OVERVIEW

The course provides students with an introduction to topics related to clinical psychology and psychopathology across the lifespan, highlighting the diagnostic challenges associated with specific developmental stages in which it may be difficult to distinguish between typical and atypical behaviors.

The aims and procedures of clinical assessment and treatment are addressed, with particular attention to the individual, relational, contextual, and cultural factors involved in the development and maintenance of psychological distress.

The course also aims to illustrate the main protective and risk factors associated with different psychopathological trajectories and to promote the ability to integrate theoretical models with clinical observation.

Students who successfully complete the course will be able to recognize and analyze the main psychopathological conditions across the lifespan, formulating clinical hypotheses and differential diagnoses.

AIMS AND CONTENT

LEARNING OUTCOMES

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 behaviors. 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.

AIMS AND LEARNING OUTCOMES

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

• describe the main psychopathological conditions across the lifespan, with particular attention to risk, protective, and maintenance factors;

• critically analyze signs, symptoms, and patterns of clinical functioning in relation to the main theoretical models of psychopathology;

• formulate clinical hypotheses and differential diagnoses based on clinical vignettes and complex situations;

• recognize the role of developmental, relational, contextual, and cultural factors in the expression of psychological distress;

• use appropriate technical and clinical terminology in the discussion of cases and psychopathological phenomena;

• critically integrate theoretical and applied contents relevant to future professional practice;

• (Clinical and Community curriculum, 8 ECTS) describe the contribution of metacognitive processes, states of mind, and interpersonal cycles to the functioning of personality disorders.

PREREQUISITES

IMPORTANT: Classes are held in Italian. Although a B2 level of Italian is sufficient to access Erasmus, the complexity of the topics covered in this course requires at least a C1 level of listening comprehension in Italian in order to truly benefit from attending classes. Please contact the professor to schedule an appointment and discuss equally effective alternative teaching methods.

As this is a course within the LM-51 Master’s Degree Programme in Psychology, students are expected to have acquired, during their undergraduate studies, foundational knowledge in the main areas of psychology and psychological research methodology, necessary to adequately address the course contents.

In particular, students are expected to have prior knowledge of:

• general psychology;

• developmental and/or adolescent psychology;

• clinical psychology;

• psychobiology and cognitive neuroscience;

• the main theoretical and applied models of psychological assessment and intervention.

Students are also expected to possess:

• reading and comprehension skills for scientific texts in Italian and English;

• basic skills in the critical analysis of scientific literature;

• the ability to connect theoretical models, empirical findings, and applied contexts;

• familiarity with the ethical and professional principles of psychological practice.

These competencies represent the necessary foundations for understanding the topics addressed during the course and for successfully completing the related assessment activities.

In this regard, the student should read one or more of these books before attending lessons, if s/he want:
1) Muller, R.T. (2010) Trauma and the avoidant client: attachment-based strategies for healing. 
2) 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

TEACHING METHODS

IMPORTANT: Classes are taught in Italian. Although a B2 level of Italian is generally sufficient for Erasmus access requirements, the complexity of the topics addressed in this course requires at least a C1 level of listening comprehension in Italian in order to fully benefit from classroom activities. International students are encouraged to contact the Professor in advance to discuss possible alternative or supplementary learning arrangements.

The course will consist of lectures incorporating participatory teaching methods, discussion of clinical cases, and analysis of clinical materials (e.g., session transcripts, clinical vignettes, assessment materials) through classroom debate, guided exercises, and/or group work.

Audiovisual materials and media content will also be used and critically discussed in light of the theoretical and clinical models addressed during the course, in order to promote observational skills, integration of theory and practice, and clinical reasoning.

Teaching activities will aim to develop competencies related to:

• recognition and analysis of major psychopathological phenomena;

• formulation of clinical hypotheses and differential diagnoses;

• understanding of developmental, relational, contextual, and cultural factors involved in psychological distress;

• use of specialist terminology and the main interpretative models of psychopathology.

For attending students, additional activities such as flipped classroom sessions, guided exercises, and group work may be proposed.

An optional guided clinical case formulation activity will also be available for both attending and non-attending students, individually or in small groups according to the instructions provided during classes and on AulaWeb. The activity is designed to promote the integration of theoretical knowledge, clinical observation, and diagnostic reasoning.

SYLLABUS/CONTENT

1. Clinical psychology and psychopathology across the lifespan: definitions, intersections with other disciplines, and neuropsychophysiological foundations.

The lecturer will provide an introductory lesson addressing:

• definitions of clinical psychology and its intersections with other disciplines, particularly psychiatry, pedagogy, and education;

• neuropsychophysiological foundations of responses to stressors (S. Porges’ Polyvagal Theory), underlying several psychopathological mechanisms.

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

1. Continuum between typical, subclinical, and psychopathological functioning across the lifespan.

This topic will be addressed throughout the course, with particular attention to the diagnostic challenges involved in distinguishing between normality and psychopathology at different developmental stages, also considering developmental, relational, contextual, and cultural factors.

1. Personality disorders: precursors, diagnostic criteria and assessment tools, clinical characteristics, metacognitive processes, states of mind, and challenges related to assessment and differential diagnosis.

2. Common psychopathological symptoms and diagnoses across the lifespan: age-related diagnostic criteria, context-sensitive assessment, and the main validated assessment tools.

