Learning objectives
The course aims at fostering the learning of advanced theoretical knowledge, methodological competences and relational and technical skills necessary to the Psychologist in order to promote interventions in different work contexts: pedagogical, health, social and organizational. The course also means to foster the students’ self-reflexive competence, to favor their independent judgment with respect to the acquired theoretical, methodological and technical knowledge and to improve their ability to communicate about the aspects they have investigated and learned.
Prerequisites
Advances in Developmental Psychology, Social Psychology, Clinical Psychology and Research Methodologies
Course unit content
The psychological competence is a multifaceted skill. The psychological intervention presents in fact afferent levels of processes: interpersonal, interpersonal, social, cultural and institutional. The psychological competence can than be represented as a prismatic image
whose different sides are interconnected: the technical and the relational competences, the attention to the context, the self-refllexivity and the social responsibility. In this sense, the different elements that are at the base of a psychological intervention (the setting in its several forms, the unfolding of the clinical dialogue, the analysis of the clients' claim, the client-psychologist relationship) will be declined with respect to the development and the implementation of these different and interrelated levels of competence.
Bibliography
Books:
Grasso, M., Cordella, B., Pennella, A.R. (2004) Metodologia dell’intervento in psicologia clinica. Roma, Carocci Editore. Cap 1,2,3.
Fruggeri, L. (1998) Famiglie, 2° parte. Roma, Carocci Editore
Articles:
Selvini Palazzoli, M., Boscolo, L., Cecchin, G., Prata, G. (1980) Ipotizzazione, circolarità e neutralità: tre direttive per la conduzione della seduta. Terapia Familiare, 7, 7-20.
Tomm, K (1987). Interventive Interviewing: Part I. Strategizing as a Fourth Guideline for the Therapist . Family Process, 26, pp. 3-13.
Tomm, K. (1987) Interventive Interviewing: Part II. Reflexive Questioning as a Means to Enable Self-Healing. Family Process, 26, pp167-183.
Tomm, K (1988) Interventive Interviewing: Part III. Intending to Ask Lineal, Circular, Strategic, or Reflexive Questions? Family Process, 27, pp. 1-15.
Sluzki, C. (1991) La trasformazione terapeutica delle trame narrative. Terapia Familiare, 36, p . 5-19
Fruggeri, L. (2012) Different levels of psychotherapeutic competence. Journal of Family Therapy, 34, pp. 91-105
Fruggeri, L. (2014) La competenza psicoterapeutica: un costrutto multicomponenziale. Ricerca Psicoanalitica: Rivista della relazione in Psicoanalisi, n. 1, pp. 9-21.
Chapters:
Fruggeri, L. (1999) Il modello sistemico. Dalla terapia della famiglia agli interventi in contesti complessi. In O. Codispoti Battacchi, C. Clementel (a cura di) Psicologia Clinica. Roma, Carocci Editore, pp. 73-88.
Fruggeri, L. (2009) La valenza trasformativa del colloquio con le famiglie. In R. Anchisi, M. Gambotto Dessy (a cura di) Manuale per il colloquio psicologico colloquio psicologico. Franco Angeli editore, Milano, pp. 184-203.
ARTICLES AND CHAPTERS WILL BE MADE AVAILABLE IN THE LIBRARY
READINGS WILL BE ALSO SUGGESTED DURING THE COURSE
Teaching methods
In order to encourage the acquisition of the ability to apply this knowledge in professional practice, independent judgment and communication skills, the course will include frontal lessons, group work, vision and analysis of videos, seminars with professional psychologists working in
different contexts.
Assessment methods and criteria
Examinations will be oral in order to assess the knowledge and skills acquired, and the students’ independent judgment, their ability to communicate and to apply those skills to reality. Students will be requested to apply the acquired methodological knowledge to a specific case study.
