First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSN1031317, A.A. 2018/19

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

Information on the course unit
Degree course First cycle degree in
PS1842, Degree course structure A.Y. 2011/12, A.Y. 2018/19
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Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination DYNAMIC PSYCHOLOGY
Department of reference Department of Developmental Psychology and Socialisation
Mandatory attendance No
Language of instruction Italian
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Other lecturers FRANCESCA DE PALO

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/07 Dynamic Psychology 9.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method distance e-learning

Type of hours Credits Teaching
Hours of
Individual study
Lecture 9.0 63 162.0 No turn

Start of activities 25/02/2019
End of activities 14/06/2019
Show course schedule 2019/20 Reg.2011 course timetable

Examination board
Board From To Members of the board
7 2019 01/10/2019 30/09/2020 SIMONELLI ALESSANDRA (Presidente)
DE PALO FRANCESCA (Membro Effettivo)
PAROLIN MICOL (Membro Effettivo)
SUDATI LAURA (Membro Effettivo)
6 2018 01/10/2018 30/09/2019 SIMONELLI ALESSANDRA (Presidente)
DE PALO FRANCESCA (Membro Effettivo)
PAROLIN MICOL (Membro Effettivo)
SUDATI LAURA (Membro Effettivo)

Prerequisites: Considering that it is a first-year discipline, specific requisites are nor requested, apart from knowledge of developmental psychology and general psychology.
Target skills and knowledge: This course intends to provide knowledge about the principal psychodynamic models of conceptualization on development and psychopathology, in particular, referring to the most actual theories and to conceptual lines that characterize the psychodynamic approach in infancy, considering the attention put on the quality of interactions and early relationships in the establishment of individual inner world and relational competences during the cycle of life. The focus will converge to the presentation of the infant research perspective and studies related to this approach, which combines psychodynamic view with models and methods belonging to developmental and experimental psychology (neuroscience, cognitive development). Moreover, It will be deeply considered the contemporary debate on the classic psychodynamic model and the relational approach, seen as one of the most useful progress for both formation and clinical implications.
Examination methods: The exam is written, with the chance to integrate it with an oral session (if requested by the student).
It is composed by 8 open questions, but specific, which the student will be asked to answer to, referring to what it has been taken in consideration during lessons and by books.
Questions are so organized:
- 5 questions regarding themes considered during the course, for which a wide answer is requested;
- 3 questions related to specific definitions of the key points and constructs of the discipline, for which a brief and synthetic answer in requested
Assessment criteria: The evaluation of student’s performance will be done due to the following criteria:
- ability to answer to all the questions formulated;
-adequacy and adherence of the answers to the questions ( Is the answer in line with the theme subject of examination? Is it vague or not well specified?)
- completeness and exhaustiveness of the given answers (Does it contain all the constitutive elements of the argument/construct subject of the question?)
- appropriateness of the language (the answer is formulated with an adequate language which refers to specific psychological terms to describe the construct and/or the theme requested?)
-ability in synthesizing
Course unit contents: Traditional contents of the course will be focus on the following themes:
- Freud’s thought and the fundamental constructs of the psychodynamic approach
- Principal theoretical models and other evolutional pathways of Freudian thought deriving from post-Freudian authors (Mahler, Anna Freud, Spitz, Klein, Winnicot)
- Actual views in dynamic psychology, referring to systemic-dyadic approach and to studies conducted by the Infant Research (Stern, Bowlby)
- Relational model in psychoanalysis

During the course will be also proposed lectures and research material on general arguments, such as:
- Interviews with actual authors;
- Bibliographic research on contemporary literature;
- Integration between psychoanalysis and neuroscience;
- Infant Research method of child-adult relationship observation
- attachment theory and clinical applications
Planned learning activities and teaching methods: The course will be organized due to the following teaching methodologies:
a) Video-lessons presented by the teacher, regarding:
- Theoretical contents at the base of this course
- Presentation of clinical exemplary cases
- Researchers and external clinicians’ interventions on specific themes of the course and following open discussion with the professor and students
b) Sustaining material available online (slides, brief video-records), which illustrates some typical interesting phenomena in dynamic psychology; power-point presentations reassuming the themes already taken in consideration during lessons.
c) After the dissertation of arguments related to each other, students will be offered the possibility to confront themselves with the teacher about their acquired knowledge, through a forum of discussion. In there, it will be enhanced and advocated critical discussion and the possibility for students to express their own doubts, difficulties and/or requesting more deeply explainations, in order to produce the best possible learning, as well as an approach the most possible “professionalizing” on the themes considered.
Additional notes about suggested reading: Books must be completely studied.
Textbooks (and optional supplementary readings)
  • Lis A., Stella S., Zavattini G.C., Manuale di Psicologia Dinamica. Bologna: Il Mulino, 1999. Cerca nel catalogo
  • Beebe, B., Lachmann, F.M., Infant research e trattamento degli adulti. Un modello sistemico-diadico delle interazioni. Milano: Raffaello Cortina, 2003. Cerca nel catalogo
  • Simonelli A., Calvo V., L'attaccamento. Roma: Carocci Editore, 2001. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Problem based learning
  • Case study
  • Problem solving
  • Concept maps
  • Peer feedback
  • Auto correcting quizzes or tests for periodic feedback or exams
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Kaltura (desktop video shooting, file loading on MyMedia Unipd)
  • Camtasia (video editing)

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