Clinical psychology

The training objectives refer to the following areas: basic training, "core" training, specific training of the type of School. They are also specified in relation to professional activities (compulsory and chosen by the student) as well as with reference to the acquisition of transversal skills (cf. Dublin Descriptors).
* Basic learning objectives:

knowledge of the biological foundations of cognitive, emotional, motivational, and personality processes; knowledge of the constitutive characteristics of personality according to different theories and models; knowledge of research methods in the psychological and psychopathological sciences and their applications; knowledge of regulations, organization and ethical and deontological issues of professional activity in the field of evaluation and psychotherapy;

* Core learning objectives:

knowledge of the history of psychopathology, nosography and the main diagnostic models; knowledge of clinical psychology, psychotherapies and the different theoretical and empirical models, psychological and psychodiagnostic assessment, and psychotherapy (individual, couple and group, and related to the different phases of the life cycle);

* Specific objectives of the type of School: acquisition of...

• clinical and psychometric skills in the field of psychological assessment and psychodiagnosis, to be carried out with a variety of tools (interview, test, rating scales and other investigation techniques); skills in the choice of the most suitable psychological, psychotherapeutic and rehabilitative interventions for the bio-psycho-social characteristics of the subjects evaluated;
• competences concerning the implementation of the procedures relating to the previous point, starting from the first consultation to the taking charge and carrying out of the processing itself;
• skills concerning the evaluation of the effectiveness of psychological, psychotherapeutic and rehabilitative interventions;
• skills in the evaluation of services and organizations, in the construction of tools suitable for the purpose (questionnaires, observation forms, interviews) and in research on the validity of interventions;
• skills in the assessment and management of problems at institutional and community level that contribute significantly to generating suffering or mental pathology;
• skills in the assessment and management of prevention, enhancement of residual resources and promotion of well-being;
• skills in the application of typical knowledge of psychology applied to health and social care contexts;
• collaboration and communication skills from a multidisciplinary and transdisciplinary perspective, with particular attention to collaboration with other health and social care actors;
• advanced clinical research skills, including the ability to develop autonomous research projects.

* Objectives related to professional activities/experiences:

The compulsory professional experiences must ensure the achievement of skills related to the following activities, carried out under the supervision of experts:

• clinical psychological evaluation;
• standardized psychodiagnostic assessment;
• participation in the discussion of clinical cases;
• prevention and well-being promotion interventions;
• clinical-psychological interventions;
• setting up and implementation of a protocol for evaluating the effectiveness of at least one of the clinical-psychological interventions personally carried out.

* Objectives related to the activities chosen by the student:

In this context, the main references are to the acquisition of skills related to:

• psychological assessment and psychodiagnosis;
• clinical-psychological intervention techniques;
• evaluation of the efficacy of clinical-psychological treatments;
• evaluation of well-being projects;
• evaluation of psychological counselling interventions;
• evaluation of organizational interventions.

* Soft skills objectives:

In line with the indications proposed by the "Dublin Descriptors", postgraduate students will have to acquire the following transversal skills:

• Knowledge and understanding;
• learning skills;
• applied knowledge and understanding;
• making judgements;
• ability to design and process interventions (project and processing);
• Communication skills.