Learning objectives
The course aims to promote knowledge and understanding of the fundamental concepts and dynamic clinical intervention technique. The course also aims to stimulate the reflective and self-reflective ability of students, promote their autonomy of judgment with respect to the intervention models presented and develop a good ability to communicate effectively and rigorously the aspects investigated and learned. These skills will be stimulated by the teacher by proposing clinical and theoretical insights.
Prerequisites
Knowledges in Dynamic Psychology, Clinical Psychology and Developmental Psychology.
Course unit content
The psychological competence is a multifaceted construct. 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-reflexivity and the social responsibility. In this sense, the different elements that are at the base of a psychological intervention (the setting in its different 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. In order to account for the complexity of a psychological intervention, the course will focus on the presentation of the fundamental concepts of clinical-dynamic psychological intervention (transference / countertransference, interpretation, defense mechanisms, etc.) by contextualizing them in particular clinical situations.
Full programme
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Bibliography
9 CFU
Grasso, M., Cordella, B., Pennella, A.R. (2004). Metodologia dell’intervento in psicologia clinica. Roma: Carocci (tranne capp. 4 e 5).
Colli, A. (a cura di) (2016). Psicoterapia dinamica. Teoria, clinica, ricerca. Roma: Carocci. Capp.: 1, 2, 3, 5, 6, 7, 8, 9, 10.
Caretti, V., Craparo, G., Schimmenti, A. (a cura di) (2013). Memorie traumatiche e mentalizzazione: teoria, ricerca e clinica. Roma: Astrolabio. Cap.1.
Ferro, A. (a cura di) (2013) Psicoanalisi oggi. Roma: Carocci. Capp.: 1, 3.
Fruggeri, L. (2014). La competenza psicoterapeutica: un costrutto multicomponenziale. Ricerca Psicoanalitica, 1, 9-21.
6 CFU
Grasso, M., Cordella, B., Pennella, A.R. (2004). Metodologia dell’intervento in psicologia clinica. Roma: Carocci (Introduzione, capp. 1 e 2).
Colli, A. (a cura di) (2016). Psicoterapia dinamica. Teoria, clinica, ricerca. Roma: Carocci. Capp.: 1, 2, 3, 6, 7.
Caretti, V., Craparo, G., Schimmenti, A. (a cura di) (2013). Memorie traumatiche e mentalizzazione: teoria, ricerca e clinica. Roma: Astrolabio. Cap.1.
Ferro, A. (a cura di) (2013) Psicoanalisi oggi. Roma: Carocci. Capp.: 1, 3.
Fruggeri, L. (2014). La competenza psicoterapeutica: un costrutto multicomponenziale. Ricerca Psicoanalitica, 1, 9-21.
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
9 CFU
The exam includes a written test of one hour with three open questions assessing the knowledge and skills acquired, the independence of judgment, the ability to communicate and apply the skills to professional practice. Each answer is evaluated from 0 to 10 points (0 = no answer, 2 = serious errors, 4 = response with some errors or conceptual inaccuracy, 6 = sufficient presence of requested content but without critical reworking, 8 = content mastery, good critical re-elaboration and expository clarity; 10 = excellent content accuracy, clear clarity and ability to argue and re-elaborate in a critical way). The overall evaluation, expressed in thirtieths, derives from the sum of the evaluations of the single answers.
6 CFU
The exam includes a written test of one hour with three open questions assessing the knowledge and skills acquired, the independence of judgment, the ability to communicate and apply the skills to professional practice. Each answer is evaluated from 0 to 15 points (0 = no answer, 3 = serious errors, 6 = response with some errors or conceptual inaccuracy, 9 = sufficient presence of requested content but without critical reworking, 12 = content mastery, good critical re-elaboration and expository clarity; 15 = excellent content accuracy, clear clarity and ability to argue and re-elaborate in a critical way). The overall evaluation, expressed in thirtieths, derives from the sum of the evaluations of the single answers.
Other information
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