2022/2023

2022/2023

DM270

M-PSI/04 (PSYCHOLOGY OF DEVELOPMENT AND PSYCHOLOGY OF EDUCATION)

DEPARTMENT OF BRAIN AND BEHAVIORAL SCIENCES

PSYCHOLOGY

PERCORSO COMUNE

1°

2nd semester (27/02/2023 - 09/06/2023)

6

36 lesson hours

Italian

WRITTEN AND ORAL TEST

CARONE NICOLA (titolare) - 6 ECTS

A basic knowledge of developmental psychology (particularly regarding parent-child relationship across the life cycle) and dynamic psychology (particularly regarding classic and contemporary theories of object relations) is required.

At the end of the course the students will be able to:
▪ know and critically discuss the main intrapsychic, relational, biological, and cultural factors that characterize parenting and family relationships throughout the life cycle;
▪ know and critically discuss the interdependence between parental representations and parent-child interactions, as well as their influence on parenting;
▪ know the main instruments to assess parenting as a dyadic and triadic competence, as well as in its representational and interactive aspects;
▪ critically discuss the role and implications of the intergenerational transmission of past traumatic experiences for the quality of parenting;
▪ know the main instruments for the assessment of representation and interactive aspects of parenting;
▪ address and manage the issues relating to parenting in risk contexts with an informed and critical sensibility;
▪ know the different parenting interventions;
▪ declining the determinants of parenting in the different contemporary family forms in light of the most recent scientific evidence.

The course analyzes the contemporary debate on the interdependence between intrapsychic, relational, biological, and cultural factors that characterize parenting and family relationships throughout the life cycle. Parenting is viewed as both a dyad/triadic competence and in its representational, interactive, and neurobiological levels across the different family developmental stages.
Particular attention is paid to the influence of early internalized models of relationships are passed down to the child through parenting, as well as to the way in which parents' and child's individual characteristics, family processes, and contextual elements can intertwine and configure protective and risk factors for child development.
Also, the course analyzes parenting in diverse family forms, some of which have only recently appeared on the social scene and are of growing interest for scientific and professional debate: same-sex parent families, families through assisted reproduction, transgender-parent families, single-parent families, adoptive/foster families, and maltreating families.
Lastly, the course discusses the different parenting interventions.

Lectures, exercises in small groups, individual and/or group study of clinical material.

Mandatory texts/chapters:
• Carone, N. (2021). Le famiglie omogenitoriali. Teorie, clinica e ricerca. Milano: Raffaello Cortina.
• Fraiberg, S. H. (1985). Il sostegno allo sviluppo. Milano: Raffaello Cortina. (Chapters 7, 8)
• Riva Crugnola, C. (2012). La relazione genitore-bambino. Tra adeguatezza e rischio. Bologna: il Mulino. (Capp. 5, 6)
• Slides uploaded on KIRO platform.


Supplementary texts (not mandatory, already included in the slides):
• George, C., & Solomon, J. (2008). The caregiving system: A behavioral systems approach to parenting. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (pp. 833–856). The Guilford Press.
• Green, A. (1980). La madre morta. In Narcisismo di vita, narcisismo di morte (pp. 265 –303). Roma: Borla.
• Lyons-Ruth, K. (2012). Il trauma latente nel dialogo relazionale dell'infanzia. Roma: Borla. (Chapters 1, 3, 4).
• Mucci, C. (2020). Quando non c’è uno specchio per il bambino: il complesso della Madre Morta. In Corpi borderline (pp. 103–139). Milano: Raffaello Cortina.
• Palacio-Espasa, F. (1991). Fantasie dei genitori e psicopatologia dei figli. In Autori vari, Fantasie dei genitori e psicopatologia dei figli (pp. 114-149). Roma: Borla.
• Stern, D. (2007). La costellazione materna. Il trattamento psicoterapeutico della coppia madre-bambino. Torino: Bollati Boringhieri. (Chapters 2–6, 11).

Written (mandatory) and oral (optional) exams. Specifically, the exam test will consist of 15 multiple choice questions (max score 15) and 3 open questions (max score 15). Students who achieve a score greater than or equal to 18/30 can optionally decide to improve (or confirm) their grade taking an optional oral exam. The mark range achievable for the oral exam is 0–4 points.

The evaluation of open questions will be based on 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 requested subject? Is it vague or not well specified?);
- completeness and exhaustiveness of the answers (Does it contain all the constitutive elements of the requested subject?)
- appropriateness of the language (Is the answer formulated with an adequate language which refers to specific psychological terms to describe the requested subject?);
-ability in synthesizing.

Chapters will be downloadable from the KIRO university platform.
The syllabus is identical for attending and non-attending students.

Goal 3: Good health and well-being.

Goal 4: Quality education.

Goal 5: Gender equality.
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