32110 - Functional Diagnosis and Disability in School and Community Environments

Course Unit Page


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Good health and well-being Quality education Reduced inequalities

Academic Year 2021/2022

Learning outcomes

At the end of course the student : - will know the principles of diagnostic assessment, the treatment of major developmental disabilities and the more relevant causes of school uneasiness ; - will be able to carry on a functional assessment of the residual abilities and skills; - will be able to integrate his/her work with other practitioners in schools and the communities.

Course contents

Course contents

“Functional Diagnosis and Disability in School and Community

Environments” MED/39

Module 1 (Costa) – 40 hours

- Clinical and nosographic diagnosis, diagnostic instruments (observation,

interview, test), clinical documentation (medical records)

- Intellectual disability

- Conduct disorders in adolescence

- Anxiety disorders

- Depressive disorders

- Brief psychotic disorder

- Self-esteem, school problems

- Migrant Children and Adolescent

- Withdrawal (hikikomori)

- History of Child Psychiatry: continuity and discontinuity elements in childhood-adulthood.

Module 2 (Poggioli) – 20 hours

- Autism

- Eating behavior disorders

- Personality disorders

- Self-injury and suicide attempt


- substance use/abuse

- Neurology/Epilepsy: clinical signs and related disorders


Per la preparazione dell’esame sono da leggere i seguenti testi/articoli:

  1. Testo: Psichiatria dell’adolescente Aspetti clinici e metodologici della transizione, Rigon G., Diavoletto A., Aracne Editore, 2017


    Pagine da 15 a 23, da 77 a 84, da 89 a 105, da 115 a 123 e da 181 a 190.

  2. Articolo (da leggere per intero):Dimensione clinica ed esistenziale nel percorso diagnostico in psichiatria dell’età evolutiva, Giancarlo Rigon, Congresso Nazionale Sezione Psichiatria SINPIA, 2010.

    Gior Neuropsich Età Evol 2011;31 (Suppl.1):9-16

  3. http://iacapap.org/wp-content/uploads/C.1-Intellectual-Disability.pdf - Pagine 2 – 5,6,7 (prima metà), da 15 a 21
  4. http://iacapap.org/wp-content/uploads/D.3-CONDUCT-DISORDER-072012.pdf - Pagine da 2 a 7, da 17 a 23
  5. http://iacapap.org/wp-content/uploads/F.1-ANXIETY-DISORDERS-072012.pdf - Pagine da 2 a 6, da9 a14.
  6. http://iacapap.org/wp-content/uploads/E.1-Depression-2015-update.pdf - Pagine da 2 a 7, pag 9, 11 e 12, da 16 a 18
  7. http://www.jpsychopathol.it/issues/2013/vol19-3/01b-Suwa.pdf - articolo intero


    Nei rispettivi siti WEB leggere seguenti articoli (per intero):

  8. http://www.prevenzionesuicidio.it/Introduzione2.html



    http://www.prevenzionesuicidio.it/prevenzioneTS2.html con attenzione alla scuola

  9. http://www.autismando.it/autsito/aut_class_tratt/AutismoTrattamenti1.htm#teacch
  10. http://salute.regione.emilia-romagna.it/dipendenze/servizi/formazione-e-documentazione/formazione/lo-skills-training-della-dbt-terapia-dialettico-comportamentale-nel-trattamento-integrato-del-disturbo-borderline-di-personalita/sanza_febbraio2011_1.pdf
  11. FACOLTATIVO PER APPROFONDIMENTO CASO CLINICO: http://www.psychiatryonline.it/node/1076

Assessment methods

Written test.

The exam consists in the analysis of a clinical case that presents one of the pathologies treated in the course program. For Erasmus students to take the exam tests in English. Starting from the didactic material presented for the course, the development of the following points is required in the analysis of the case:

DIAGNOSIS: what attention should be kept in general, elements of differential diagnosis, which individual and environmental elements to collect.

WORK PROJECT HYPOTHESIS: what concrete elements the psychologist can indicate to educators / teachers / parents NETWORKING: what other actions can be implemented by the various other actors (NPI doctor, school manager / community manager).

EVALUATION CRITERIA: knowledge of the pathology presented in the clinical case Points: 0-5 insufficient knowledge 6-7 superficial knowledge 8-9 good specific knowledge 10 excellent specific knowledge diagnostic skills (general elements and specific aspects related to the individual pathology) Points: 0-5 insufficient knowledge 6-7 superficial knowledge 8-9 good specific knowledge 10 excellent specific knowledge ability to recall concepts derived from the study material of the course, reworking them into concrete indications (hypothesis of intervention project) Points: 0-5 insufficient knowledge 6-7 superficial knowledge 8-9 good specific knowledge 10 excellent specific knowledge

Office hours

See the website of Stefano Costa

See the website of Lorenzo Giamboni