73320 - TECNICHE DI INTERVENTO NELLE DIPENDENZE PATOLOGICHE

Learning outcomes

The student, at the end of the course must have a knowledge of the main strategies of intervention in various forms of addiction, particularly psychoactive substances addiction, with a view to promoting health and preventing "consumopatia" today targeted at pre-adolescence and adolescence in the first place, with an attention to the psychoeducational projects for addicted. The course will provide theoretical and practical knowledge based to prevent and intervene in an integrated way in the psychopathology of pathological addictions to achieve professional competence necessary for the treatment of pathological dependencies in psychosocial context.

Course contents

By the end of the course, students will have acquired knowledge of the major theoretical models and intervention strategies for both substance-related and behavioural addictions. The course addresses addictions involving psychoactive substances (including alcohol, heroin, and cocaine) as well as behavioural addictions, such as eating disorders, gambling disorder, and technology-related addictions, within a health promotion and prevention framework aimed at addressing contemporary patterns of excessive and maladaptive consumption across different population groups.


The course is designed to provide students with the fundamental theoretical and practical knowledge required to prevent and address addictive disorders through an integrated biopsychosocial approach. It aims to develop the professional competencies necessary for prevention, intervention planning, treatment, and rehabilitation in the field of addiction.


Course Contents
- An overview of contemporary perspectives on substance use as a theoretical framework for understanding addictive behaviours.
- Planning and designing prevention and intervention programmes for substance-related and behavioural addictions.
- Developmental psychopathology in adolescence, with particular attention to: substance use and misuse; risk and protective factors for behavioural addictions; feeding and eating disorders; technology-related addictions;gambling disorder.
- Treatment and rehabilitation of addictive disorders in adulthood, including the main evidence-informed intervention strategies:
treatment of cocaine addiction;
- Therapeutic communities and modified therapeutic communities for specific target populations;
- Harm reduction approaches;
- Helping relationships and motivational interviewing;
- Psychoeducational group interventions in addiction treatment.


Particular emphasis will be placed on the following topics:


Cocaine addiction; Dual diagnosis; The role of group interventions in addiction treatment.


To foster the development of transferable professional skills in helping relationships, students will participate in simulated motivational interviewing sessions and an experiential group session.

Readings/Bibliography

Bibliography for the exam:

Psicologia clinica e psicopatologia per l'educazione e la formazione (2009), Pani R., Biolcati R., Sagliaschi S., Il Mulino, Bologna (Cap. 3, 5, 8, 9).

Cocaina. Consumo, psicopatologia, trattamento (2009), Rigliano P., Bignamini E., Cortina, Milano (Cap. 1, 4, 6, 9).

Quale omogeneità nei gruppi?. Vasta, F. G., Girelli, R., & Gullo, S. (2013). Quale omogeneità nei gruppi. Alpes, Roma (Cap. 1, 3, 5, 6, 8, 12, 16, 20, 22).

For students in ERASMUS program:

1. Biolcati, Roberta; Passini, Stefano; Pupi, Virginia, The role of video gaming motives in the relationship between personality risk traits and Internet Gaming Disorder «JOURNAL OF GAMBLING ISSUES», 2021, 46, pp. 221 - 241. https://doi.org/10.4309/jgi.2021.46.12
2. Biolcati, R; Mancini, G; Andrei, F; Trombini, E, Trait emotional intelligence and eating problems in adults: associations with alexithymia and substance use «MEDITERRANEAN JOURNAL OF CLINICAL PSYCHOLOGY», 2021, 9, pp. 1 - 16
3. Biolcati R.; Mancini G.; Villano P., ‘And yet I’m an adult now’. The influence of parental criticism on women’s body satisfaction/dissatisfaction during emerging adulthood «INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH», 2020, 25, pp. 599 - 608
   https://doi.org/10.1080/02673843.2019.1699433

 

Bibliography suggested

Eroina. La malattia degli oppioidi nell’era digitale. Giancane S. (2014). Torino: Gruppo Abele.

Un, due, tre stella! Storie di donne e di ordinaria violenza.
Guarini Antonia, 2016, Poiesis (Alberobello).

Le dipendenze senza droghe. Shopping compulsivo, internet e gioco d'azzardo (2006), Pani R., Biolcati R., Utet, Torino.

Le compulsioni psicopatologiche. Tra controllo degli impulsi e dipendenza (2014), Pani R., Sciuto A., FrancoAngeli, Milano.

Dinamiche e strategie del colloquio clinico (2006), Pani R., Sagliaschi S., Carocci, Roma.

Teaching methods

Teaching is delivered through a combination of lectures, group discussions of clinical cases, and seminars led by invited experts with experience in the design and implementation of prevention and intervention programmes in the field of addictive disorders.

To promote the development of professional and transferable skills, students will also participate in simulated motivational interviewing sessions and an experiential analytic psychodrama group session.

Assessment methods

The final assessment consists of an oral examination with three questions, one on each of the required course texts listed in the examination bibliography.

Students are expected to demonstrate:

• a sound knowledge of the required reading materials;
• the appropriate use of specialized disciplinary terminology;
• a critical and in-depth understanding of the psychodynamic aspects of addictive disorders as a key framework for designing effective educational and preventive interventions.

Assessment will also take into account students' ability to integrate theoretical knowledge with professional practice, critically discuss the topics covered during the course, and apply concepts to educational and clinical contexts.

Assessment for Erasmus Students

Students participating in the Erasmus Programme will take an oral examination consisting of three questions, one on each of the following research articles:

1. Biolcati, R., Passini, S., & Pupi, V. (2021). The role of video gaming motives in the relationship between personality risk traits and Internet Gaming Disorder. Journal of Gambling Issues, 46, 221–241. https://doi.org/10.4309/jgi.2021.46.12
2. Biolcati, R., Mancini, G., Andrei, F., & Trombini, E. (2021). Trait emotional intelligence and eating problems in adults: Associations with alexithymia and substance use. Mediterranean Journal of Clinical Psychology, 9, 1–16.
3. Biolcati, R., Mancini, G., & Villano, P. (2020). ‘And yet I’m an adult now’: The influence of parental criticism on women’s body satisfaction/dissatisfaction during emerging adulthood. International Journal of Adolescence and Youth, 25, 599–608. https://doi.org/10.1080/02673843.2019.1699433

Teaching tools

Teaching is supported by lecture slides and practical learning activities, including group discussions of clinical cases, simulated motivational interviewing sessions, and an experiential analytic psychodrama group session.

To complement the course content on technology-related addictions, students may also access the following MOOC for further personal study. Upon successful completion, participants are awarded a University Open Badge:

https://book.unibo.it/courses/course-v1:Unibo+DEH6+aa_24-25/about

Participation in the MOOC is optional and is not required for the course 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.

Office hours

See the website of Roberta Biolcati