First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
CLINICAL DEVELOPMENTAL PSYCHOLOGY
Course unit
CHILD BEHAVIOR CHECKLIST DIAGNOSIS IN DEVELOPMENTAL AGE
PSP6074674, A.A. 2017/18

Information concerning the students who enrolled in A.Y. 2016/17

Information on the course unit
Degree course Second cycle degree in
CLINICAL DEVELOPMENTAL PSYCHOLOGY
PS2292, Degree course structure A.Y. 2016/17, A.Y. 2017/18
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Number of ECTS credits allocated 3.0
Type of assessment Evaluation
Course unit English denomination CHILD BEHAVIOR CHECKLIST DIAGNOSIS IN DEVELOPMENTAL AGE
Department of reference Department of Developmental Psychology and Socialisation
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit CANNOT be chosen as Optional Course unit

Lecturers
Teacher in charge PIETRO DE CARLI

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Other -- -- 3.0

Mode of delivery (when and how)
Period First semester
Year 2nd Year
Teaching method frontal

Organisation of didactics
Type of hours Credits Hours of
teaching
Hours of
Individual study
Shifts
Lecture 3.0 21 54.0 No turn

Calendar
Start of activities 09/10/2017
End of activities 19/01/2018

Syllabus
Prerequisites: Previous knowledge of the Developmental Psychopathology theoretical framework is required. In addition, a basic knowledge of the neuro-physiological bases of children behavior could be useful as well as the psychodynamic and neurophysiological perspectives on parenting studies.
Target skills and knowledge: The course is aimed at providing the knowledge to administer and interpret the Child Behavior Checklist (CBCL), with both clinical and empirical purposes. From a clinical perspective, the CBCL will be presented within the framework of functional diagnosis in children. A quantitative scoring method will be presented, and integrated with a more qualitative reflection on the meanings of each CBCL item. CBCL results will be enriched by other instruments aimed at assessing children behavior, such as observation. The diagnostic process will be shown as well as the suggestions for a possible treatment. From an empirical perspective, CBCL will be described as an instrument to comprehend different features of children psychopathology. Students will be encouraged to present study protocols aimed at understanding how different disorders emerge during childhood and how they can be related to adult psychopathology.
Examination methods: Exams will take place in two steps: a first step will be based on small groups presentations. Two kinds of presentations are possible:
1. A research project where the CBCL is used to measure the outcom of a dysfunctional developmental trajectory
2. A clinical case where the quantitative CBCL data are integrated with child observation and parents counseling.
The second step will be a brief oral exam at the end of the course.
Assessment criteria: The evaluation of student’s performance will be made according to the following criteria:

-ability to answer to all questions;
-adequacy and adherence of the answers to the questions;
-completeness and exhaustiveness of the given answers;
-appropriateness of the language.
Course unit contents: The introduction will summarize the principles of the Developmental Psychopathology framework, which states the importance of studying children psychopathology within a developmental perspective. Then origins and mode of operation of the CBCL will be described. More specifically the role of the CBCL in the diagnostic process and the classification systems of children psychopathology. The usages of the CBCL will be shown from a clinical and an empirical one. More specifically, some clinical cases will be described from the first session to the end of the diagnostic process. From an empirical perspective, some studies that used the CBCL to assess the outcome of different risk conditions will be presented (e.g. prematurity or attachment insecurity).
Planned learning activities and teaching methods: The learning process will be favorite from numerous practical exercises and from the observation of clinical and research single case.
The laboratory will develop according to the following methodologies of teaching:
- frontal lessons;
- presentation of clinical cases exemplified through video;
- discussion in the classroom
- presentation in the classroom from the students and discussion with the teacher
Additional notes about suggested reading: Slides and scientific articles (In English and Italian) will be uploaded on Moodle platform.
Textbooks (and optional supplementary readings)