03084 - Clinical Psychology

Learning outcomes

Upon completion of the course, the student: - masters some key concepts such as that of disturbance, perturbation or relational disorder in developmental age, adolescence and adulthood; - understands the communicative meaning of the psychopathological symptom; - knows the theories and techniques of group management; - knows how to foresee and manage possible aggressive, addictive, self-injurious behaviors, from an educational design perspective; - knows how to observe some dynamics of distress and report them in integrated work with other professionals; - possesses communication skills to deal with and manage the psychological problems of users by exploiting the potential of the interview in the helping relationship; - is able to conduct individual interviews and group work.

Course contents

For future educators, it is essential to become familiar with key concepts in psychopathology, including the definition of mental disorder, the continuum between normality and psychopathology as a framework for understanding psychological distress, and the historical and cultural relativity of mental illness as a fundamental paradigm for interpreting the variability of symptom presentation and the evolution of clinical classifications across time and contexts. A sound knowledge of psychopathology enables educators to share a common professional language and conceptual framework with other healthcare and educational professionals. While educators are not expected to make clinical diagnoses, they should be able to recognize signs of psychological distress and approach individuals in ways that are appropriate to their psychological functioning and specific needs. Understanding psychopathology also enhances educators' ability to interpret individuals' life experiences, understand the psychological reality of others, and design educational interventions tailored to the personal, psychological, contextual, and experiential characteristics of the people they support.

Course Contents

• Definition and scope of Clinical Psychology as a field of research and professional practice.
• Major theoretical paradigms in Clinical Psychology.
• Key concepts for understanding psychopathology.
• The educator's role in adolescent mental health, with particular reference to substance use and misuse, eating disorders, self-harm and suicidal behaviour, and behavioural addictions.
• The main forms of mental disorders in adulthood.
• The helping relationship: interviewing skills and communication in educational practice.
• Mental health and psychological disorders in childhood and adolescence.
• Trait Emotional Intelligence: theoretical framework, current research perspectives, and practical applications.
• The educator, group work, and professional supervision.
• Institutional dynamics and organizational functioning in educational settings.

Course Structure

Module I focuses primarily on the key concepts required to understand psychopathology, with particular attention to adolescence and adulthood.

Module II focuses on childhood and adolescence, with particular emphasis on Trait Emotional Intelligence as both a protective factor for mental health and a core competence to be developed by educational professionals.

Across both modules, practical sessions are devoted to the development of transferable professional skills through simulated helping interviews and small-group analytic psychodrama activities.

Readings/Bibliography

Required Reading for the Examination

1. Pani R., Biolcati R., Sagliaschi S. (2009). Psicologia clinica e psicopatologia per l'educazione e la formazione, Il Mulino, Bologna.

Study only the following chapters/sections:

• Chapter I. La psicologia clinica nella pratica educativa – entire chapter
• Chapter III. La conoscenza della psicopatologia nel processo educativo – entire chapter
• Chapter V. L'educatore e il disagio psichico dell'adolescente – entire chapter
• Chapter IX. Lavoro di équipe e importanza del gruppo – entire chapter

2. Mancini G. (2026). L'INTELLIGENZA EMOTIVA DI TRATTO. Prospettive e applicazioni per le professioni socioeducative e psicologiche, Edizioni Erickson, Trento.

Study guidelines:

• Chapter 1: Focus on the main theoretical models of Emotional Intelligence (trait and ability) and related psychological constructs (Competenza Emotiva, Mentalizzazione, Consapevolezza Emotiva, and Mente Emozionale).
• Chapter 2: Pay particular attention to the Trait Emotional Intelligence model and its four main factors (Benessere, Gestione di sé, Emozionalità, and Socievolezza).
• Chapters 3 and 4 (research studies): Choose one chapter only and one developmental stage only (adulthood, childhood, or adolescence), according to your interests.
• Chapter 5: Focus on the connections between Trait Emotional Intelligence and psychoanalytic/psychodynamic theory.
• Chapter 6: Select one vignette for each of the following areas: benessere, autoregolazione, dimensione affettiva, socialità, automotivazione, and adattabilità.
• Chapter 7 will not be included in the examination.

3. One clinical case selected from the following book:

Lancini, M. (2020). Il ritiro sociale negli adolescenti: la solitudine di una generazione iperconnessa. Raffaello Cortina Editore.

