Clinical, Dynamic and Developmental Psychology (Module Clinical and Dynamic Psychology) – a.y. 2026-2027 – Scienze dell'Educazione e della Formazione (EDU)

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

CFU: 12
Course code: 8804004237
Bachelor Degrees: Scienze dell’educazione e della formazione
Language: Italian

Course delivery modalities: blended
Attendance: Optional
Assessment method: Written test

Pre-requisites:
No Prerequisites Required

Program:
Course contents: Definition and theoretical foundations of clinical, dynamic and developmental psychology Main approaches and intervention models Infant Research and attachment styles Personality development, emotional regulation and defense mechanisms Interview and psychological evaluation The clinical report

Text books:
Lingiardi V. (2024) La personalità e i suoi disturbi. Valutazione clinica e diagnosi al servizio del trattamento. Raffaello Cortina Ed.: Milano Lucarelli, L., & Vismara, L. (2025). Metodi e strumenti di valutazione in psicopatologia dello sviluppo. Raffaello Cortina Ed.: Milano Suggested articles: Rice, T. R., & Hoffman, L. (2014). Defense mechanisms and implicit emotion regulation: a comparison of a psychodynamic construct with one from contemporary neuroscience. Journal of the American Psychoanalytic Association, 62(4), 693–708. https://doi.org/10.1177/0003065114546746 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

Text books:

Lingiardi V. (2024) La personalità e i suoi disturbi. Valutazione clinica e diagnosi al servizio del trattamento. Raffaello Cortina Ed.: Milano
Lucarelli, L., & Vismara, L. (2025). Metodi e strumenti di valutazione in psicopatologia dello sviluppo. Raffaello Cortina Ed.: Milano

Suggested articles:
Rice, T. R., & Hoffman, L. (2014). Defense mechanisms and implicit emotion regulation: a comparison of a psychodynamic construct with one from contemporary neuroscience. Journal of the American Psychoanalytic Association, 62(4), 693–708. https://doi.org/10.1177/0003065114546746
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, dynamic and developmental psychology. The specific objectives will be: the definition of the object of study and the areas of application of clinical, dynamic and developmental psychology, with highlights on different research and intervention methods within the discipline; the analysis of the interconnections between clinical psychology and dynamic 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 in the developmental stage. KNOWLEDGE AND UNDERSTANDING: Students will acquire an in-depth understanding of the basic theoretical constructs of clinical, dynamic and developmental 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 and developmental 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 practical applications in the psychological field. COMMUNICATION SKILLS: Students will have to acquire the ability to comprehensively communicate knowledge relating to issues of significant clinical, dynamic and developmental 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, dynamic, and developmental psychology necessary for correct psychological assessment in various application contexts.

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, dynamic and developmental psychology. The specific objectives will be: the definition of the object of study and the areas of application of clinical, dynamic and developmental psychology, with highlights on different research and intervention methods within the discipline; the analysis of the interconnections between clinical psychology and dynamic 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 in the developmental stage.
KNOWLEDGE AND UNDERSTANDING: Students will acquire an in-depth understanding of the basic theoretical constructs of clinical, dynamic and developmental 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 and developmental 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 practical applications in the psychological field.
COMMUNICATION SKILLS: Students will have to acquire the ability to comprehensively communicate knowledge relating to issues of significant clinical, dynamic and developmental 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, dynamic, and developmental psychology necessary for correct psychological assessment in various application contexts.

Methods and criteria for verifying the learning:
The exam includes a written test, consisting of closed questions (multiple choice), and an oral test. Both tests cover the topics of the course syllabus. Passing the written test is a necessary condition for access to the second stage of the assessment, which consists of the oral test. The written test and the oral test contribute equally to the final assessment. The exam assesses the student’s overall preparation, in adherence to the Dublin descriptors, as follows: knowledge acquired (quantity and quality) in relation to the topics of the program and consequentiality of reasoning; ability to apply this knowledge and to integrate the knowledge of the different parts of the program, also including knowledge acquired from other related teachings; analytical ability, synthesis and autonomy of judgment; the student’s communication skills (language property, clarity of exposition and appropriate use of terminology specific to the discipline). The final exam grade is expressed in thirtieths and is formulated on the basis of the following grading criteria: Fail: major deficiencies in knowledge and understanding of topics; limited ability to analyze and synthesize; frequent generalizations and limited critical and judgmental skills; topics are expounded inconsistently and with inappropriate language. 18-21: The student has acquired the basic concepts of the discipline; 22-25: The student has acquired the basic concepts of the discipline and ability to connect different topics, with appropriate and correct language; 26-29: The student demonstrates a complete and well-structured knowledge of the subject; demonstrates the ability to independently rework the acquired knowledge and shows, also, ability to analyze with appropriate and timely language. 30 – 30 cum laude: The student demonstrates a complete and thorough knowledge; Excellent ability to analyze application issues, accompanied by the use of exemplary legal language.

Methods and criteria for verifying the learning:

The exam includes a written test, consisting of closed questions (multiple choice), and an oral test. Both tests cover the topics of the course syllabus. Passing the written test is a necessary condition for access to the second stage of the assessment, which consists of the oral test. The written test and the oral test contribute equally to the final assessment.
The exam assesses the student’s overall preparation, in adherence to the Dublin descriptors, as follows: knowledge acquired (quantity and quality) in relation to the topics of the program and consequentiality of reasoning; ability to apply this knowledge and to integrate the knowledge of the different parts of the program, also including knowledge acquired from other related teachings; analytical ability, synthesis and autonomy of judgment; the student’s communication skills (language property, clarity of exposition and appropriate use of terminology specific to the discipline).
The final exam grade is expressed in thirtieths and is formulated on the basis of the following grading criteria:
Fail: major deficiencies in knowledge and understanding of topics; limited ability to analyze and synthesize; frequent generalizations and limited critical and judgmental skills; topics are expounded inconsistently and with inappropriate language.
18-21: The student has acquired the basic concepts of the discipline;
22-25: The student has acquired the basic concepts of the discipline and ability to connect different topics, with appropriate and correct language;
26-29: The student demonstrates a complete and well-structured knowledge of the subject; demonstrates the ability to independently rework the acquired knowledge and shows, also, ability to analyze with appropriate and timely language.
30 – 30 cum laude: The student demonstrates a complete and thorough knowledge; Excellent ability to analyze application issues, accompanied by the use of exemplary legal language.

Attendance modalities:
The course involves the use of lectures on the basic constructs of clinical, dynamic and developmental 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.