Clinical Psycology – a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Prof.ssa Prof. Mariagrazia Di Giuseppe
E-mail: mariagrazia.di.giuseppe@uniroma2.it

CFU: 6
Course code: 804002471
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: in-presence/online learning
Attendance: Optional
Assessment method: Written test

Pre-requisites:
Knowledge of Italian language (B2).

Program:
Course contents: Definition and theoretical foundations of clinical psychology Main psychotherapeutic approaches Development of healthy and pathological personality Clinical psychology and psychopathology Defense mechanisms Clinical assessment and diagnosis Clinical interview Case formulation

Text books:
Lingiardi V. (2024) La personalità e i suoi disturbi. Valutazione clinica e diagnosi al servizio del trattamento. Raffaello Cortina Ed.: Milano

Bibliography:
Di Giuseppe, M. & Perry, J. C. (2021). The hierarchy of defense mechanisms: Assessing defensive functioning with the Defense Mechanisms Rating Scales Q-Sort. Frontiers in Psychology,12:718440. https://doi.org/10.3389/fpsyg.2021.718440 Brooks, C., Kufferath-Lin, T., Prout, T., Di Giuseppe, M., Bate, J., Aafjes-Van Doorn, K., Hoffman, L., & Rice, T. (2025). Regulation Focused Psychotherapy for Children (RFP-C) with Externalizing Behaviors: Comparing the Successful Case of “Jack,” and the Unsuccessful Case of “Oliver”. Pragmatic Case Studies in Psychotherapy, 21(1), 1–68. https://doi.org/10.55818/pcsp.v21i1.2171

Bibliography:

Di Giuseppe, M. & Perry, J. C. (2021). The hierarchy of defense mechanisms: Assessing defensive functioning with the Defense Mechanisms Rating Scales Q-Sort. Frontiers in Psychology,12:718440. https://doi.org/10.3389/fpsyg.2021.718440
Brooks, C., Kufferath-Lin, T., Prout, T., Di Giuseppe, M., Bate, J., Aafjes-Van Doorn, K., Hoffman, L., & Rice, T. (2025). Regulation Focused Psychotherapy for Children (RFP-C) with Externalizing Behaviors: Comparing the Successful Case of “Jack,” and the Unsuccessful Case of “Oliver”. Pragmatic Case Studies in Psychotherapy, 21(1), 1–68. https://doi.org/10.55818/pcsp.v21i1.2171

Educational goals and expected learning outcomes:
LEARNING OUTCOMES: The aim of the course is to provide theoretical and methodological knowledge and skills for an in-depth analysis of the main constructs of clinical psychology. The specific objectives will be: the definition of the object of study and the areas of application of clinical psychology, with highlights on different research and intervention methods within the discipline; the analysis of the interconnections between clinical psychology and developmental models, with particular attention to the development of the healthy and pathological personalities; the description of the main clinical-diagnostic and demand analysis methods; the study of the main psychopathological sindroms and analysis of possible therapeutic interventions for different disorders. KNOWLEDGE AND UNDERSTANDING: Students will acquire an in-depth understanding of the basic theoretical constructs of clinical psychology and of the main diagnostic and intervention models of the discipline. They will also acquire adequate knowledge for the appropriate demand analysis applied to the dynamic reading of contents and processes of relevant clinical interest. APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be required to have an adequate understanding and critical re-elaboration of the contents transmitted through the lectures. These skills must be supported by the study of exam texts and other materials that will be provided by the teacher. MAKING JUDGEMENTS: Students will have to demonstrate the ability to synthesize and critically analyze contents and to be able to create links between theoretical models and clinical applications in the psychopathological field. COMMUNICATION SKILLS: Students will have to acquire the ability to comprehensively communicate knowledge relating to issues of significant clinical interest, demonstrating skills in the use of the specialized language of the discipline. LEARNING SKILLS: The course aims to provide the theoretical and technical knowledge inherent in clinical psychology necessary for the evaluation of conditions of significant interest in the clinical-therapeutic field.

