B6431 - WELLBEING INTERVENTIONS IN CLINICAL PSYCHOLOGY

Learning outcomes

By the end of the course, students: know evidence-based interventions aimed at improving well-being, their mechanisms of action, potential beneficial and adverse effects; -are able to evaluate the efficacy of well-being interventions and plan research and intervention projects to reduce risk in populations with unhealthy lifestyle and promote adaptation and self-management in patients with chronic and progressive diseases.

Course contents

1) The initial psychological interview for well-being interventions.

2) Attending and listening skills for well-being interventions.

3) The use of questions during clinical interviewing.

4) Person-centered interview for well-being interventions.

5) The use of Rational Emotive Behavior Therapy (REBT) for well-being interventions.

6) Conceptual and methodological principles of Cognitive-Behavior Therapy (CBT) for well-being interventions.

7) Conceptual and methodological principles of Gestalt Therapy for well-being interventions.

8) Schema Therapy for well-being interventions.

10) A brief introduction to Interpersonal Psychotherapy and Acceptance and Commitment Therapy and their potential utility for well-being interventions.

11) Logotherapy for well-being interventions.

Readings/Bibliography

The following readings are required to achieve expected learning outcomes:

1) Wright, J. H., Brown, G. K., Thase, M. E., & Basco, M. R. (2017). Learning cognitive-behavior therapy: An illustrated guide. Arligton: American Psychiatric Association Publishing, limited to chapters 1 (Basic Principles of Cognitive-Behavior Therapy), and 5 (Working With Automatic Thoughts).

2) John Sommers-Flanagan & Rita Sommers-Flanagan: Clinical Interviewing, limited to chapters 1 (Introduction), and 3 (Basic Attending, Listening, and Action Skills).

3) John Sommers-Flanagan & Rita Sommers-Flanagan: Counseling and Psychotherapy Theories in Context and Practice, limited to chapters 5 (Person-Centered Theory and Therapy), and 6 (Gestalt Theory and Therapy).

4) Young E. Jeffrey, Klosko S. Janet, Weishaar E. Marjorie (2003). Schema Therapy: A Practitioner's Guide, limited to chapter 1 (Schema Therapy: Conceptual Model).

5) Manfred Hillmann. Chapter 18: Viktor E. Frankl's Existential Analysis and Logotherapy.

Additional readings will be suggested during classes.

Teaching methods

Academic lectures and practical teaching methods will be used to foster cognitive and emotional learning experiences.

Cooperative teaching methods will be adopted and include “learning by doing” (e.g., role-playing, workgroup activities/presentations, and video illustrations).

Class attendance and active participation are required since they are essential elements to achieve expected learning outcomes.

Classes will be in-person and take place during the first semester (Academic Year 2026-2027). Place: Bologna, Department of Psychology “Renzo Canestrari”, University of Bologna.

Assessment methods

The final exam is an interview.

Students will complete an oral exam with questions, which are concerned with different approaches of well-being interventions in clinical psychology.

The acquired knowledge will be evaluated based on the extent to which answers are adequate and comprehensive.

Critical thinking and clinical reasoning will also be evaluated during the interview.

The highest score (i.e., 30 cum laude) will be assigned to students demonstrating not only an extensive knowledge of the topic but also the ability to provide an answer based on their critical thinking and clinical reasoning.

The use of artificial intelligence, books, notes and slides is not allowed during the final exam.

Grading criteria

- 18-19 Points: Basic preparation on a very limited number of topics covered in the course, with analytical skills developing primarily under the professor’s guidance. Language expression is overall correct.

- 20-24 Points: Preparation on a limited number of topics covered in the course, with independent analytical skills restricted to routine tasks. Language expression is correct.

- 25-29 Points: Preparation on a wide range of topics covered in the course, demonstrating the ability to make independent critical analyses and a mastery of specific terminology.

- 30-30L Points: Comprehensive preparation on the topics covered in the course, exhibiting the ability to make independent critical analyses and syntheses, full mastery of specific terminology, as well as the capability to argue and engage in self-reflection.

For students with disabilities (whether permanent or temporary), SLD, ADHD or other special educational needs related to learning disorders

To ensure equal learning opportunities, University services are available which offer support for students with disabilities and learning disorders, from the moment they are admitted to the University and throughout their studies.

This service addresses all students with disabilities (whether permanent or temporary), SLD, ADHD or other special educational needs related to learning disorders.

The Service supports all students experiencing a disadvantage such as to make them unable to avail fully of the educational, relational and personal growth opportunities offered by the University due to a disability, a learning disorder, a congenital or acquired pathology, or a temporary injury.

The guiding principle underlying the Service is to guarantee equal study opportunities for all, promoting the greatest possible degree of participation and autonomy of each student.

To request specific services and to apply for adaptations to teaching activities, students need to provide the Service with the certification attesting to their disability under Italian Law 104/92, and/or legal disability or SLD diagnosis under Italian Law 170/2010, or any other specialized documentation attesting to a particular pathology or disorder. They will then need to attend an introductory meeting with a member of the Service staff in order to provide more information on their particular needs and identify relevant measures and aids.

The Service can also provide support in assessing the advisability of applying for disability certification under Law 104 or diagnosis of a specific learning disorder as an opportunity to protect the student's rights and as a means of applying compensatory measures guaranteeing equal access to higher education and equal opportunities towards obtaining a degree.

For further information regarding the University Service for students with disabilities and SLD, please visit the following website:

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

Students with learning disorders and\or temporary or permanent disabilities can contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible so that they can propose acceptable adjustments. 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, taking into account the teaching objectives.

Teaching tools

PowerPoint presentations, scientific articles, book chapters, worksheets, and video illustrations will be used during classes.

For additional details, please send an email to:

danilo.carrozzino@unibo.it

The study material of Well-Being Interventions in Clinical Psychology will be uploaded online using the Unibo application (i.e., Virtuale).

Office hours

See the website of Danilo Carrozzino