32112 - Evaluation and Intervention Methods in Clinical Developmental Psychology

Learning outcomes

Students are expected to display knowledge of theory and research on normal and atypical mental, social, and emotional development, including conditions that promote, prevent, and help overcome child and adolescent psychopathology.

The program also promote the abilities, skills, and attitudes needed to work effectively in various contexts and with both professionals and the public. Therefore, the promotion of self awareness, interview and counseling skills, collaboration, consultation and other interpersonal attributes needed for this work forms an important focus of their preparation.

The program provide theoretical background linked to practical experience that enables students to be aware of both the extent and limitation of their knowledge and professional competence. They should also be sensitive to the impact that their personal style of interaction can have on others and how others' behavior can resonate on their own past experiences. They should be able to reflect on, and learn from, their experiences.

Students should be familiar with research and theory on effective approaches to interviewing children and adults either individually or in a group. They should be aware of different styles of interviews and how these may be suited to different situations. They should be familiar with research, theory and practice on the role of empathy in effective professional work with children and families.

Students are expected to display knowledge and suitable applications of behavioral, mental health, collaborative, and other consultation models. They should be aware of the theoretical bases underpinning each of these models and be able to justify their use as a preferred method of working in different situations.

At the end of the course students:

• evaluate individual and group characteristics prior to designing developmentally appropriate interventions intended to promote students’ social, emotional, adaptive, and physical development
• apply principles of behavior change through the provision of consultation, assessment, intervention, and counseling services designed to enhance student behavior
• develop methodologies that assist teachers and families in enhancing students’ social behaviors
• assist in the development and implementation of programs to facilitate successful transitions of students from one environment to another (e.g., program to program, early childhood to school, and school to work transitions)
• adopt professional practices that serve to support children with special educational needs and their families
• identify and recognize behaviors and other conditions that are precursors to academic, behavioral, and personal difficulties (e.g., conduct disorders, drug, and alcohol abuse)
• develop, implement, and evaluate screening programs intended to identify students with mental health needs
• collaborate with school staff, family members, and community personnel to establish and implement programs that help address psychological and social problems that arise in the aftermath of crises (e.g., death, natural disasters, bombs or bomb threats, violence, and sexual harassment)
• assist in the development and implementation of prevention programs that address chronic health issues (e.g., eating disorders, overweight, teenage pregnancy, AIDS prevention, and stress management)
• facilitate environmental changes that support health and adjustment
• displays knowledge of the possible impact of social and cultural diversity in the development and implementation of prevention, crisis intervention, and mental health programs
• are able to listen to and respond appropriately to advice and criticism
• recognize the limits to their professional knowledge and competence and seek advice accordingly
• are able to recognize and to learn from their mistakes
• display positive interpersonal skills and patience in difficult situations by practicing active listening, conflict resolution
• are skilled in helping people feel at ease and comfortable in their presence
• will use different interviewing styles and test techniques, appropriate to the situation
• can bring interviews to a conclusion within a specified time frame so that participants feel that all key issues have been discussed and that there is a clear way forward
• use consultation and collaboration skills to enhance student learning
• use consultation and collaboration skills to promote professional development of teachers (and/or parents)
• use their professional knowledge to support the consultation process
• use consultation skills to empower others to take responsibility for making their own decisions

 

Course contents

The course will take place during the second semester (from the end of February 2017 until the end of May 2017) at the Cesena Campus of the School of Psychology and Education (address: p.za A. Moro, 90 Cesena, FC).

Knowledge of Social and Emotional Development

-behavioral, social, emotional, affective, and adaptive skills development

-method used to assess social and emotional skills as well as vocational aptitudes and interests

Knowledge of Prevention, Method Heath Promotion and Crisis Intervention

-normal child and adolescent development

-prevailing conditions that contribute to mental illness in children and adolescents together with methods to prevent mental illness

Self-awareness and reflexivity

-how personal cultural perspective and biases can influence interactions with and interpretations of client behavior and motivation

-how client reactions can resonate on their own past experiences and give rise to particular behaviors

-personal prejudices and how these may impact on professional work on a particular issue

-the impact of ones personal style of interaction on the outcome of an assessment or intervention

-how to listen to and respond appropriately to advice and criticism.

-the limits of one’s ability and competence

Interviewing and Consultation

-research and theory on the role of empathy in developing effective in assessment and intervention

-the importance of being non-judgmental in interactions with children and their families

-techniques that can help people to feel at ease and comfortable

-active listening techniques which help people to feel able to discuss their problems

-the importance of planning interviews carefully so that key issues related to the problem at hand can be discussed systematically with the full engagement of the interviewee

-the appropriateness and use of different interview styles to suit specific situations

-the most appropriate context (e.g. time of day, venue, seating arrangements) that will facilitate effective communication between interviewer and interviewee

-the appropriateness of different models of consultation in different situations

-the advantages and disadvantages of a variety of consultation approaches for the effective work of school psychologists

-ways in which consultation can be used in all areas of practice, e.g. with individual and groups of teachers or parents, with children and youth

-the key facilitator skills needed to use consultation effectively

-the appropriateness of different models of consultation in different situations

-the advantages and disadvantages of a variety of consultation approaches for the effective work of school psychologists

-ways in which consultation can be used in all areas of practice, e.g. with individual and groups of teachers or parents, with children and youth

-the key facilitator skills needed to use consultation effectively

Projective Technique in developmental Area

-TAT Test; CAT Test; PN Test; Duss Test, Graphic Tests.

-Study and analysis of children's drawings

-Study of children's play and its role in child development

 

 

 

 

 

Readings/Bibliography

PDM Manuale Diagnostico Psicodinamico (2008). Parte II; pp. 189-353. Milano: Raffaello Cortina Editore.

Adriana Lis (1993). Psicologia clinica. Problemi diagnostici ed elementi di psicoterapia. Ed. Giunti.

Bruno Bettelheim (2010). Dialoghi con le madri. PGRECO Edizioni.

Key thinks to keep in view:

Slides and on-line presentations are strictly recommended.

Articles and critical studies that will be proposed and discussed during the course will be obligatorily studied for final exam.

Recommended also (not mandatory):

Anna Freud  (1993). Normalita' e patologia del bambino. Ed. Feltrinelli.

Bruno Bettelheim (2012). Genitori quasi perfetti. PGRECO Edizioni.

Cesare Albasi (2013). Psicopatologia e ragionamento clinico. Raffaello Cortina Editore.

J.De Ajuriaguerra, D. Marcelli (2000). Psicopatologia del bambino. Ed. Masson.

 

 

Teaching methods

Clinical exemplification and Group workshops

Assessment methods

The assessment will be based on an oral discussion.

It will be very important to show a good theoretical competence as well as an adeguate language proficiency. The reasoning and critical skills will be also evaluated.

Hold up in note:

-A question will be made for each required text for a total of three questions

-The final grade will be the average score obtained by the three questions

Teaching tools

-Power Point presentation

-Articles

-Case presentations targeted to explaining different theoretical aspects

 

Office hours

See the website of Ornella Montebarocci