The psychopathological conditions addressed during the course will include:

• personality disorders;

• addictions and behavioral addictions;

• mood disorders;

• anxiety disorders;

• feeding and eating disorders;

• trauma- and stressor-related disorders;

• obsessive-compulsive and related disorders.

The lecturer will also address the topic of suicide risk screening and provide additional materials available on AulaWeb.

RECOMMENDED READING/BIBLIOGRAPHY

Programme for International Students

Students enrolled in the 6 ECTS and 8 ECTS versions of the course are required to study the following materials:

1) ICD-11 — Mental, Behavioural or Neurodevelopmental Disorders
(https://icd.who.int/browse/2025-01/mms/en#334423054)

Students are required to study the diagnostic criteria for:

• Mood Disorders

• Anxiety or Fear-Related Disorders

• Obsessive-Compulsive and Related Disorders

• Disorders Specifically Associated with Stress

• Feeding and Eating Disorders

• Disorders Due to Substance Use or Addictive Behaviours

• Personality disorders

These contents may also be studied using the slides provided by the lecturer.

2) Dimaggio, G., Semerari, A., & Carcione, A. (2007).
“The perpetuation of personality disorders: A model.”
In Psychotherapy of Personality Disorders (pp. 9–36). Routledge.
(Material available on AulaWeb or provided by the lecturer upon request.)

3) Frick, P. J., Barry, C. T., & Kamphaus, R. W. (2010).
Clinical Assessment of Child and Adolescent Personality and Behavior (Vol. 3). Springer.
Required chapters: 3, 5, and 12.
Freely available at:
https://eprints.ukh.ac.id/id/eprint/285/1/2010_Book_ClinicalAssessmentOfChildAndAd.pdf

4) ONE reading selected from the following list:

• Kernberg, O. F., Weiner, A. S., & Bardenstein, K. K. (2008). Personality Disorders in Children and Adolescents. Basic Books.

• Waddell, M. (2018). Inside Lives: Psychoanalysis and the Growth of the Personality. Routledge.

• 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

• Steele, H., & Steele, M. (Eds.). (2008). Clinical Applications of the Adult Attachment Interview. Guilford Press.

• Jabr, S., & Giacaman, R. (2018). Behind the Fronts: Conversations with Palestinian Psychotherapists and Counsellors. Skyscraper Publications.

Additional requirement for students enrolled in the 8 ECTS Clinical and Community Psychology curriculum only:

5) Semerari, A., Colle, L., Pellecchia, G., Buccione, I., Carcione, A., Dimaggio, G., et al. (2014).
“Metacognitive dysfunctions in personality disorders: Correlations with disorder severity and personality styles.”
Journal of Personality Disorders, 28(6), 751–766.
https://www.terzocentro.it/wp-content/uploads/2016/01/Metacognitive-Dysfunction-in-PDs_Severity_JPD_2014.pdf

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Lectures will begin in the second semester (late February/early March 2027), in accordance with the academic calendar.

Lectures will take place every Tuesday and Wednesday from 12 noon to 2 pm and, for the Clinical and Community curriculum only, also on Thursdays from 12 noon to 2 pm.

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

For international students, the exam will consist of a written assessment lasting one and a half hours and including three open-ended questions based on the mandatory readings and one question based on a reading selected by the student.

The first questions may include brief clinical vignettes and/or theoretical-applicative questions. Students will be required to identify clinically relevant elements (e.g., signs/symptoms, risk and protective factors, triggers, psychosocial functioning), formulate clinical hypotheses, and motivate their answers through the integration of the theoretical models addressed during the course.

The final question will focus on a selected reading and will assess students’ ability to critically integrate theoretical contents and reflect on their relevance for future professional practice.

The exam may be taken in Italian, English or Spanish, according to the student’s preference and in agreement with the professor.

For attending students, optional activities such as flipped classroom sessions, guided exercises, and clinical case formulation activities may be proposed. Additional information and assessment criteria will be made available on AulaWeb and in the assessment method section.

ASSESSMENT METHODS

Assessment will focus on the student’s ability to understand, critically analyze, and apply the contents addressed during the course, integrating theoretical models, clinical elements, and contextual factors.

In particular, the assessment will evaluate:

• the ability to identify and discuss clinically relevant elements from clinical vignettes and realistic situations;

• the formulation of clinical hypotheses and differential diagnoses;

• the ability to integrate developmental, relational, contextual, and cultural factors into the interpretation of psychological distress;

• understanding of the main theoretical models of psychopathology and personality functioning;

• the ability to connect theoretical knowledge, clinical reasoning, and relevant educational or professional experiences;

• the appropriate use of specialist terminology.

Final grades will range from 18 to 30 cum laude.

Cum laude will be awarded to students demonstrating particularly accurate clinical reasoning, critical integration of course contents, autonomy of judgment, and rigorous use of clinical terminology.

In general, assessment criteria will include:

1. Relevance: ability to address the specific requirements of the question or assignment;

2. Completeness: ability to respond comprehensively to all aspects of the question or assignment;

3. Accuracy and mastery of contents: appropriate contextualization of theoretical and clinical concepts, clarity in linking theory and application, and critical integration of relevant examples or clinical reasoning;

4. Appropriate use of specialist language.

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.

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.