First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSN1032241, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
PS1091, Degree course structure A.Y. 2017/18, A.Y. 2019/20
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Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination CLINICAL PSYCHODIAGNOSTICS
Department of reference Department of General Psychology
E-Learning website
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

Teacher in charge MARTA GHISI M-PSI/08

Course unit code Course unit name Teacher in charge Degree course code

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/08 Clinical Psychology 9.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

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

Start of activities 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Board From To Members of the board
8 2019 01/10/2019 30/09/2020 GHISI MARTA (Presidente)
BOTTESI GIOIA (Membro Effettivo)
CEREA SILVIA (Membro Effettivo)
GENTILI CLAUDIO (Membro Effettivo)

Prerequisites: Course attendance requires basic knowledge in clinical psychology and in psychopathology (and diagnostic classifications, in particular DSM-5).
Target skills and knowledge: The course aims at providing theoretical, conceptual, methodological, and technical-practical elements in order to gain knowledge and skills as far as concern:
- theoretical knowledge and technical competencies aimed at organizing a thorough multi-dimensional assessment;
- theoretical knowledge and technical competencies aimed at conducting a clinical interview collecting all the information necessary to formulate adequate diagnoses and clinical conceptualizations;
- theoretical knowledge about the main structured and semi-structured interviews;
- theoretical knowledge about the main wide-spectrum self-report questionnaires and the main specific self-report questionnaires;
- theoretical knowledge and methodological competencies to identify the most suitable interviews and/or self-report questionnaire in order to perform a psychodiagnostic assessment targeting the peculiarity of the patient, taking into account the strengths and the weaknesses of each instrument;
- theoretical knowledge and methodological competencies aimed at performing the scoring and clinical interpretation of both the scores obtained on the interviews and the scores obtained on the validity scales and standardizes scores of self-report questionnaires;
- theoretical knowledge and technical-methodological competencies about behavioural observation;
- theoretical knowledge and methodological competencies to perform and interpret a psychophysiological profile during stress presentation;
- theoretical knowledge and methodological competencies to formulate a clinical conceptualization;
- methodological competencies about the preparation of a psychodiagnostic report;
- methodological and technical skills to communicate the results emerged from the psychodiagnostic assessment.
Examination methods: The exam consists exclusively in a written test.
The test comprises two sections. The first section is made up of 15 completion questions regarding the course topics. In the second section, some clinical information, as well as data pertaining the anamnesis, scores on the CBA 2.0, MCMI-III or other questionnaires (among those presented during the course) are provided. Students are required to draft a psychodiagnostic report, comprising the formulation of a diagnostic hypothesis and the identification of issues deserving further investigation by means of clinical interview or more specific questionnaires. One hour is the length of time available to complete the examination.
The final mark will be the sum of the marks obtained in each of the two sections of the exam.
Assessment criteria: Completion questions and psychodiagnostic report:
- completeness and accuracy in demonstrating learned competencies
- adequacy in the use of scientific language

In the psychodiagnostic report:
- ability to integrate information from the anamnestic report with scores emerged from self-report measures
- ability to formulate a correct diagnostic hypothesis starting from the available information, by means of a critical thinking
- ability to to justify clinical decisions by means of appropriate evidence.
Course unit contents: Clinical psychodiagnosis tools and strategies, with specific reference to the multi-dimensional assessment (subjective-verbal, observational-behavioural, and psychophysiological channels) such as:
- Clinical interviews;
- Structured and semi-structured interviews, their administration and scoring procedures;
- Self-report questionnaires:
a) The main psychometric properties of self-report measures in order to evaluate their reliability before selecting and using them; standardized scores, validity indexes, and their interpretation;
b) strengths and weaknesses of self-report questionnaires;
c) wide-spectrum self-report questionnaires, in particular the Cognitive Behavioural Assessment, 2.0, the Millon Clinical Multiaxial Inventory III, and the Minnesota Multiphasic Personality Inventory-2;
d) the main specific self-report questionnaires assessing specific psychological constructs (e.g., depression, anxiety disorders, personality disorders, obsessive-compulsive disorder, coping strategies, assertion, self-esteem);
e) scoring procedures, interpretation of emerged scores, and report of self-report questionnaires;
- Collecting information through observation: observational diaries, timing of observations, identification of the behaviours to be observed, non-verbal communication and observational biases;
- Measuring psychophysiological indexes during baseline and arousal conditions, the main tests to be employed during stress presentation in order to assess the psychophysiological profile;
- Integrating all the collected information in order to formulate a clinical conceptualization and, possibly, a clinical diagnosis;
- Techniques and procedures to draft a psychodiagnostic report for the patient and for health professionals, promoting the collaboration and multi-disciplinary work among professionals;
- Techniques and procedures to communicate the results emerged from the psychodiagnostic assessment to the patient.
Planned learning activities and teaching methods: General descriptions of each topic, corroborated with examples, are provided during frontal lessons. Students, through the consultation of recommended readings, Test Library tools, and possible training activities, individually conduct further in-depth analyses of such topics. Critical thinking is promoted during lessons, by means of interactive classes and practical exercises. As far as practical exercises are concerned, some clinical cases will be presented along with specific anamnestic information and scores emerged from self-report measures. Students will practice in the conduction of the psychodiagnostic process and the preparation of the draft of a psychodiagnostic report individually or in small groups during classes. At the end of each exercise, a public discussion will occur.
Additional notes about suggested reading: All the slides presented in class will be available on Moodle. The attendance of the Test Library and the consultation of questionnaires is recommended to all students, in particular to those unable to attend lessons regularly.
Textbooks (and optional supplementary readings)
  • Carraresi C., Melli G., Assessment in psicologia clinica. Strumenti di valutazione psicometrica. Trento: Erickson, 2012. Cerca nel catalogo
  • Sanavio E., Le scale CBA. Milano: Cortina, 2002. Cerca nel catalogo
  • Tutto il materiale didattico disponibile in Moodle, All the educational material available on Moodle, --. --: --, --.

Innovative teaching methods: Teaching and learning strategies
  • Case study
  • Interactive lecturing
  • Working in group
  • Peer feedback
  • Students peer review

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