93511 - Theory and Clinimetric Assessment of Mental Health

Learning outcomes

By the end of the course, students will know the theoretical paradigms of mental health as a multidimensional construct and will be able to use the appropriate rating scales for a comprehensive assessment of mental health according to clinimetric criteria.

Course contents

Module of Clinical Psychology (M-PSI/08)

The course will provide students with a comprehensive overview of the following key concepts:

• Historical background and definition of mental health.
• Discriminating between positive and negative mental health.
• The concept of mental health and the continuum between psychological distress and positive affects.
• Dimensions of psychological well-being (e.g., personal growth, purpose in life, self-acceptance, positive relations with others).
• The role of psychological flexibility, self-management, resilience, frustration tolerance, and psychosocial adjustment.
• Mental health and personality traits: the role of neuroticism as a vulnerability factor.
• The transdiagnostic construct of euthymia as a unifying outlook on life leading to a balance and integration of psychic forces.
• The evolving science of clinical measurements: the clinimetric approach.
• Methodology and design of clinimetric research: evaluating clinimetric properties (e.g., sensitivity, clinical and incremental validity) of rating scales.
• Applying clinimetric principles (e.g., macro- and micro-analysis) to psychological assessment of mental health.
• Patient-reported outcomes (PROs) and the evaluation of positive mental health and quality of life.
• The role of clinical judgment in the clinical process of assessment of mental health.
• Clinician-rated scales (e.g., diagnostic interviews) and the evaluation of mental health.
• Clinical assessment of recovery and relapse prevention.

  The course will also provide students with an advanced and practical knowledge (i.e., rating scale administration, scoring, and interpretation) of the following clinimetric indices to be used for a comprehensive assessment of mental health:

• The 5-item World Health Organization Well-Being Index (WHO-5).
• The Eysenck Personality Questionnaire (EPQ).
• The Euthymia Scale (ES).
• The Hamilton Rating Scales for Depression (HAM-D).
• The Hopkins Symptom Checklist – Revised (SCL-90-R).

The course will take place during the first semester.

Readings/Bibliography

Bibliography (mandatory)

Book

• Bech, P. (2016). Measurement-based care in mental disorders. New York: Springer.

  Articles

• Carrozzino, D., Svicher, A., Patierno, C., Berrocal, C., & Cosci, F. (2019). The euthymia scale: a clinimetric analysis. Psychotherapy and Psychosomatics, 88(2), 119-121.
• Carrozzino, D., Patierno, C., Fava, G. A., & Guidi, J. (2020). The Hamilton Rating Scales for Depression: A critical review of clinimetric properties of different versions. Psychotherapy and Psychosomatics, 89(3), 133-150
• Fava, G. A., Carrozzino, D., Lindberg, L., & Tomba, E. (2018). The clinimetric approach to psychological assessment: a Tribute to Per Bech, MD (1942–2018). Psychotherapy and Psychosomatics, 87(6), 321-326.
• Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 30(7), 865-878.
• Topp, C. W., Østergaard, S. D., Søndergaard, S., & Bech, P. (2015). The WHO-5 Well-Being Index: a systematic review of the literature. Psychotherapy and Psychosomatics, 84(3), 167-176.

  Bibliography (suggested):

  Book:

• Bech, P. (2012). Clinical psychometrics. John Wiley & Sons.
• Jahoda, M. (1958). Current concepts of positive mental health. New York: Basic Books.

  Articles:

• Bech, P. (2004). Modern psychometrics in clinimetrics: impact on clinical trials of antidepressants. Psychotherapy and Psychosomatics, 73(3), 134-138.
• Bech, P. (2016). Clinimetric dilemmas in outcome scales for mental disorders. Psychotherapy and Psychosomatics, 85(6), 323-326.
• Carrozzino, D., Vassend, O., Bjørndal, F., Pignolo, C., Olsen, L. R., & Bech, P. (2016). A clinimetric analysis of the Hopkins Symptom Checklist (SCL-90-R) in general population studies (Denmark, Norway, and Italy). Nordic Journal of Psychiatry, 70(5), 374-379.
• Fava, G. A., Rafanelli, C., & Tomba, E. (2012). The clinical process in psychiatry: a clinimetric approach. The Journal of clinical psychiatry, 73(2), 177-184.
• Fava, G. A., Tomba, E., & Sonino, N. (2012). Clinimetrics: the science of clinical measurements. International Journal of Clinical Practice, 66(1), 11-15.
• Fava, G. A., & Guidi, J. (2020). The pursuit of euthymia. World Psychiatry, 19(1), 40-50.
• Wright, J. G., & Feinsten, A. R. (1992). A comparative contrast of clinimetric and psychometric methods for constructing indexes and rating scales. Journal of Clinical Epidemiology, 45(11), 1201-1218.

Teaching methods

Teaching methods will include lectures, and laboratory/practical sessions (i.e., experiential learning activities such as class discussion and presentations, group exercises, role-playing, and clinical case reports). Class attendance and active participation are highly recommended as they are essential elements in the learning process.

Assessment methods

The final exam consists of a written test (i.e., 30 multiple choice questions) followed by an oral examination only for those candidates who have passed the written test. The written test is considered passed with a final grade of at least 18/30. The highest final mark (30/30), eventually cum laude, will reflect the comprehensiveness, adequacy and full articulation of the answers. The use of books, notes or other instruments (e.g., dictionary) during the written test is not allowed. In order to attend the final examination, AlmaEsami registration is required. Those who do not succeed to register their attendance to the exam within the due date should report the problem to the didactic office promptly . It is possible to view the written test and ask questions to the teacher by appointment. Graduating students who succeed the exam and need to verbalize the grade with urgency are invited to notify the teacher by e-mail immediately after passing the test.

Teaching tools

Slides (i.e., PowerPoint presentations) and use of rating scales.

Office hours

See the website of Danilo Carrozzino