B2974 - Clinical Psychology of Aging

Learning outcomes

The main learning outcomes are: - knowledge about psychological aspects of aging, psychopathology and psychological well-being in the elderly; - psychological assessment methods and psychological interventions in older adults; - assessing and planning psychosocial interventions with caregivers and professional groups in the context of care for the elderly.

Course contents

The course will take place during the first semester (from October to December 2025) at the Department of Psychology, Cesena Campus.

Prof. Guidi’s module

Aging: theoretical frameworks and perspectives

Psychosocial aspects of aging

Psychological assessment of older adults

Psychiatric disorders at later life: depression, anxiety, sleep and neurocognitive disorders

Well-being and lifestyles in the elderly

Psychological treatment of older adults

 

Prof. Chattat's module

1- Aging: life span perspective. Trajectories of change during life span and interactions

3- Prevention and promotion of healthy aging

4- Frailty: assessment and interventions

5- Dementia, the complexity: from disease model to person and relationship centered approach

6- Psychosocial care model for people with dementia: theoretical framework, approach and care context

7-Mental health and aging: delirium, depression, anxiety and psychosis

8- Clinical interview and multidimensional assessment

9- Palliative care, advance care planning and end of life care

10- The family caregiving: conceptual models, psychosocial diagnosis and interventions

11- Institutional care and staff: issues and interventions

 

Readings/Bibliography

Prof. Guidi’s module

Bibliography (mandatory):

Rossana De Beni, Erika Borella (2024). Psicologia dell’invecchiamento e della longevità. Il Mulino, Milano.

American Psychological Association. Guidelines for psychological practice with older adults. American Psychologist 2014;69(1):34-65.

Kim, D. H., & Rockwood, K. (2024). Frailty in Older Adults. The New England Journal of Medicine, 391(6), 538–548. https://doi.org/10.1056/NEJMra2301292

Additional research articles and reviews will be provided during classes and retrievable through Virtuale.

Suggested readings:

Sophia Wang, Abraham M. Nussbaum (2018). L'esame diagnostico con il DSM-5 per la persona anziana. Raffaello Cortina Editore, Milano.

American Psychiatric Association (2023). DSM-5-TR. Manuale Diagnostico e Statistico dei Disturbi Mentali. Quinta Edizione, Text Revision. Raffaello Cortina Editore, Milano.

Francesca Morganti, Gianluca Castelnuovo (2024). Psicologia dell'invecchiamento. Ambiti, prospettive, interventi. Franco Angeli, Milano.

 

Prof. Chattat's module

Bibliography

Wang S., Nussbaum A.M. (2017). Pocket guide for Elder Mental health. American Psychiatric Association.

Available online:

· Non so cosa avrei fatto oggi senza di te. Manuale per i familiari delle persone con demenza. Regione Emilia-Romagna. www.http://sociale.regione.emilia-romagna.it/documentazione/pubblicazioni/prodotti-editoriali [http://www.http/sociale.regione.emilia-romagna.it/documentazione/pubblicazioni/prodotti-editoriali] .

· Le competenze e le funzioni dello psicologo nell'ambito degli interventi alle persone con demenza e ai loro famigliari. Documento Regione Emilia-Romagna http://sociale.regione.emilia-romagna.it/anziani/temi/alzheimer-e-demenze-senili/documenti-tecnici-attuativi-linee-guida-per-operatori

Updated literature reviews will be suggested during lectures.

Teaching methods

Prof. Guidi's module

Frontal lessons, discussions of clinical cases. Course attendance plays a crucial role in both learning and assessment processes.

Prof. Chattat's module

The classroom lecture will provide basic knowledge on the different topics and methods for interventions.

Movies will be used to support knowledge transfer into practice
Case discussions will be also used to discuss clinical practice
Class exercise on planning interventions will be also suggested.

Attendance at lessons is a fundamental part for the acquisition of clinical competences and for the evaluation purposes.

Students with learning disorders and\or temporary or permanent disabilities: please, contact the office 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.

Assessment methods

The final examination will consist in a 60-min WRITTEN exam, including 28 multiple-choice questions (+1 points if correct answer, and 0 if wrong answer or no response) and 1 open-ended question (up to 3 points) on topics covered during lessons. There are neither preliminary requirements nor mid-term examinations. The final mark will be computed as the total sum, and the highest final mark (30/30, with honors) will reflect the correctness of the answers, as well as the completeness and the adequacy of the open-ended answer. Marks will progressively decrease based on wrong, inaccurate or off-topic answers. Students should register for the exam by using Almaesami. The final mark will be validated in AlmaEsami.

Teaching tools

Slide projector
Laptop
Role playing and case study

Office hours

See the website of Jenny Guidi

See the website of Rabih Chattat