First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP6074685, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
PS2292, Degree course structure A.Y. 2016/17, A.Y. 2019/20
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Number of ECTS credits allocated 3.0
Type of assessment Evaluation
Department of reference Department of Developmental Psychology and Socialisation
E-Learning website
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 RICCARDO BARSOTTI

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 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2016 course timetable

Examination board
Board From To Members of the board
2 2019 01/10/2019 30/09/2020 BARSOTTI RICCARDO (Presidente)

Prerequisites: Could be useful any knowledge of Developmental Psychology and Dynamic Psychology, but also basal elements of The Theory of Attachment.
Target skills and knowledge: The first aim of the present laboratory is to become able to recognize the essential indicators, in the different evolutionary phases, to diagnose a PTSD and a Developmental Trauma Disorder(van Der Kolk); the second aim is to become able to plan an individual (pointed towards children and adolescents) and family (pointed towards children and adolescents) treatment for a PTSD and for a Developmental Trauma Disorder (moreover pointed towards the caregiver), considering the institutional contest, the supply both of the local Social Service and of the educative agencies (f. e. school).
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.
The exam will be oral.
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 assessment of oral examination takes into account:
•the competence to define clinically a PTSD or a Developmental Trauma Disorder and the difference from other disturbs of the developmental age;
•the competence to recognize, in a clinical case, the essential indicators to diagnose a PTSD or a Developmental Trauma Disorder and to plan a treatment.
Course unit contents: The course of "Diagnosis and Treatment of Post Traumatic Stress Disorder in developmental age" 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 present laboratory aims, first of all, to supply a clinical definition of PTSD and Developmental Trauma Disorder and to describe every essential criteria to diagnose it during the development age, delineating likely consequences in adult age according to the evolutional phase the PTSD has taken place. Particular focus is on the observation of the diagnosed PTSD children’s activities playful. Will be introduced Tests helpful to diagnose the PTSD, such as the Trauma Symptom Checklist for Children (different versions: TSCC, TSCC-A e TSCC-Y) and the Clinician-Administered PTSD (CAPS-CA), also will be analyzed diagnosed PTSD children’s drawings of test “Carta e matita” and “Doppia luna”. The laboratory fits up the basilar notions to conduct The Step-Wise Interview with an underage victim of sexual abuse or maltreatment and the rule of Social Service and Institutions in these situations. Concern to the treatment of PTSD reference will be made to: the Essential Level of Assistance (LEA), the protocols of the Specialist Teams for treatment of underage victims of sexual abuse and maltreatment, the guidelines between Social Services and Juvenile Court Authorities, the rule of the Guarantor of the right of the person. At last will be described how to plan a treatment with a diagnosed PTSD underage persons and their family, using the Eye Movement Desensitization and Reprocessing (EMDR) and the Trauma Focused Cognitive Behavioral Therapy (TFCBT).
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.
Classroom taught lessons with theoretical slides alternating with experiential lessons such as the presentation of clinical case, part of clinical interview and test reports. Discussions in small team about the theoretical concepts and about how to plan a treatment for a PTSD, sometime using simulates.
Additional notes about suggested reading: Protocols of Specialist Teams in Veneto for treatment of underage victims of sexual abuse and maltreatment; consensus statement of CISMAI.
Textbooks (and optional supplementary readings)
  • Elena Simonetta, Esperienze traumatiche di vita in età evolutiva, EMDR come terapia.. --: FrancoAngeli, 2010. Cerca nel catalogo
  • Bessel van der Kolk, Il corpo accusa il colpo. --: Raffaello Cortina, 2015. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Laboratory
  • Case study
  • Working in group
  • Story telling
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Good Health and Well-Being Decent Work and Economic Growth Reduced Inequalities