12612 - Psychopathology of Development

Learning outcomes

Upon successful completion of this course, students will be able to:

Key Concepts of Developmental Psychopathology

Understand and manage essential concepts of developmental psychopathology, including disturbance, relational disturbance, and other potential disruptions that may occur during childhood.

Communicative Meaning of Psychopathological Symptoms

Comprehend the communicative meaning of psychopathological symptoms within the context of normal developmental tasks that children must navigate.

Management of Behavioral Issues

Anticipate and manage potential aggressive, addictive, and self-destructive behaviors by recognizing early signs of developmental discomfort.

Collaborate effectively with other professionals to communicate concerns and manage these behaviors.

Communication Skills in Developmental Psychology

Develop communication skills necessary to address and manage psychological problems in children within a classroom setting.

Enhance abilities to guide relationship dynamics through conducting interviews and group work, promoting a healthy classroom environment.

Course contents

Course Summary: Psychodynamic Perspectives on Child Development and Education

This interdisciplinary course offers a comprehensive exploration of child development through physiological, psychological, sociological, and educational lenses, with a strong emphasis on psychodynamic theory and its applications in school contexts.

Key Areas of Focus:

• Physiological and Psychological Development
  Examination of developmental stages and key psychological theories, including attachment theory and psychoanalytic approaches, to understand behavioral patterns and emotional growth.

• Sociological Influences
  Analysis of the role of family, peer groups, and social structures in shaping developmental trajectories.

• Educational Frameworks
  Review of educational theories and environments that foster or hinder development, particularly in early childhood and primary education.

• Theoretical and Clinical Models
  Integration of psychoanalytic perspectives with Infant Research and attachment theory to provide a holistic understanding of the child.

• Child Well-being and Psychopathology
  Identification of factors contributing to psychological distress, developmental disorders, and the unmet needs that impact emotional and cognitive functioning.

• School Contexts: Emotion and Cognition
  Exploration of the interplay between emotional well-being and cognitive performance in educational settings, with attention to markers of healthy vs. pathological development.

• Preventive and Therapeutic Strategies
  Development of skills to design and implement preventive measures and therapeutic interventions within school environments.

• Teaching Profession (Psychodynamic Focus)
  Dedicated section for future educators examining the teacher’s role from a psychodynamic standpoint. Focus is placed on relational and communicative dynamics within the classroom, group processes in early education, and institutional factors that influence teacher and student well-being.

• Role of the School Psychologist
  Understanding the evolving responsibilities of school psychologists in supporting development, promoting system-level interventions, and enhancing inclusive educational practices.

• Creating Emotionally Supportive Learning Environments
  Techniques to foster affectively attuned classrooms, encourage inclusion, and support children from diverse backgrounds.

Learning Outcomes:

Upon completing the course, students will be able to:

• Demonstrate a comprehensive understanding of child development across multiple domains.

• Distinguish between normative and pathological behaviors in children.

• Recognize signs of emotional and developmental distress.

• Apply effective communication strategies in educational settings.

• Design preventive and therapeutic interventions to promote well-being in school contexts.

Readings/Bibliography

Mandatory texts for taking the exam:

1. INSEGNARE NELLA SCUOLA DELL'INFANZIA E PRIMARIA. Un approccio psicodinamico.

R. Agosta, G. Mancini, A. Naldi

Il Mulino, Bologna, 2021

https://www.mulino.it/isbn/9788815293732

2. STRUMENTI E PROGETTUALITÀ DELLO PSICOLOGO A SCUOLA.

Giacomo Mancini, Alessandra Naldi, Rosa Agosta

Il Mulino, Bologna, 2023

https://www.mulino.it/isbn/9788815386861

DA STUDIARE: tutto, escluso il paragrafo 5. - Tipologie di situazioni negli sportelli d’ascolto a scuola: risposte alle domande più frequenti.

3. IL DISEGNO E LA PSICOANALISI INFANTILE

Marcella Balconi e Giulia Del Carlo Giannini

Raffaello Cortina, Milano, 2024

https://www.raffaellocortina.it/autore-marcella-balconi-3006.html], Giulia Del Carlo Giannini [https://www.raffaellocortina.it/autore-giulia-del-carlo-giannini-3007.html

Optional extension text:

La mentalizzazione in neuropsichiatria infantile.

Autori Julie Achim, Karin Ensink, Alain Lebel

Raffaello Cortina editore (2023)

Course Materials and Study Recommendations

Handouts and Lecture Slides

• Purpose: These materials are provided to enhance understanding and offer additional insights into the topics covered in lectures.
• Usage: While the content of handouts and lecture slides will not be directly examined, it is strongly recommended to review them to deepen comprehension of the course material and appreciate the interconnections between various topics.
• Availability: Handouts and lecture slides will be made available to all students and should be used as supplementary resources.

Bibliographical Study Guide

• Study Approach: Students are advised to follow the outlined bibliographical material systematically.
• Initial Reading: Start with text no. 1, which serves as an introductory resource, to build a foundational understanding before progressing to more complex readings.

Summary of Recommendations

• Handouts and Slides: Review regularly to enhance understanding of lecture content and explore additional perspectives.
• Bibliographical Materials: Follow the suggested reading order, starting with the introductory text to build a solid foundation, and progressively tackle more complex materials for a comprehensive understanding of child development from multiple angles.

Notes for Students

• Integration: Use handouts and lecture slides in conjunction with bibliographical materials to develop a well-rounded understanding of course concepts.
• Examination Preparation: Focus on the main course content and lectures for examination purposes, using supplementary materials to enrich knowledge and application skills.

Teaching methods

Lectures with the use of slides during lessons (structured moments in which the lecturer's guidance supports reasoning and the learning of scientific notions).

