The course aims to provide students with the foundational skills to understand and evaluate psychological processes, both normal and pathological, through the lens of dynamic psychology. It also aims to develop critical thinking and clinical reasoning, deepening the understanding of the interactions among affective, representational, and relational factors that influence the development and maintenance of various psychopathological frameworks, thereby enabling students to better understand the complexities of behavior and psychological functioning.
The Learning Objectives of the course are as follows:
1) Provide students with the skills necessary to understand and evaluate psychic functioning, both normal and pathological, using the conceptual and methodological paradigms specific to psychodynamic psychology.
2) Develop critical thinking and clinical reasoning, enabling students to critically analyze theories and practices of psychodynamic/psychoanalytic paradigm.
3) Deepen understanding of the interactions among affective, representational, and relational factors that influence the development and maintenance of various psychopathological conditions
The Learning Objectives of the course are as follows:
1) Provide students with the skills necessary to understand and evaluate psychic functioning, both normal and pathological, using the conceptual and methodological paradigms specific to psychodynamic psychology.
2) Develop critical thinking and clinical reasoning, enabling students to critically analyze theories and practices of psychodynamic/psychoanalytic paradigm.
3) Deepen understanding of the interactions among affective, representational, and relational factors that influence the development and maintenance of various psychopathological conditions
teacher profile teaching materials
Special attention is given to the role of early relational experiences, memories, and object relations in shaping individual behavior and perception of reality. By understanding these foundational aspects, students will be able to comprehend the roots of mental health disorders, providing an alternative perspective to traditional psychiatric classifications such as the DSM-5TR.
A significant portion of the course is dedicated to exploring personality organizations according to the Kernberg model (neurotic, borderline, psychotic), as well as examining defense mechanisms, conflict vs deficit theory, attchament patterns and different psychopathological conditions.
Within lessons an experential approach to learning will help students get beyond theoretical understanding to 'embed' in clinical practice. Real clinical cases and vignettes will be presented and analitically discussed, a starting point to fully explore the complexity of the human psyche, its relationship with the real life events and lived events of the life history of the patient, the reactualization of the past in the present. This method will allow the practical application of the theoretic knowledge learned in frontal lessons and to gain a in-depth understanding of the other.
McWilliams N. (1999). Psychoanalytic Case Formulation. Guildford Press.
For further knowledge (manual will be explained in lessons)
Lingiardi, V., & McWilliams, N. (Eds.). (2017). Psychodynamic diagnostic manual: PDM-2 (2nd ed.). The Guilford Press. [specifically, lessons will be on: PART 1 – ADULTHOOD (pp. 15-262), PART IV ASSESSMENT AND CLINICAL ILLUSTRATION (pp. 889-1040)] - available in Teams channel
OPD Task Force (Eds). Operationalized Psychodynamic Diagnosis OPD-2: Manual of Diagnosis and Treatment Planning. Hogrefe.
Programme
Beginning with an overview of the historical and epistemological development of psychoanalysis, the course situates its origins and evolution within the broader context of psychodynamic psychology. Students will explore both developmental and structural models that underpin psychological functioning, gaining insights into the development and organization of personality.Special attention is given to the role of early relational experiences, memories, and object relations in shaping individual behavior and perception of reality. By understanding these foundational aspects, students will be able to comprehend the roots of mental health disorders, providing an alternative perspective to traditional psychiatric classifications such as the DSM-5TR.
A significant portion of the course is dedicated to exploring personality organizations according to the Kernberg model (neurotic, borderline, psychotic), as well as examining defense mechanisms, conflict vs deficit theory, attchament patterns and different psychopathological conditions.
Within lessons an experential approach to learning will help students get beyond theoretical understanding to 'embed' in clinical practice. Real clinical cases and vignettes will be presented and analitically discussed, a starting point to fully explore the complexity of the human psyche, its relationship with the real life events and lived events of the life history of the patient, the reactualization of the past in the present. This method will allow the practical application of the theoretic knowledge learned in frontal lessons and to gain a in-depth understanding of the other.
Core Documentation
McWilliams N (2011). Psychoanalytic Diagnosis Second Edition. Understanding Personality Structure in the Clinical Process. Guildford Press.McWilliams N. (1999). Psychoanalytic Case Formulation. Guildford Press.
For further knowledge (manual will be explained in lessons)
Lingiardi, V., & McWilliams, N. (Eds.). (2017). Psychodynamic diagnostic manual: PDM-2 (2nd ed.). The Guilford Press. [specifically, lessons will be on: PART 1 – ADULTHOOD (pp. 15-262), PART IV ASSESSMENT AND CLINICAL ILLUSTRATION (pp. 889-1040)] - available in Teams channel
OPD Task Force (Eds). Operationalized Psychodynamic Diagnosis OPD-2: Manual of Diagnosis and Treatment Planning. Hogrefe.
Reference Bibliography
McWilliams N (2011). Psychoanalytic Diagnosis Second Edition. Understanding Personality Structure in the Clinical Process. Guildford Press. McWilliams N. (1999). Psychoanalytic Case Formulation. Guildford Press. McWilliams, N. (2018). Il lungo viaggio della diagnosi psicodinamica [The long journey of psychodynamic diagnosis]. Psicoterapia e Scienze Umane, 52(2), 183–196. https://doi.org/10.3280/PU2018-002002 For further knowledge Lingiardi, V., & McWilliams, N. (Eds.). (2017). Psychodynamic diagnostic manual: PDM-2 (2nd ed.). The Guilford Press. [specifically, lessons will be on: PART 1 – ADULTHOOD (pp. 15-262), PART IV ASSESSMENT AND CLINICAL ILLUSTRATION (pp. 889-1040)] - available in Teams channel OPD Task Force (Eds). Operationalized Psychodynamic Diagnosis OPD-2: Manual of Diagnosis and Treatment Planning. Hogrefe.Attendance
Although attendance is not mandatory (as per educational regulations), it is strongly recommended given the experiential nature of the course and the subject matter. A deep understanding of the human mind, its functioning, and psychopathological outcomes requires immersing oneself concretely in the real and clinical context, which cannot be deduced solely through the study of manuals and texts. Only through classroom experience, interaction, and peer and teacher discussion can one "think together" and acquire the necessary skills to understand psychological phenomena with sufficient clarity.Type of evaluation
Given its practical-experiential and dialogical-reflective approach, the course involves a different evaluative method for attending and non-attending students, For attending students: Participation in classes represents a moment of learning and evaluation, where it is possible to assess the degree of acquired knwoledge and the student's ability to apply theoretical concepts to clinical cases presented in class and/or scenes from everyday life, which is central to acquiring clinical reasoning and understanding of others and oneself. In addition to this, attending students will be required to formulate a clinical case (written) within a psychodynamic/psychoanalytic perspective, which will be evaluated at the end of the course. For non-attending students: Students who have not attended classes may take the exam orally. The evaluation of their level of knowledge and competence will focus on an oral interrogation on the indicated books (see References section) and on the study of the didactic material provided and discussed in class.