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

1) Clinical Psychology and psychological well-being: conceptual and methodological principles.

2) Psychological assessment of subjective well-being.

3) The science of clinimetrics.

4) Clinimetric criteria for Patient-Reported Outcome Measures (PROMs).

5) Psychological distress: the concept and its clinical assessment.

6) Subjective pain: conceptualizations and assessment instruments.

7) Demoralization and its clinical distinction from unipolar depression.

8) The clinimetric domain of Psychosomatics.

9) The clinimetric domain of Clinical Pharmacopsychology.

Readings/Bibliography

The following readings are required to achieve expected learning outcomes:

1) Carrozzino, D., Christensen, K. S., Guiducci, S., Marangoni, A., Romanazzo, S., & Cosci, F. (2025). The assessment of psychological well-being in systemic sclerosis: a clinimetric validation. BMC Psychology, 13(1), 498.

2) Carrozzino, D., Patierno, C., Guidi, J., Montiel, C. B., Cao, J., Charlson, M. E., ... & Fava, G. A. (2021). Clinimetric criteria for patient-reported outcome measures. Psychotherapy and Psychosomatics, 90(4), 222-232.

3) Carrozzino, D., Patierno, C., Pignolo, C., & Christensen, K. S. (2022). The concept of psychological distress and its assessment: A clinimetric analysis of the SCL-90-R. International Journal of Stress Management, 30(3), 235-248.

4) De Figueiredo, J. M. (1993). Depression and demoralization: phenomenologic differences and research perspectives. Comprehensive Psychiatry, 34(5), 308-311.

5) Fava, G. A., Cosci, F., & Sonino, N. (2017). Current psychosomatic practice. Psychotherapy and Psychosomatics, 86(1), 13-30.

6) Fava, G. A., Tomba, E., & Bech, P. (2017). Clinical pharmacopsychology: conceptual foundations and emerging tasks. Psychotherapy and Psychosomatics, 86(3), 134-140.

7) Meerwijk, E. L., & Weiss, S. J. (2011). Toward a unifying definition of psychological pain. Journal of Loss and Trauma, 16(5), 402-412.

Scientific articles will be discussed and reviewed during classes not only to facilitate the co-construction of knowledge but also to enhance critical thinking and clinical reasoning.

Additional references will be suggested during classes.

Teaching methods

Academic lectures and practical teaching methods will be used to foster cognitive and emotional learning experiences.

Cooperative teaching methods will be adopted and include “learning by doing” (e.g., role-playing, workgroup activities/presentations, and video illustrations).

Class attendance and active participation are required since they are essential elements to achieve expected learning outcomes.

Classes will be in-person and take place during the first semester (Academic Year 2026-2027). Place: Bologna, Department of Psychology “Renzo Canestrari”, University of Bologna.

Assessment methods

The final exam is an interview.

Students will complete an oral exam with questions, which are concerned with psychological well-being, clinimetrics, patient-reported outcome measures, psychological distress, mental pain, demoralization, depression, psychosomatics, clinical pharmacopsychology.

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 artificial intelligence, books, notes and slides is not allowed during the final exam.

Grading criteria

- 18-19 Points: Basic preparation on a very limited number of topics covered in the course, with analytical skills developing primarily under the professor’s guidance. Language expression is overall correct.

- 20-24 Points: Preparation on a limited number of topics covered in the course, with independent analytical skills restricted to routine tasks. Language expression is correct.

- 25-29 Points: Preparation on a wide range of topics covered in the course, demonstrating the ability to make independent critical analyses and a mastery of specific terminology.

- 30-30L Points: Comprehensive preparation on the topics covered in the course, exhibiting the ability to make independent critical analyses and syntheses, full mastery of specific terminology, as well as the capability to argue and engage in self-reflection.

For students with disabilities (whether permanent or temporary), SLD, ADHD or other special educational needs related to learning disorders

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

Students with learning disorders and\or temporary or permanent disabilities can contact the office responsible (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible so that they can propose acceptable adjustments. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, taking into account the teaching objectives.

Teaching tools

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

For additional details, please send an email to:

danilo.carrozzino@unibo.it

The study material of Theory and Clinimetric Assessment of Mental Health will be uploaded online using the Unibo application (i.e., Virtuale).

Office hours

See the website of Danilo Carrozzino