Interactive teaching (a. open lectures aimed at allowing students ample dialogue space to foster triadic interactive configurations; b. flexible lectures aimed at encouraging student participation and promoting adaptability, accommodating new learning needs and opportunities.

Exercises: reading of clinical vignettes; group reflections and exercises on experiential themes; commentary and analysis of videos and short documentaries.

Attendance at lectures is not mandatory, but it is strongly recommended as it adds value to the learning and assessment process (during the lectures, the methods and strategies for approaching the written exam will also be discussed).

Assessment methods

Written Examination Guidelines

Exam Structure

• Format: Written test consisting of 3 open questions.
• Response Length: Answers should be concise but accurate, staying within 20/25 lines per question.
• Materials: Each student will receive one sheet of paper for their responses.
• Content Source: Questions will be derived exclusively from the textbooks listed in the bibliography and will focus on the syllabus content, not the lecture handouts.

Evaluation Criteria

• Grading Scale: The exam will be graded out of 30, with each answer evaluated on a scale from "not sufficient" to "excellent."
• Pass Mark: A minimum score of 18/30 is required to pass, with all three answers needing to be at least sufficient.
• Maximum Mark: 30/30, with the possibility of earning honors for exceptional performance.

Assessment Criteria

- Relevance, Correctness, and Completeness:

Ensure that your answer directly addresses the question.

Present accurate and complete information based on the textbooks.

- Theoretical and Methodological Depth:

Demonstrate a deep understanding of the theories and methodologies relevant to the question.

Provide insightful analysis and discussion where appropriate.

- Clarity in Expository Organization:

Organize your answers logically and coherently.

Use clear and precise language to convey your points.

- Formal and Syntactic Correctness:

Pay attention to grammar, spelling, and punctuation.

Write in a formal academic style appropriate for a written examination.

- Ability to Make Connections with Practical Examples:

Where possible, illustrate your points with relevant practical examples.

Show the application of theoretical concepts to real-world scenarios.

Time Management

• Duration: You will have 1 hour to complete the test.
• Strategy: Allocate approximately 20 minutes per question to ensure you have enough time to answer all three questions thoroughly.

Preparation Tips

Review Textbooks:

Focus on the main concepts, theories, and methodologies discussed in the textbooks listed in the bibliography.

Take notes on key points and make sure you understand the material thoroughly.

Practice Writing Concise Answers:

Practice answering potential questions within the 20/25 line limit.

Work on being concise while maintaining the depth and clarity of your answers.

Understand Evaluation Criteria:

Keep the evaluation criteria in mind while preparing and practicing your answers.

Aim to meet all the criteria to achieve the highest possible score.

Connect Theory to Practice:

Think about practical examples that illustrate the theoretical concepts you have studied.

Practice incorporating these examples into your answers to demonstrate your understanding.

By following these guidelines and thoroughly preparing, you can approach the final written examination with confidence.

Erasmus+ Study Program Students

In addition to the general requirements outlined in the call (https://www.unibo.it/it/studiare/esperienze-allestero/studiare-all-estero/erasmus), Erasmus students are expected to meet the following criteria:

• adequate proficiency in both oral and written Italian (minimum language competence level A2)

• strong motivation to attend classes (attendance is not mandatory but strongly recommended)

• basic knowledge of Clinical Psychology and Developmental Psychology.

For Erasmus students only, the final assessment consists of the submission of three documents written in Italian: a report and two annotated abstracts. All guidelines are provided in the "Useful Information" section of the faculty webpage: Guidelines for Incoming Exchange Students (ERASMUS) [https://www.unibo.it/sitoweb/giacomo.mancini7/contenuti-utili/538dc64f].

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

 

Teaching tools

In-Class Resources

Video Projector and Blackboard:

Usage: Visual aids such as video projectors and blackboards will be used to facilitate the explanation and understanding of key concepts during lectures.

Benefits: These tools enhance engagement and allow for the presentation of complex diagrams, charts, and other visual content that can aid in knowledge transfer.

Printed Materials:

Usage: Printed materials will be distributed to support in-class learning.

Benefits: These resources provide tangible references for students, reinforcing the topics covered in lectures.

Integrative Digital Teaching

Virtual Environment:

Format: Teaching resources will be uploaded in an open and articulate format to the virtual learning environment.

Accessibility: The materials are designed to support all students, including non-attending students and those with integration needs.

Content:

- Before Lectures: Resources will be made available to introduce upcoming topics, allowing students to prepare in advance.

- During Lectures: Materials will be used to encourage contextualized learning and enhance understanding of the content.

- After Teaching Units: Additional resources will be provided for further study and exploration of new meanings.

Content Scope:

- Examination: Content uploaded to the virtual environment will not be included in examination questions.

- Dissertation Support: Resources and suggestions will also be provided to assist students in writing their dissertations.

Benefits of Integrative Digital Teaching

• Inclusive Learning: Ensures that all students, regardless of attendance or individual needs, have access to essential learning materials.
• Flexible Learning: Allows students to engage with the content at their own pace and revisit materials as needed for better understanding.
• Enhanced Preparation: By providing resources before lectures, students can come prepared with background knowledge, leading to more effective in-class learning.
• In-Depth Study: Post-lecture materials encourage students to delve deeper into topics, fostering a richer understanding and ability to connect theoretical concepts to practical examples.

Summary

The integration of digital teaching methods alongside traditional in-class resources is aimed at creating a comprehensive and inclusive learning environment. By leveraging video projectors, blackboards, printed materials, and a robust virtual learning platform, students are provided with multiple avenues to grasp and engage with course content effectively. These methods ensure that all students, regardless of their circumstances, have the support they need to succeed in their studies and beyond.

Links to further information

https://www.unibo.it/sitoweb/giacomo.mancini7/contenuti-utili

Office hours

See the website of Giacomo Mancini