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Course Topics
Central themes of the course will be: - Disease frameworks that can influence adaptation processes - Elements of clinical psychology and psychopathology in the life cycle - Continuity and discontinuity of the attachment system - Trauma as an element of rupture - Neurodevelopmental disorders and evolution in the life cycle - Life cycle stages and the related concepts of transition, adaptation and crisis

Teaching format
Frontal lectures, case discussions, debates, group work, with the aim of exemplification and active comparison.

Educational objectives
The general aim of the course is to impart knowledge about the aims, fields of application and main contents of clinical psychology of the life cycle and the main psychopathological disorders that can arise. The specific objectives are: - Acquire knowledge of the phases of the life cycle - To understand the influence of the risk and protective factors of the different ages and the main problems that may arise in accordance with the biopsychosocial perspective. - Analysing the dynamics involved in maintaining or accentuating these transitory or chronicising frameworks, particularly in crisis and illness situations. - To understand the pervasive effects of the dysfunctional aspects of difficulties/disorders in the person's well-being that lead to the development of psychopathologies. Students are expected to acquire and progressively develop the underlying areas of learning. Knowledge and understanding: - Acquire a theoretical basis on the essential stages of the life cycle - Understand the elements that characterise dysfunctional/psychopathological frameworks at different ages - To know the basic principles and strategies for improving relationships with children, adolescents, adults Application of knowledge - To be able to apply one's knowledge and experience through problem solving - Being able to identify possible risk and protection factors - Apply the basic principles and tools explored Ability to make an assessment: - Use acquired knowledge to understand social dynamics and possible risks in one's working environment - Being able to combine theoretical and applied knowledge to improve work effectiveness Communication skills: - Be able to communicate their knowledge, ideas and conclusions to specialist and non-specialist audiences clearly and accurately - Use effective communication skills in dealing with emotional and relational difficulties with families, children, adolescents, adults and the services involved - Know how to manage an appropriate linguistic register according to the people with whom one interacts Learning skills: - To have developed a greater awareness of one's own coping skills and emotional management under stressful conditions in order to undertake further study and learning opportunities with a greater degree of autonomy and awareness. - To be able to utilise one's learning abilities with an approach based on the concept of lifelong learning

Additional educational objectives and learning outcomes
By the end of the course, the student will be able to: Recognize and analyze the main phases of transition and crisis in human development. Apply theoretical models to interpret processes of personal and social change. Evaluate the educational and social implications of developmental crises in different contexts. Develop appropriate educational and intervention strategies to support individuals in transitional situations. Critically reflect on the cultural, social, and psychological factors influencing crises and transitions.

Assessment
Written examination consisting of 20 multiple-choice questions based on the topics addressed in the group

Evaluation criteria
For group work, the following dimensions will be considered and assessed: Relevance of what is presented, argumentative clarity, lexical appropriateness and completeness. The group work will account for 1/3 of the overall assessment (10 points). The written examination consisting of 30 multiple-choice questions will account for 2/3 of the overall assessment (20 points)

Required readings

Bibliographic references will be provided during the lectures (articles and selection of slides presented)

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Supplementary readings

• Maggiolini, A. (a cura di) (2017). Psicopatologia del ciclo di vita. Milano: Franco Angeli.
• Kloep, M., Hendry, L.B., Sica, L.S., Sestito, L.A. (2021). Lo sviluppo nel ciclo di vita. Cambiamenti, sfide e transizioni. Bologna: Il Mulino

Further information
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