12612 - Psychopathology of Development

Learning outcomes

At the end of the course the student will:

1. know the key concepts of psychopathology that may occur during childhood
2. understand the communicative meaning of psychopathological symptoms
3. be able to predict and manage any aggressive, addiction, self-harm behavior
4. be able to readily recognize major symptoms of discomfort
5. be able to address and manage psychological problems in the classroom, thus enhancing one’s ability to guide relational dynamics amongst children through specific use of teamwork

Course contents

Aims and Contents

The primary goal of this course is to begin to answer one fundamental question: how can knowledge of normative development inform our efforts to elucidate the etiology of psychopathology, to assess and classify psychopathology, and to develop effective treatments for disorders (especially in children)?

Understanding of normal developmental processes and outcomes is essential for understanding and treating abnormal behavior in children.

That is, psychologists establish a deeper understanding of both normal and abnormal development when each is viewed in the context of the other. Students receive broad training in theory and research in both clinical and developmental psychology.

We will consider the relationships between the fields of developmental psychology (the study of normative social, emotional, cognitive development, etc.) and clinical psychology (the studies of psychopathology, assessment, and behavior change). Developmental psychopathology represents the contributions of principles of normative development to the understanding of the origins and path of individual patterns of adaptation and maladaptation and behavior change

The course will provide theoretical perspectives as well as exposure to relevant research and consideration of clinical issues. A major emphasis will be on studies of risk, competence, and protective factors as basic concepts for the study of developmental psychopathology. You will be encouraged to think creatively about the opportunities provided by the developmental psychopathology perspective especially in the context of Kindergarten and Primary School.

Program

Theoretical models in child psychopathology
The importance of context for the understanding of healthy and maladaptive behaviours
Define and classify psychopathology
Diagnosis in children: Limits and potential
The Mind-Body connection - Emotions and mental health
The main diagnostic systems in developmental psychopathology
Diagnosis, assessment, therapeutic intervention
The observation of the child
Parental relationship and child development
Major clinical diseases
Emotional intelligence in children (theoretical implications, research and methodological tools)
Classroom management: emotional aspects in the relationship between teacher and pupils
Preventing burnout among teachers

Readings/Bibliography

1. MANUALE DIAGNOSTICO PSICODINAMICO PDM-2 0-18 Infanzia e Adolescenza.

A cura di Vittorio Lingiardi, Nancy Mc Williams, Anna Maria Speranza

Raffaello CortinaEditore, Bologna, 2017

DA STUDIARE: tutto, esclusa la sezione III - Adolescenza.

2. INSEGNARE ALLA SCUOLA DELL'INFANZIA E PRIMARIA. Un approccio psicodinamico.

R. Agosta, G. Mancini, A. Naldi

Il Mulino, Bologna, 2021

3. STRUMENTI E PROGETTUALITÀ DELLO PSICOLOGO A SCUOLA.

Giacomo Mancini, Alessandra Naldi, Rosa Agosta

Il Mulino, Bologna, 2023

4. Lecture slides

These will not be the object of exam questions, but students are nevertheless advised to read them in order to better understand the links among the different books.

Teaching methods

Besides the lectures, some exercises will be carried out (paper-pencil, role-playing, comments to video movies...) in order to illustrate certain aspects of Developmental Psychopathology.

Assessment methods

Test:

Written test with 3 open questions to be answered in a concise but accurate and punctual way, remaining within the limit of 20 lines for each question. Each student will have a protocol sheet available.
The open questions will focus on topics selected exclusively from the textbooks and not from the lecture notes.

Examples:

Anxiety disorder: definition, etiopathogenesis, course and prognosis.
The consequences of parental conflict on the development of the child.
The tasks of the psycho-social team in assisting children.
Maltreatment in the educational relationship.
The Emotional Intelligence trait model (definition and evaluation tools).
Emotional Competence and social relations: results of main research.

Evaluation Criteria:

Assessment in thirtieth (30 points scale).
Pass is 18/30, while the maximum mark is 30/30, to which the Laude may be added. Each of the three answers must get a minimum of 6/10 points.

Each response will be assessed on a scale of 1 to 10 on the basis of:

• relevance, correctness and completeness of the concepts set out above;
• their theoretical and methodological analysis;
• clarity in the organisation;
• formal and syntactic correctness of the text;
• ability to make connections with practical examples.

Total available time: 1 h.

Students included in the Erasmus program must follow different guidelines for the final test.

See in the lecturer's website:

https://www.unibo.it/sitoweb/giacomo.mancini7/useful-contents/538dc64f

Teaching tools

Lessons will be accompanied by PowerPoint slides.

Teaching resources are uploaded to the Virtual environment to support all students in their learning activities and in preparation for the written test.

Content uploaded to Virtual will not be subject to exam questions.

In addition, materials and suggestions are made available to support thesis writing.

Office hours

See the website of Giacomo Mancini