Educational goals and expected learning outcomes:

LEARNING OUTCOMES: The aim of the course is to provide theoretical and methodological knowledge and skills for an in-depth analysis of the main constructs of clinical psychology. The specific objectives will be: the definition of the object of study and the areas of application of clinical psychology, with highlights on different research and intervention methods within the discipline; the analysis of the interconnections between clinical psychology and developmental models, with particular attention to the development of the healthy and pathological personalities; the description of the main clinical-diagnostic and demand analysis methods; the study of the main psychopathological sindroms and analysis of possible therapeutic interventions for different disorders.
KNOWLEDGE AND UNDERSTANDING: Students will acquire an in-depth understanding of the basic theoretical constructs of clinical psychology and of the main diagnostic and intervention models of the discipline. They will also acquire adequate knowledge for the appropriate demand analysis applied to the dynamic reading of contents and processes of relevant clinical interest.
APPLYING KNOWLEDGE AND UNDERSTANDING: Students will be required to have an adequate understanding and critical re-elaboration of the contents transmitted through the lectures. These skills must be supported by the study of exam texts and other materials that will be provided by the teacher.
MAKING JUDGEMENTS: Students will have to demonstrate the ability to synthesize and critically analyze contents and to be able to create links between theoretical models and clinical applications in the psychopathological field.
COMMUNICATION SKILLS: Students will have to acquire the ability to comprehensively communicate knowledge relating to issues of significant clinical interest, demonstrating skills in the use of the specialized language of the discipline.
LEARNING SKILLS: The course aims to provide the theoretical and technical knowledge inherent in clinical psychology necessary for the evaluation of conditions of significant interest in the clinical-therapeutic field.

Methods and criteria for verifying the learning:
The final evaluation will evaluate knowledge and learning skills, understanding, and independent judgment through a written multiple choises test on the program of the course. The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills). The exam will be evaluated according to the following criteria: – Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language. – 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language. – 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical. – 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical. – 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language. 30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Methods and criteria for verifying the learning:

The final evaluation will evaluate knowledge and learning skills, understanding, and independent judgment through a written multiple choises test on the program of the course.
The exam assesses the student’s overall preparation, the ability to combine knowledge about each part of the syllabus, the coherence of argumentation, the analytical ability, and the autonomy of judgment. In addition, the student’s command of language and clarity of presentation are also assessed, in adherence with the Dublin descriptors (1. knowledge and understanding; 2. applying knowledge and experience; 3. making judgments; 4. learning skills; 5: communication skills).
The exam will be evaluated according to the following criteria:
– Failed: significant deficiencies and inaccuracies in the knowledge and the understanding of the subject matter; poor analytical and synthesizing skills, recurrent generalizations, limited critical and judgmental skills; the arguments are exposed inconsistently and with inappropriate language.
– 18-20: Knowledge and understanding of topics barely adequate, with occasional generalizations and imperfections possible; sufficient capacity for analysis synthesis and autonomy of judgment, the arguments are frequently exposed in an incoherent manner and with inappropriate/non technical language.
– 21-23: Fair knowledge and understanding of the subject; proper analysis and synthesis skills with coherent, logical argumentation, but with language that is often inappropriate/non technical.
– 24-26: Moderate knowledge and understanding of the subjects; good analytical and synthesis skills with arguments expressed rigorously but with language that is not always appropriate/technical.
– 27-29: Comprehensive knowledge and understanding of the subjects; remarkable analytical and synthesis skills. Good autonomy of judgment. Topics expounded rigorously and with appropriate/technical language.
30-30L: Excellent level of in-depth knowledge and understanding of the subjects. Excellent skills in analysis, synthesis, and independent judgment. Arguments are expressed in an original way and with appropriate technical language.

Attendance modalities:
The course involves the use of lectures on the basic constructs of clinical psychology. In addition to the theoretical study, interactive learning techniques based on the analysis of clinical cases will be activated. Participation in lectures is not mandatory but highly recommended. All students will have handouts and supporting didactic material at their disposal, which will be published by the teacher on the teams channel of the course.

Attendance modalities:

The course involves the use of lectures on the basic constructs of clinical psychology. In addition to the theoretical study, interactive learning techniques based on the analysis of clinical cases will be activated.
Participation in lectures is not mandatory but highly recommended. All students will have handouts and supporting didactic material at their disposal, which will be published by the teacher on the teams channel of the course.