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

Definition and framing of Clinical Psychology as an applied field of research and intervention.
The main theoretical paradigms of reference in Clinical Psychology.
Key concepts for understanding psychopathology.
Psychological distress in developmental age.
The educator in adolescent mental distress (substance use and abuse, eating disorders, self-harm and attempted suicide, behavioral addictions).
The main forms of mental disorders in adulthood.
The educator and the interview in the helping relationship.
The educator, the group and supervision at work.
Emotional mind and emotional intelligence: theoretical framework, research perspectives and application.
Institutional mind and the educational profession.

Readings/Bibliography

Bibliography for taking the exam:

A. Pani R., Biolcati R., Sagliaschi S. (2009). Clinical psychology and psychopathology for education and training, Il Mulino, Bologna.

To study:

Chapter 1: all contents
Chapter 3: all contents
Chapter 4: paragraphs 1,2,3,4,17
Chapter 5: all contents
Chapter 8: all contents
Chapter 9: all contents

B. Mancini G., Biolcati R., Crocetti G. (eds.) (2020). The Emotional Mind. The contribution of clinical psychology, pedagogy and education, Aracne editrice, Rome. In teaching materials under NOTICE the study guide to the text.

To study:

Introduction Part I
Emotional Mind, Trait Emotional Intelligence and related constructs.
The functions of the Emotional Mind in the child care relationship.
Emotional Mind and family context.
Introduction Part III
Analytical psychodrama in psychosocial training.
Balint groups and teacher training.


C. Mancini, G., Biolcati, R., Pupi, V., Andrei, F., La Grutta, S., Baido, R. L., & Trombini, E. (2018). Nutrition and eating disorders in males: an overview of research from 2007-2017. Journal of Psychiatry, 53(4), 177-191.

Teaching methods

Lectures, interactive teaching, role-playing, exercises, discussion of clinical cases.

Assessment methods

The final examination consists of a written test consisting of three open questions (one on the textbook, one on the monograph and one on the review) to be answered concisely but exhaustively and punctually, keeping within the limit of 20/25 lines for each answer.


A pass mark is achieved with 18/30, provided that all three answers are sufficient. Honours are obtained by scoring the maximum mark in each open question and by demonstrating particular maturity and brilliance in all three answers.


Indicators contributing to the assessment include: detailed knowledge of the content of the examination texts (parts indicated in the bibliography), ownership of language, relevance to the required topic, critical reflection on concepts relating to educational and community contexts.


A time of 1 hour will be allowed for the examination. Registration for the examination takes place on Alma Esami, where grades will be recorded.


Please present yourself at the exam with your university badge for recognition.



For students placed in the Erasmus program:

Oral exam with 3 questions on the following course material:

1 Book (two questions):

A. Pani R., Biolcati R., Sagliaschi S. (2009). Clinical psychology and psychopathology for education and training, Il Mulino, Bologna.

To study

Chapter 3: all contents
Chapter 5: all contents
Chapter 8: all contents
Chapter 9: all contents

2. Paper (1 question)

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

Teaching tools

Slides will be made available in the teaching materials.

Office hours

See the website of Roberta Biolcati

See the website of Giacomo Mancini