Scienze dell'Educazione | CLINICAL PSYCHOLOGY

cod. 4412400114

CLINICAL PSYCHOLOGY

	4412400114
	DIPARTIMENTO DI SCIENZE UMANE, FILOSOFICHE E DELLA FORMAZIONE
	EQF6
	EDUCATIONAL SCIENCE
	2022/2023

CURRICULUM STUDY PLAN OF PROFESSIONAL SOCIO-PEDAGOGICAL EDUCATORS

	OBBLIGATORIO
	YEAR OF COURSE 3
	YEAR OF DIDACTIC SYSTEM 2019
	AUTUMN SEMESTER

TEACHING UNITS

	SSD	CFU	HOURS	ACTIVITY	TYPE OF ACTIVITY
	M-PSI/08	6	36	LESSONS	COMPULSORY SUBJECTS, CHARACTERISTIC OF THE CLASS

	Objectives
	THE COURSE AIMS TO ANALYZE THE BIOLOGICAL, PSYCHOLOGICAL AND SOCIAL FACTORS THAT INTERACT WITH EACH OTHER IN THE DEVELOPMENT OF PSYCHOLOGICAL DISORDERS AND TO ADDRESS THE MAIN THERAPEUTIC APPROACHES FOR EACH SPECIFIC DISORDER. EXPECTED LEARNING RESULTS KNOWLEDGE AND UNDERSTANDING: KNOWING THE THEORETICAL AND EPISTEMOLOGICAL ASSUMPTIONS OF THE DISCIPLINE. ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: TO BE ABLE TO FACE AND SOLVE PROBLEMS RELATED TO THE KNOWLEDGE OF CLINICAL PSYCHOLOGY EVEN IN WIDER CONTEXTS, EXTERNAL TO THAT OF ACTION.

THE COURSE AIMS TO ANALYZE THE BIOLOGICAL, PSYCHOLOGICAL AND SOCIAL FACTORS THAT INTERACT WITH EACH OTHER IN THE DEVELOPMENT OF PSYCHOLOGICAL DISORDERS AND TO ADDRESS THE MAIN THERAPEUTIC APPROACHES FOR EACH SPECIFIC DISORDER.
EXPECTED LEARNING RESULTS
KNOWLEDGE AND UNDERSTANDING: KNOWING THE THEORETICAL AND EPISTEMOLOGICAL ASSUMPTIONS OF THE DISCIPLINE.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING: TO BE ABLE TO FACE AND SOLVE PROBLEMS RELATED TO THE KNOWLEDGE OF CLINICAL PSYCHOLOGY EVEN IN WIDER CONTEXTS, EXTERNAL TO THAT OF ACTION.

	Prerequisites
	KNOWLEDGE OF THE FUNDAMENTALS OF DEVELOPMENTAL PSYCHOLOGY.

	Contents
	MODULE I: THE CLINIC -NORMALITY AND PATHOLOGY: MODELS OF PSYCHOPATHOLOGY, RISK AND PROTECTIVE FACTORS, VULNERABILITY AND RESILIENCE. -MAIN MANIFESTATIONS OF DISCOMFORT IN CHILDHOOD WITH PARTICULAR ATTENTION TO CONTEMPORARY DECLINATIONS OF DISTRESS IN EDUCATIONAL CONTEXTS (ANTISOCIAL TENDENCIES, AUTISM SPECTRUM DISORDERS, POST-TRAUMATIC STRESS DISORDER, SPECIFIC LEARNING DISORDERS, ATTENTION DEFICIT DISORDER AND HYPERACTIVITY, BEHAVIORAL DISORDERS, EATING DISORDERS, OVERVIEW OF ACTING BEHAVIORS IN ADOLESCENCE). MODULE II: THE INTERVENTION -THE EDUCATIONAL RELATIONSHIP, LEARNING AND DYNAMICS OF THE SCHOOL INSTITUTION -TOOLS AND METHODS USEFUL FOR THE RECOGNITION OF DISCOMFORT IN DEVELOPMENTAL AGE AND FOR THE PLANNING OF INCLUSIVE AND PARTICIPATORY INTERVENTIONS.

Contents

MODULE I: THE CLINIC
-NORMALITY AND PATHOLOGY: MODELS OF PSYCHOPATHOLOGY, RISK AND PROTECTIVE FACTORS, VULNERABILITY AND RESILIENCE.
-MAIN MANIFESTATIONS OF DISCOMFORT IN CHILDHOOD WITH PARTICULAR ATTENTION TO CONTEMPORARY DECLINATIONS OF DISTRESS IN EDUCATIONAL CONTEXTS (ANTISOCIAL TENDENCIES, AUTISM SPECTRUM DISORDERS, POST-TRAUMATIC STRESS DISORDER, SPECIFIC LEARNING DISORDERS, ATTENTION DEFICIT DISORDER AND HYPERACTIVITY, BEHAVIORAL DISORDERS, EATING DISORDERS, OVERVIEW OF ACTING BEHAVIORS IN ADOLESCENCE).

MODULE II: THE INTERVENTION
-THE EDUCATIONAL RELATIONSHIP, LEARNING AND DYNAMICS OF THE SCHOOL INSTITUTION
-TOOLS AND METHODS USEFUL FOR THE RECOGNITION OF DISCOMFORT IN DEVELOPMENTAL AGE AND FOR THE PLANNING OF INCLUSIVE AND PARTICIPATORY INTERVENTIONS.

	Teaching Methods
	FRONTAL LECTURES, CASE DISCUSSIONS, PRACTICAL AND EXPERIENTIAL ACTIVITIES.

	Verification of learning
	ORAL EXAMINATION

	Texts
	1)MARCELLI, D. (2009). PSICOPATOLOGIA DEL BAMBINO. ELSEVIER (UNA SELEZIONE DI CAPITOLI) 2)BLANDINO, G. & GRANIERI, B. (1995). LA DISPONIBILITÀ AD APPRENDERE. RAFFAELLO CORTINA 3)DIDACTIC MATERIALS GIVEN BY THE PROFESSOR