Study guidelines:

Students are required to select one clinical case, either from Chapter 12 or from one of the cases presented elsewhere in the book, and analyze the situation of social withdrawal in light of the theoretical framework discussed in the text.

 

Teaching methods

Attendance is not compulsory, but it is strongly recommended, as it represents significant added value for both the learning process and exam preparation. During the lectures, students will also receive guidance on the format of the written examination and effective strategies for preparing for it.

Teaching methods include lectures, interactive learning activities, role-playing exercises, practical workshops, and discussions of clinical cases.

Assessment methods

The final examination consists of a written exam comprising three open-ended questions, one based on each of the required course texts. Students are expected to provide concise, comprehensive, and accurate answers, within a maximum of 25–30 lines (approximately one side of a standard examination sheet) for each response.

A passing grade (18/30) is awarded only if all three answers meet the minimum standard of sufficiency.

Honours (30 cum laude) are awarded to students who achieve the highest score on each question and demonstrate outstanding analytical ability, critical thinking, and overall excellence across all three responses.

Assessment is based on the following criteria:

• thorough knowledge of the required examination materials (as specified in the syllabus);
• appropriate use of disciplinary terminology;
• relevance and accuracy in addressing the questions;
• ability to critically reflect on concepts related to educational and community settings.

Students are given 60 minutes to complete the examination.

Students must bring their University ID card (badge) for identification purposes.

Registration for the examination takes place through AlmaEsami, where final grades will also be recorded.

Examination results are normally published on AlmaEsami within 7–10 days. Students with documented reasons for requiring earlier notification of their results are invited to inform the instructor at the time of the examination.

Students with Specific Learning Disorders (SLD) or Disabilities

Students with Specific Learning Disorders (SLD) or disabilities are encouraged to contact the University's dedicated support service well in advance:
https://site.unibo.it/studenti-con-disabilita-e-dsa/it

The University Support Service will propose any appropriate accommodations. These arrangements must be submitted to the course instructor at least 15 days before the examination for approval, in accordance with the learning objectives of the course.

Academic Integrity and the Use of Artificial Intelligence

The use of generative Artificial Intelligence (AI) during assessment is strictly prohibited. Any use of generative AI in the examination constitutes a violation of the University's academic integrity policy.

Assessment for Erasmus Students

Students participating in the ERASMUS PROGRAMME will take an oral examination (in Italian or English) consisting of three questions based on the following course materials.

1. Textbook (two questions)

Pani R., Biolcati R., Sagliaschi S. (2009). Psicologia clinica e psicopatologia per l'educazione e la formazione. Il Mulino, Bologna.

The examination covers the following chapters:

• Chapter III. La conoscenza della psicopatologia nel processo educativo – entire chapter.
• Chapter V. L'educatore e il disagio psichico dell'adolescente – entire chapter.
• Chapter VIII. Promozione del benessere e prevenzione – entire chapter.
• Chapter IX. Lavoro di équipe e importanza del gruppo – entire chapter.

2. Research article (one question)

Biolcati, R., Mancini, G., Pupi, V., & Mugheddu, V. (2018). Facebook Addiction: Onset Predictors. Journal of Clinical Medicine, 7(6), 118. https://doi.org/10.3390/jcm7060118

 

Teaching tools

Teaching is supported through the use of multimedia presentations, a whiteboard, and printed materials designed to facilitate learning and knowledge acquisition.

As part of the University's blended learning approach, additional learning resources are made available through the Virtuale online learning platform. These resources are provided in an open and accessible format to support students throughout the learning process and in preparation for the written examination.

Course materials are uploaded by the instructor:

• before lectures, to introduce upcoming topics;
• during the teaching activities, to support contextualized learning;
• after each teaching unit, to encourage further study, critical reflection, and independent exploration.

These online resources are intended to support all students, particularly those who are unable to attend classes regularly or who require additional learning opportunities, thereby promoting an inclusive learning environment.

Materials uploaded to Virtuale are supplementary resources and will not be directly assessed in the final examination.

In addition, guidance materials and resources to support the preparation of the Bachelor's thesis are made available to students through the online platform.

Office hours

See the website of Roberta Biolcati

See the website of Giacomo Mancini