Clinical and Developmenalt Psychology
A.Y. 2025/2026
Learning objectives
Learning objective of the course is to develop knowledge about life-long development processes and the subjective implications that all educational, supportive and care relationships can activate
Expected learning outcomes
At the end of the course, the student must:
· have acquired knowledge of individuals life-long development processes
· being able to recognize the personal implications that that all educational, supportive and care relationships can activate
· know how to orientate oneself in assuming their educational role to support individuals skills
· have acquired a perspective on subject and life context interaction centered
· know the theoretical and methodological bases related to the management of professional interviews
· have acquired knowledge of individuals life-long development processes
· being able to recognize the personal implications that that all educational, supportive and care relationships can activate
· know how to orientate oneself in assuming their educational role to support individuals skills
· have acquired a perspective on subject and life context interaction centered
· know the theoretical and methodological bases related to the management of professional interviews
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Sezione: Bosisio Parini
Responsible
Prerequisites for admission
Basic knowledge of general psychology
Assessment methods and Criteria
Written and Oral Exam
The learning and level of preparation achieved will be verified through an oral exam structured by proposing at least three questions, with reference to the text of the book and the notes of the lectures of the teacher. The final evaluation, carried out in oral mode with an evaluation expressed in thirtieths, is aimed at ascertaining the overall level of knowledge of developmental psychology and the related notions in the subject, acquired by the student during the lessons. The final exam also aims to evaluate the student's ability to use appropriate scientific language, to analyze human development through the filter of the knowledge acquired. The threshold of sufficiency will be reached in which the student will be able to demonstrate knowledge and understanding of the system of the main arguments, definitions and main procedures of developmental psychology. Below these levels, the final oral exam may not be sufficient. The grade will be announced immediately at the end of the exam. Grades are always expressed in thirtieths. The exam is considered passed with a minimum grade of eighteen thirtieths.
The learning and level of preparation achieved will be verified through an oral exam structured by proposing at least three questions, with reference to the text of the book and the notes of the lectures of the teacher. The final evaluation, carried out in oral mode with an evaluation expressed in thirtieths, is aimed at ascertaining the overall level of knowledge of developmental psychology and the related notions in the subject, acquired by the student during the lessons. The final exam also aims to evaluate the student's ability to use appropriate scientific language, to analyze human development through the filter of the knowledge acquired. The threshold of sufficiency will be reached in which the student will be able to demonstrate knowledge and understanding of the system of the main arguments, definitions and main procedures of developmental psychology. Below these levels, the final oral exam may not be sufficient. The grade will be announced immediately at the end of the exam. Grades are always expressed in thirtieths. The exam is considered passed with a minimum grade of eighteen thirtieths.
Developmental and educational psychology
Course syllabus
Childhood:
· Notes on psychomotor and perceptual development in newborns
· Cognitive development in childhood.
· Language and communication in childhood
Social, emotional and affective relationship development:
· Constructivist interactionism: early childhood and the "socially competent" child.
Psychosocial development and the construction of identity
Attachment theory. Affective bonds according to Bowlby: attachment styles
· Emotional development and emotional competence.
Adolescence
· Puberty: psychological aspects.
· Developmental tasks of the adolescent: psychological aspects of the transition: typical defense mechanisms, personal identity and self-concept
· Cognitive development of the adolescent: formal operational thinking.
· The peer group and conformism
· The family: adult reactions to adolescence
· Notes on psychomotor and perceptual development in newborns
· Cognitive development in childhood.
· Language and communication in childhood
Social, emotional and affective relationship development:
· Constructivist interactionism: early childhood and the "socially competent" child.
Psychosocial development and the construction of identity
Attachment theory. Affective bonds according to Bowlby: attachment styles
· Emotional development and emotional competence.
Adolescence
· Puberty: psychological aspects.
· Developmental tasks of the adolescent: psychological aspects of the transition: typical defense mechanisms, personal identity and self-concept
· Cognitive development of the adolescent: formal operational thinking.
· The peer group and conformism
· The family: adult reactions to adolescence
Teaching methods
Frontal lessons, interactive.
The frontal lessons are a mixture of lecture and discussion. Videoclips will be used to enhance instruction. Lesson highlights, links and texts will be available.
The frontal lessons are a mixture of lecture and discussion. Videoclips will be used to enhance instruction. Lesson highlights, links and texts will be available.
Teaching Resources
Belsky, J. (2020). Psicologia dello sviluppo. Seconda edizione italiana condotta sulla quinta edizione americana. Zanichelli - Parte II, Parte III, Parte V
Un testo a scelta:
Murray, L. (2015). Le prime relazioni del bambino: dalla nascita a due anni, i legami fondamentali per lo sviluppo. Raffaello Cortina Editore.
Nicolais, G. (2018). Il bambino capovolto: per una psicologia dello sviluppo umano. San Paolo.
