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) Psychological interviewing for well-being interventions.

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

3) The use of questions during clinical interviewing.

4) Person-centered approaches 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 utility for well-being interventions.

11) Logotherapy for well-being interventions.

Readings/Bibliography

The following readings are mandatory:

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), 3 (Basic Attending, Listening, and Action Skills) and 4 (Directives: Questions and Action Skills).

3) John Sommers-Flanagan & Rita Sommers-Flanagan: Counseling and Psychotherapy Theories in Context and Practice, limited to chapter 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.

Teaching methods

Classes will be in-person. Academic lectures will be combined with practical and discussion sessions to favor critical thinking and foster clinical reasoning. Cooperative teaching methods will be adopted and include “learning by doing” (i.e., role-playing, and workgroup presentations). Class attendance and active participation are required since they are essential elements to achieve expected learning outcomes.

Assessment methods

The exam, which consists of an interview, will be scheduled at the end of the course. Students will complete an oral exam with questions that are concerned with 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 books, notes and slides is not allowed during the exam.

Teaching tools

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

For further information regarding the course of "Well-Being Interventions in Clinical Psychology", please send an email to: danilo.carrozzino@unibo.it

UNIVERSITY SERVICE FOR STUDENTS WITH DISABILITIES AND SLD

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

Office hours

See the website of Danilo Carrozzino