69991 - Developmental Psychopathology.

Learning outcomes

The aim of this course is to introduce students to developmental psychopathology. Students will be able to: -recognize biological, environmental, and cultural factors that influence children and adolescent mental disorders;-identify symptoms of each developmental disorder and criteria that are used to define and diagnose it;- know evidence based practices for treatment and prevention of developmental psychopathologies.

Course contents

The course of Developmental Psychopathology will take place during the first semester (from October to November 2014) at the Cesena Campus of the School of Psychology and Education (address: P.zza Aldo Moro, 90 Cesena (FC)).

Following the developmental psychopathology theoretical framework, this course will be focused on the origins and developing of a range of emotional and behavioral problems during childhood and adolescence. This framework provides a broad and developmentally orientated approach to understanding mental health problems during the life span by integrating various disciplines including genetics, neuroscience, psychiatry, psychology, and social sciences. It emphasizes the relationship between normality and pathology, the complex interplay of multiple risk and protective factors, and developmental pathways including continuity and change.

After an initial overview of the developmental psychopathology framework, the development and diagnostic features of major childhood and adolescence mental disorders (e.g., pervasive developmental disorders, depression, anxiety and conduct disorders) will be addressed. For each of these disorders, symptoms, prevalence, associated disorders (comorbidity), risk and protective factors, and approaches to treatment will be examined.

Emphasis will be placed on recent research into the role of biological and psychosocial factors in childhood and adolescence mental disorders; on the multidisciplinary and multiagency approach to child and adolescent disorders; on evidence based interventions (what works for whom).

Description of developmental disorders will be followed by interactive cases exemplifications and role-playing.

Readings/Bibliography

Essential textbooks

Ismond D. Rapoport J. (2000). DSM - IV. Guida alla diagnosi dei disturbi dell'infanzia e dell'adolescenza. Masson: Milano

DSM-5 MANUALE DIAGNOSTICO E STATISTICO DEI DISTURBI MENTALI

Raffaello Cortina Editore, 2014, 5° edizione

Goldberg D., Goodyer I (2009) Origine e sviluppo dei disturbi mentali. Centro Scientifico Editore: Torino

Additional readings:

- Rutter M (Ed.). (2008). Rutter's child and adolescent psychiatry (5th ed). Wiley-Blackwell (chapters 2, 34, 35, 37, 39, 42, 46, 49)

- Martin A, Volkmar FR. (2007). Lewis's Child and Adolescent Psychiatry: a comprehensive textbook (4th edition). Lippincott Williams and Wilkins.

-Weisz, J.R., & Kazdin, A.E. (Eds.) (2010). Evidence-based Psychotherapies for Children and Adolescents (2nd ed.). New York: Guilford Press.

- Allen JG, Fonagy P, (edited by) (2008) La mentalizzazione. Psicopatologia e trattamento. Il Mulino: Bologna (chapters 1, 3, and 4)

- Di Pietro M (1992). L' educazione razionale-emotiva per la prevenzione e il superamento del disagio psicologico dei bambini. Cento Studi Erickson.

-Di Pietro M (1999).  L' ABC delle mie emozioni. Corso di alfabetizzazione socio-affettiva. Centro Studi Erickson. 

- Fergusson D.M., Mullen P.E. (2004). Abusi sessuali sui minori. Un approccio basato sulle evidenze scientifiche, (edizione italiana a cura di Ernesto Caffo). Centro Scientifico Editore: Torino

- Frith U. (2007). L'autismo. Spiegazione di un enigma. Laterza: Bari.

- Other textbooks or national or international scientific papers will be given during the course.

Teaching methods

Lectures with Power Point Presentations.

-  Case exemplifications and role-playing

Assessment methods

The final evaluation will consist in a written exam with two open ended questions. The evaluation is aimed to assess the student's knowledge regarding the topics included in the textbook (description of developmental disorders according to DMS-IV diagnostic criteria) and discussed in class.

Teaching tools

Slides, PC, slide projector.

Office hours

See the website of Carlotta Belaise