BERGAMO
Overview
Date/time interval
Syllabus
Course Objectives
Course Objective
The course aims to teach the foundational principles of developmental psychopathology and to provide basic knowledge about the main psychological difficulties that may be encountered in children aged 0 to 11 years, according to various diagnostic systems. A set of cognitive, observational, and practical tools will be provided to help future educators identify and manage children's emotional distress and difficulties, with the ultimate goal of promoting their inclusion and integration both in school and in private life contexts.
Specifically, the learning objectives will include:
- Understanding adaptive and maladaptive developmental foundations in childhood (ages 0–11) through attachment styles and interpersonal neurobiological dynamics.
- Understanding the differences between trauma caused by human actions vs. natural disasters, and the various levels of traumatization (first, second, third degree).
- Introduction to developmental psychopathology and comprehension of different psychopathological syndromes through the integration of various diagnostic systems (DSM-5 and PDM-2).
- Recognizing and understanding various psychopathological syndromes through the use of clinical case studies.
- Understanding the basic elements needed to assess a child's subjective difficulties and how to report them to the appropriate professionals.
- Gaining knowledge about the roles of the Psychologist, Psychotherapist, Child Neuropsychiatrist, and Speech Therapist in treating childhood psychopathology and Specific Learning Disorders (SLDs).
- Providing cognitive and practical tools to promote inclusion and optimal integration of children experiencing psychological distress, across various life settings and contexts.
Course Prerequisites
No prerequisites required
Teaching Methods
The course consists of lectures — supported by slides — during which various topics will be discussed and example clinical cases will be analyzed in light of the main psychological theories and current approaches.
Active student participation is expected: students are strongly encouraged to contribute with comments, observations, and questions.
Assessment Methods
Assessment
Evaluation will be based on a written exam consisting of eleven closed-ended questions and two open-ended questions covering the course readings and the materials provided during the semester.
Scoring criteria
- Closed-ended questions. Each correct answer is worth 2 points. Incorrect answers receive 0 points.
- Open-ended questions. Each response is graded on a 0–4 scale according to: a) relevance to the question, b) depth and conciseness of the answer, c) clarity and accuracy of language.
The minimum passing score is 18/30; the maximum is 30/30 with honors (cum laude).
Contents
In the first part of the course, the main models from clinical-dynamic psychology and relational neuroscience that contribute to the development of adaptive and maladaptive developmental patterns will be explored in depth, with particular focus on attachment dynamics, relationship development, and the role of traumatic experiences.
The course will highlight the necessity of human relationships for the neurobiological development of the brain, especially during the first two years of life. It will examine:
i) the differences between trauma caused by human actions (relational in origin) vs. trauma from natural disasters,
ii) the various levels of traumatization, and
iii) the possible psychopathological outcomes.
Attention will be given to how dissociative processes and tendencies develop in children following traumatic human experiences, and how the role of the other—especially the caregiver—acts as a “hidden regulator” in the development of psychological constructs related to mental functioning: mentalization, affect regulation, differentiation and development of the Self, and the capacity for relationships with others.
In the second part of the course, clinical criteria (integrating different diagnostic systems, such as DSM-5 and PDM-2), etiology, outcomes, and treatment will be examined in depth, as well as tools useful for the observation and recognition of the main syndromes characterizing developmental psychopathology, with particular focus on: Trauma-related disorders, Psychosomatic disorders, Depressive and anxiety disorders, Behavioral and conduct disorders, Relational and attachment disorders, Pervasive developmental disorders and autism spectrum disorders
Additionally, the area of intellectual disabilities will be explored in detail. Finally, from a clinical-diagnostic perspective, the course will address Special Educational Needs (SEN), with particular reference to Specific Learning Disorders (SLDs).
Online Resources
More information
Erasmus students or students from other degree programs are kindly asked to contact the instructor as soon as possible to agree on a suitable study plan.
There is no formal distinction in the study load between attending and non-attending students. However, some specific guidance for attending students may be provided during the lectures.
Should the course be delivered in hybrid or online mode, modifications to the syllabus may be introduced to ensure the accessibility and usability of the course and examinations under these formats.