First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP6074674, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course Second cycle degree in
PS2292, Degree course structure A.Y. 2016/17, A.Y. 2018/19
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Number of ECTS credits allocated 3.0
Type of assessment Evaluation
Department of reference Department of Developmental Psychology and Socialisation
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in CLINICAL DEVELOPMENTAL PSYCHOLOGY

Teacher in charge PIETRO DE CARLI 000000000000

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

Course unit organization
Period First semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 3.0 21 54.0 No turn

Start of activities 01/10/2018
End of activities 18/01/2019
Show course schedule 2019/20 Reg.2016 course timetable

Examination board
Examination board not defined

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 of “The diagnosis during childhood with the Child Behavior Checklist” is part of the set of laboratories offered within the Second Cycle Degree in Clinical Developmental Psychology. The laboratory activity will be provided in small groups (maximum 20 students) in the presence of the professor. Experiential and professionalizing learning techniques will be used.
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: The exam will take place during the last lesson of the course or on a date established ad hoc by the teacher. It will focus on the contents discussed during the course, with particular reference to the application and operational components learned. The modalities of the examination will therefore be in line with the experiential techniques already used during the lessons, and aim at verifying the extent to which students have acquired the pragmatic components of the instruments, techniques and / or models presented during classroom activities.
Exams 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.
Assessment criteria: Since the laboratory consists of a professionalizing and experiential teaching formula, the evaluation criteria of students learning will focus specifically on these aspects. Particular emphasis will be placed on the empirical, clinical and operational implications of the tools, as well as on the methods and techniques presented during the laboratory. Further elements contributing to the definition of the final evaluation will be students active participation during the lessons, the activities carried out autonomously for the application of the contents presented, and the participatory and shared presence in the working groups.

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: Classroom activities require the regular attendance of students, who will be divided into small groups to facilitate their learning process in terms of the professional and experiential basis of the contents that define the laboratory activities themselves. In this perspective, students participation in at least 70% of the lessons is recommended to allow for an in-depth understanding of the learning contents. Group work in the classroom is an integral part of the teaching method of the laboratory and is one of the learning activities, in addition to the assessment of students’individual contribution. Students who, for exceptional reasons, are unable to attend are advised to contact the professor in a timely manner to arrange for alternative activities.

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)