First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
Course unit
PSP6074673, 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
PS2292, Degree course structure A.Y. 2016/17, A.Y. 2019/20
bring this page
with you
Number of ECTS credits allocated 3.0
Type of assessment Evaluation
Course unit English denomination CLINICAL ASSESSMENT OF ADOLESCENTS
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


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

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

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

Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2016 course timetable

Examination board
Board From To Members of the board
3 2019 01/10/2019 30/09/2020 GATTO ROTONDO MARIA CRISTINA (Presidente)
FERRUZZA EMILIA (Membro Effettivo)

Prerequisites: The knowledge acquired in ‘Dynamic Psychology’, ‘Psychology of Adolescence’, ‘Clinical Psychodynamic Models For Children And Adolescents’, ‘Biological and Psychodynamic Basis of Parenting’, ‘Child Health Psychology’ courses will be useful.
Target skills and knowledge: The aim of the laboratory activities is to acquire knowledge of the evaluation and treatment of preadolescents and adolescents with intrapsychic and intersubjective distress that may interfere with a healthy growth. This knowledge will be integrated with the deepening of corporeal, affective and social dimensions involved in the adolescent process.
Examination methods: The exam will take place during the last lesson of the course or on a date established ad hoc by the teacher. The exam will consist of written report and/or oral presentation, previously agreed with the teacher, about the topics of the laboratory, with particular reference to the application and operational components learned. The modalities of the examination will therefore be in line with the experiential techniques used during the lessons.
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 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.
Course unit contents: The course of "CLINICAL ASSESSMENT OF ADOLESCENTS" 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 laboratory will deepen the new expressions of the adolescent distress in an evolutive and relational perspective.
Different interventions with adolescents and their parents are applied not only according to the kind of problem but also according to the specific environments and relationships. Some of the useful theoretical elements and techniques for the evaluation and taking charge will be highlighted through clinical examples. In particular about: the first interview; the psychotherapeutic process; notes on the characteristics of individual and group psychotherapy.
The course includes a discussion about the realization of prevention projects for adolescent risky behaviors, starting from experiences of Focus Groups in schools.
Also the role of the peer group in the adolescent identity construction - providing some insights about the group as "setting" of encounter with adolescents, with reference both to the clinical and preventive contexts - will be examined.
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.
During lessons there will be also more practical experiences:
-Presentation and discussion of transcriptions of clinical interviews and sessions of individual and group psychotherapy
-Presentation and discussion of transcriptions of Focus Group meetings concerning prevention of risk in adolescence
-Focus Group: students will work as groups, helped by the teacher, in order to observe and experience a specific technique. Movies, pictures etc will encourage observations about creativity as a key element in the adolescent identity construction, as well as in the clinical work with adolescents.
Additional notes about suggested reading: The study materials will be presented and discussed during lessons. Some materials will be available in Moodle.
Textbooks (and optional supplementary readings)

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Laboratory
  • Case study
  • Interactive lecturing
  • Working in group
  • Use of online videos

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

Sustainable Development Goals (SDGs)
Good Health and Well-Being Quality Education