Bueno, D. (2022). Il cervello dell'adolescente: Com'è e come cambia la mente dei nostri ragazzi. Giunti.
Un testo a scelta:
Murray, L. (2015). Le prime relazioni del bambino: dalla nascita a due anni, i legami fondamentali per lo sviluppo. Raffaello Cortina Editore.
Nicolais, G. (2018). Il bambino capovolto: per una psicologia dello sviluppo umano. San Paolo.
Bueno, D. (2022). Il cervello dell'adolescente: Com'è e come cambia la mente dei nostri ragazzi. Giunti.
Clinical psychology
Course syllabus
1. The history and definitions of Clinical Psychology, and their applications to Professional Educators and helping relationship
2. Resources and strategies of clinical relevance for accompanying and reducing suffering: communication skills and emotional skills
3. An introduction to the clinical classification of the main disorders in the developmental age, oriented to the development of professional listening and observation skills
2. Resources and strategies of clinical relevance for accompanying and reducing suffering: communication skills and emotional skills
3. An introduction to the clinical classification of the main disorders in the developmental age, oriented to the development of professional listening and observation skills
Teaching methods
The course includes lectures, discussion of clinical cases and video materials, personal insights.
Teaching Resources
Vio, Toso, Spagnoletti, L'intervento psicoeducativo nei disturbi dello sviluppo, Carocci Faber
Material provided in class
Material provided in class
Modules or teaching units
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 3
Lessons: 30 hours
Professor:
Colombo Paola
Developmental and educational psychology
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY - University credits: 2
Lessons: 20 hours
Professor:
Montirosso Rosario
Sezione: Don Gnocchi
Prerequisites for admission
Prerequisites are not required
Assessment methods and Criteria
Written test
The written test will consist of 31 multiple-choice questions. One point will be awarded for each correct answer, without penalty in case of wrong answers.
Estimated time for the test: 30 minutes
Oral examination The individual oral exam will be optional and can lead to an improvement or to a worsening of the grade obtained at the written test. It will evaluate the knowledge related to the specific disciplinary field, the ability to make connections and the clarity of the exposition.
The written test will consist of 31 multiple-choice questions. One point will be awarded for each correct answer, without penalty in case of wrong answers.
Estimated time for the test: 30 minutes
Oral examination The individual oral exam will be optional and can lead to an improvement or to a worsening of the grade obtained at the written test. It will evaluate the knowledge related to the specific disciplinary field, the ability to make connections and the clarity of the exposition.
Developmental and educational psychology
Course syllabus
We will analyze how the main classical approaches and theories of psychological development have answered the central questions of developmental psychology. The changes that occur in the behavior and psychological functioning of the child, from conception to adolescence, will be illustrated. In particular:
· Definition of development
· Central questions of Developmental Psychology
· Theories and methods of developmental psychology (Behaviorism, Constructivism, Cognitivism)
· Motor development
· Cognitive development
· Language and communication development
· Emotional and affective development
· Social and moral development
· Definition of development
· Central questions of Developmental Psychology
· Theories and methods of developmental psychology (Behaviorism, Constructivism, Cognitivism)
· Motor development
· Cognitive development
· Language and communication development
· Emotional and affective development
· Social and moral development
Teaching methods
Frontal lessons
Video viewing/scientific paper reading
Project-work/cooperative learning
Video viewing/scientific paper reading
Project-work/cooperative learning
Teaching Resources
- Berti, A.E., Bombi, A.S. (2013). Corso di Psicologia dello sviluppo. Dalla nascita all'adolescenza. Ed Il Mulino (1° o 2°edizione)
- Slide delle lezioni
- Slide delle lezioni
Clinical psychology
Course syllabus
· Definition of Clinical Psychology and Basic Concepts
· Theoretical Contributions in Developmental Psychopathology (Sigmund Freud, Anna Freud, Melanie Klein, René Spitz, Erik Erikson, Donald Winnicott)
· The Biopsychosocial Model: Protective Factors and Risk Factors
· Theoretical Contributions in Developmental Psychopathology (Sigmund Freud, Anna Freud, Melanie Klein, René Spitz, Erik Erikson, Donald Winnicott)
· The Biopsychosocial Model: Protective Factors and Risk Factors
Teaching methods
Frontal lessons
Video viewing/scientific paper reading
Project-work/cooperative learning
Video viewing/scientific paper reading
Project-work/cooperative learning
Teaching Resources
Bressi C, Invernizzi G. Psichiatria e Psicologia Clinica 5e- McGrawHillEducation
Modules or teaching units
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 3
Lessons: 30 hours
Professor:
Rossetto Federica
Developmental and educational psychology
M-PSI/04 - DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY - University credits: 2
Lessons: 20 hours
Professor:
Rossetto Federica
Professor(s)