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

Assessing whether a child’s behaviour is developmental or potentially pathological requires a sound knowledge of typical development. The course therefore introduces the main physiological, psychological, psychodynamic, sociological and educational models of childhood and preadolescence.

Particular attention is given to Child Well-Being, understood as the condition in which children’s needs, emotions and vulnerabilities are recognised and contained by caring adults. When these functions are insufficient, distress may interfere with development and evolve into psychological suffering.

From a mainly psychoanalytic and psychodynamic perspective, the course examines the development of the Self, emotional regulation, autonomy and relationships with adults and peers. It also explores the role of nursery and primary schools as relational and institutional contexts, focusing on teachers, classroom dynamics and school-family relationships.

Topics include early signs of distress, family transitions, trauma, learning difficulties, special educational needs, migration, digital technologies and Trait Emotional Intelligence.

Readings/Bibliography

Required readings

1. Mancini, G., & Naldi, A. (2026). Il bambino nella scuola dell’infanzia e primaria. Modelli e interventi in ambito psicodinamico. Bologna: Il Mulino. Available from September 2026.

2. Agosta, R., Mancini, G., & Naldi, A. (2021). Insegnare nella scuola dell’infanzia e primaria. Un approccio psicodinamico. Bologna: Il Mulino.

3. Mancini, G. (2026). L’Intelligenza Emotiva di tratto. Prospettive e applicazioni per le professioni socioeducative e psicologiche. Trento: Erickson.

The whole volume must be studied, except Chapter 3. For Chapter 6, students must select one vignette for each area: Well-being, Self-regulation, Emotionality, Sociability, Self-motivation, and Adaptability.

Optional readings

– Mancini, G., Naldi, A., & Agosta, R. (2023). Strumenti e progettualità dello psicologo a scuola. Bologna: Il Mulino.

– Carone, N. (2026). Psicodinamica della genitorialità. Comprendere e sostenere i legami familiari. Milan: Raffaello Cortina.

– Eagle, M. N. (2012). Da Freud alla psicoanalisi contemporanea. Critica e integrazione. Milan: Raffaello Cortina.

Slides and materials uploaded on Virtuale will not be included in the examination, but reading them is recommended. Students should follow the order of the bibliography, beginning with Reading 1.

Reduced programmes

5 CFU:
– Mancini & Naldi (2026), entire volume.
– Mancini, Naldi & Agosta (2023), entire volume except Section 5 of Chapter 6.

3 CFU:
– Agosta, Mancini & Naldi (2021), entire volume.

Fewer than 3 CFU:
– Mancini, Righi, Trombini & Biolcati (2022), Trait Emotional Intelligence and Professional Burnout in Primary School Teachers: A Systematic Review of the Literature.

Examination format

The examination is written and consists of 3 open-ended questions.

Full programme:
– one question on each required volume.

5 CFU:
– two questions on Il bambino nella scuola dell’infanzia e primaria;
– one question on Strumenti e progettualità dello psicologo a scuola.

3 CFU:
– three questions on Insegnare nella scuola dell’infanzia e primaria.

Fewer than 3 CFU:
– one question on the review article.

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

Final written examination

The examination consists of a written test comprising three open-ended questions based exclusively on the topics included in the syllabus and on the textbooks listed in the bibliography. Lecture notes and slides will not be included in the examination.

Answers must be concise, accurate and relevant, within an indicative limit of 25–30 lines for each question. Each student will be provided with one examination sheet only.

Examples of open-ended questions are available in the “Useful Content” section of the lecturer’s webpage.

Duration: 60 minutes.

Assessment criteria

The final mark is expressed on a scale of 30. Each answer will be assessed according to:

– relevance, accuracy and completeness of the content;

– level of theoretical and methodological understanding;

– clarity and organisation of the answer;

– formal, lexical and syntactic accuracy;

– ability to establish connections and provide practical examples.

The examination is passed with a minimum mark of 18/30, provided that all three answers are assessed as satisfactory. The highest mark is 30/30. Honours may be awarded when all answers receive the highest score and the overall examination demonstrates outstanding maturity, critical thinking and quality.

Erasmus+ Study Programme students

In addition to the general requirements of the Erasmus+ programme, incoming students are expected to have:

– written and spoken Italian proficiency of at least CEFR level A2;

– strong motivation to attend classes; attendance is not compulsory but is strongly recommended;

– basic knowledge of Clinical Psychology and Developmental Psychology.

For Erasmus+ students only, the final assessment consists of an individual written paper in Italian.

Full instructions are available at:

Guidelines for Incoming Exchange Students (ERASMUS)
https://www.unibo.it/sitoweb/giacomo.mancini7/contenuti-utili/538dc64f

Title of the paper

The EMOCREA Project: Emotional Education and Creativity at School. A Theoretical Analysis and Reflection on an Educational Experience in the Student’s Home Country

The paper must be at least five pages long, excluding the title page, table of contents, bibliography and any appendices.

Students must present the EMOCREA project and connect its principles, methodologies, tools and activities to an internship, work or observation experience carried out in a school setting in their home country.

The project is associated with the EMOCREA-ULL group at the Universidad de La Laguna in Tenerife, coordinated by Professor Antonio F. Rodríguez Hernández. The group conducts research, training and assessment activities in the field of emotional and creative education in schools in the Canary Islands.

Official project website:
https://emocrea-ull.com/

Structure of the paper

Introduction

Presentation of the topic, objectives and organisation of the paper.

Theoretical framework

Description of the EMOCREA project, its aims, theoretical foundations, methodologies, tools and main educational and workshop activities.

Analysis of a school experience

Description and analysis of an internship, work or observation experience carried out in a nursery, primary or secondary school in the student’s home country. The experience must be interpreted using the concepts and methodologies presented in the theoretical section.

Conclusions

Personal reflection on the applicability of the EMOCREA model, possible cultural differences and potential educational implications.

Bibliography and web references

At least five sources must be consulted and presented according to a consistent citation style, preferably APA. Information about the EMOCREA project must be primarily obtained from the official website.

Ethical guidelines

The paper must protect the confidentiality of all individuals involved. The names of schools, teachers, pupils and families must be omitted or replaced with pseudonyms.

Photographs, personal data or information that could make minors or institutions identifiable must not be included.

Students with disabilities or specific learning disorders

Students with disabilities or specific learning disorders are advised to contact the relevant University Service well in advance:

https://site.unibo.it/studenti-con-disabilita-e-dsa/it

Any adjustments proposed by the Service must be submitted to the lecturer for approval at least fifteen days before the examination and will be assessed in relation to the course learning objectives.

Use of generative Artificial Intelligence

During study activities, generative Artificial Intelligence tools may be used as a support, provided that they are used responsibly, critically and with independent verification of the reliability of the information produced.

During the standard written examination, the use of generative Artificial Intelligence in any form is prohibited.

For the Erasmus+ paper, such tools may be used exclusively to support bibliographic research and translation into Italian. They may not be used to generate, develop, rework or correct the content of the paper.

Any unauthorised use constitutes a breach of academic integrity and will be dealt with in accordance with University regulations.

 

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.

Links to further information

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

Office hours

See the website of Giacomo Mancini