGY OF EARLY RELATIONSHIPS

EXAMS

EXAM DESCRIPTION

For international students, the final examination will consist of a written exam lasting one hour and thirty minutes, including 4 open-ended questions, of which one will focus on the book independently selected by the student.

The open-ended questions will assess:

• knowledge, understanding and critical processing of course contents;
• ability to connect theory with realistic educational situations;
• observational and interpretative skills;
• appropriate use of specialist terminology.

The exam may also be taken in Italian, English or Spanish upon agreement with the professor.

ASSESSMENT METHODS

Assessment will focus on the student’s ability to:

• understand and critically process the contents addressed during the course;
• apply the main theoretical concepts to the observation of educational and relational situations;

• clarity of presentation;
• connect theoretical models, clinical examples, and educational practice;
• appropriately use specialist terminology.

Final grades will range from 18 to 30 cum laude.

FURTHER INFORMATION

Lessons will be held in person and taught in Italian (recommended listening comprehension level: C1).

Only in the event of a red weather alert will classes be moved online via Microsoft Teams. If necessary, synchronous online activities through Teams may also be used for specific situations (e.g., participation of external professionals, differentiated weather alerts across municipalities, or documented difficulties in reaching the classroom).

THESIS SUPERVISION

Thesis projects are discussed directly with the lecturer according to the lecturer’s and/or the Clinical Psychology Laboratory’s (LACLIPSY) research interests and areas of expertise.

Students interested in conducting a thesis project are invited to contact the lecturer (stefania.muzi@unige.it) including:

• area of interest and motivation;

• a brief CV highlighting relevant experiences or competencies (e.g., language skills, software knowledge, academic background, volunteering or professional experience).

FOR STUDENTS WITH DISABILITIES, SPECIFIC LEARNING DISORDERS (SLD), OR SPECIAL EDUCATIONAL NEEDS (SEN)

Students with disabilities, Specific Learning Disorders (SLD), or Special Educational Needs (SEN) are reminded that, in order to request exam accommodations, they must first submit their certification to the University Services for Inclusion of Students with Disabilities and SLD.

Subsequently, students with disabilities or SLD who wish to request accommodations for examinations are required to complete the form available at:
https://unige.it/en/students/disabled-dyslexic-students

Students with SEN are instead required to send an email to the lecturer, copying the School Inclusion Contact Person (laura.traverso@unige.it) and the University Inclusion Services (inclusione.studenti@info.unige.it).

The email must specify:

• course title;

• exam date;

• student’s full name and ID number;

• requested accommodations and compensatory measures considered appropriate.

For all students, accommodation requests must be submitted well in advance (at least 7 working days before the exam date). Late requests may not be accepted.

FOR INTERNATIONAL STUDENTS

Students are invited to contact the lecturer at the beginning of the course in order to arrange an informational meeting.

Se invita a los estudiantes a comunicarse con la profesora al comienzo del curso para acordar una reunión informativa.

Les étudiants internationaux sont invités à contacter l’enseignante au début du cours afin d’organiser un rendez-vous d’information.