Learning objectives
The proposed training course aims to develop an integrated vision of the evolving person, in which the Attachment Theory and the paradigm of intersubjectivity constitute the privileged theoretical framework. At the end of the course, the specialist in Life Cycle Psychology is expected to have gained theoretical knowledge on the neurobiological basis of mental functioning in different developmental periods; have a solid theoretical and applied knowledge of clinical psychology and developmental psychopathology, developmental psychology and education, as well as interventions specifically designed from a developmental and/or educational perspective, with particular reference to evidence-based interventions.
The distribution of teaching and professional activities over the four years has been designed in such a way as to allow the trainees to focus, each year, on problems related to a particular area of intervention of the Clinical Psychologist of the developmental age.
The first year is focused on the prenatal and perinatal period and on the infant age group (0-6 age group). Interventions in support of parenting and models of management and intervention in the field of paediatric psychology are illustrated, including activities to support children with neurodevelopmental disabilities and their families. The professionalizing activities are mainly aimed at identifying risk indices in the developmental trajectories of psychomotor, cognitive, linguistic, emotional and affective development, as well as at observing the quality of interactions between the child and his caregivers.
The second year focuses on school and adolescent age, up to youth-adulthood. The impact of specific learning disorders, the condition of surplus endowment and double exceptionality on self-representation and on the emotional-affective balance of children and adolescents is addressed; interventions are proposed to address child and adolescent psychopathology, discomfort and deviance in preadolescence and adolescence (e.g. substance addiction, bullying, Internet Gaming Disorder, Hikikomori, Cyberbullying, Sexting). Among the professionalizing activities, ad-hoc training courses are proposed on evidence-based programs to support the relationship between parents and adolescent children.
In the third year, the issues of the protection of minors in situations of maltreatment and abuse are addressed; Tools are proposed to intervene in cases of gender-based violence, with particular attention to the effects of witnessed violence on minors and violence within young couples. Among the professionalizing activities, training is provided on evidence-based interventions to deal with the outcomes of traumatic experiences and foster resilience, also with reference to migration processes.
The fourth year proposes a further in-depth study of the mechanisms and processes involved in clinical intervention, with particular regard to the integrated use of psychotropic drugs and psychotherapy and the effects of pharmacological therapies in developmental age. In the final year of the course, the resident student is also trained on the managerial and organizational aspects of social and health services, in order to have an adequate preparation to carry out managerial roles in these contexts.
On the basis of Ministerial Decree 68/2015 and with reference to the Dublin indicators, the following training objectives can be distinguished:
General learning objectives
a) Knowledge of the main assessment techniques for counselling, prevention, rehabilitation and habilitation and treatment of psychological and behavioural problems in developmental age;
b) general theoretical knowledge, with applications to clinical cases, of psychometric and observational methods useful for the evaluation of problems and for the diagnosis of neuropsychological, psychological and behavioral pathologies detectable in developmental age;
c) general theoretical knowledge of the fundamental etiopathogenetic mechanisms of diseases of the central, peripheral and vegetative nervous system, personality disorders and forms of psychic distress specific to the different phases of the life cycle;
d) general theoretical knowledge and basic experience related to diseases of neuro and psychomotor interest, also with reference to the behavioral and psychological complications of chronic diseases and their psychological impact on the family and social contexts;
e) general theoretical knowledge and basic experience related to cultural and social factors and regulatory and organizational contexts relevant for professional action on issues pertinent to the specific specialization in social and health fields.
f) knowledge of the basic principles as well as of the indications of the different formats (individual, group, family and couple) of intervention and psychotherapeutic models that meet the requirements of evidence-based in the various stages of development. Specifically, some areas in which intervention is most frequently requested are identified: school and educational contexts, family and parenting, couples, cases of maltreatment/neglect or abuse and psychosocial inclusion and multiculturalism.
Specific learning objectives
a) Knowledge of the cognitive and socio-emotional psychopathological mechanisms underlying dysfunction and diagnostic pictures typical of developmental disorders in the different periods of development.
b) Competences for the evaluation, planning, implementation and verification of training and support interventions aimed at health and social-welfare workers who come into contact with the individual, the school and the family in the different stages of development.
c) Competences for the planning and implementation of research programs aimed at detecting needs and evolutionary vulnerability factors, for the implementation of new services by the responsible bodies.
d) Acquisition of skills and interdisciplinary and interprofessional working method (teamwork) centered on the user/patient and oriented to the solution of social-health, educational and developmental problems and to the enhancement of cognitive, behavioral and socio-emotional skills deficits, in order to favor and support the subject in developmental age in his environment and promote his functional autonomy and participatory capacity.