Unit THEORIES AND METHODS FOR THE ASSESSMENT OF INDIVIDUAL FUNCTIONING,DISABILITY AND HEALTH
- Course
- Assessment of individual functioning in clinical and health psychology
- Study-unit Code
- 40998909
- Curriculum
- Curriculum ii
- Teacher
- Stefano Federici
- Teachers
-
- Stefano Federici
- Hours
- 54 ore - Stefano Federici
- CFU
- 9
- Course Regulation
- Coorte 2021
- Offered
- 2021/22
- Learning activities
- Caratterizzante
- Area
- Psicologia generale e fisiologica
- Academic discipline
- M-PSI/01
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- From the disability models to the measurement of the individual functioning; Diagnostic criteria and intervention strategies for Specific Learning Disabilities; The assessment in the assistive technology service delivery processes; Sexuality and disability.
- Reference texts
- Compulsory reading:
1. Federici, S., & Scherer, M. J. (Eds.). (2018). Assistive Technology Assessment Handbook, Second Edition. London, UK: CRC Press. (Preface to First Edition, Preface to Second Edition, Introduction to sections: I, II, III, Chapters: 1–4, 8–9, 12, 14, 16, 18). https://www.crcpress.com/Assistive-Technology-Assessment-Handbook-Second-Edition/Federici-Scherer/p/book/9781498774116;
2. Federici, S. (2002). Sessualità alterabili. Indagine sulle influenze socioambientali nello sviluppo della sessualità di persone con disabilità in Italia. Roma, IT: Kappa. Disponibile online sul sito: https://www.researchgate.net/publication/235327763;
3. Federici, S., Artegiani, F., Diotallevi, D., Caruso, G., & Castellani Mencarelli, A. (2020). Psychological Sexual Health of People with Paraplegia. In A. Ibarra (Ed.), Paraplegia. London, UK: IntechOpen;
4. Vicari, S., & Caselli, C. (Eds.). (2017). Neuropsicologia dell’età evolutiva. Bologna, IT: Il Mulino. (Capitoli 9–14, 19–20);
5. Federici, S. (2022). Slide di Psicologia del funzionamento individuale, disponibili online sul sito: https://www.cognitivelab.it.
Recommended reading:
1. Federici, S., Corsi, V., & Locatelli, M. E. (2014). Asino chi non legge? Riconoscere e gestire i disturbi specifici di apprendimento. Milano, IT: Pearson;
2. Federici, S., & Borsci, S. (2016). Providing assistive technology in Italy: The perceived delivery process quality as affecting abandonment. Disability and Rehabilitation: Assistive Technology, 11(1), 22-31. https://www.researchgate.net/publication/263165920;
3. Federici, S., Meloni, F., & Borsci, S. (2016). The Abandonment of Assistive Technology in Italy: A Survey of Users of the National Health Service. European Journal of Physical and Rehabilitation Medicine, 52(4), 516-526. http://www.minervamedica.it/it/riviste/europa-medicophysica/articolo.php?cod=R33Y9999N00A160009;
4. Federici, S., Corradi, F., Meloni, F., Borsci, S., Mele, M. L., Dandini de Sylva, S., & Scherer, M. J. (2014). A Person-Centered Assistive Technology Service Delivery Model: A Framework for Device Selection and Assignment. Life Span and Disability, 17(2), 175–198; https://www.researchgate.net/publication/270214053;
5. Federici, S., Corradi, F., Meloni, F., Borsci, S., Mele, M. L., Dandini de Sylva, S., & Scherer, M. J. (2015). Successful Assistive Technology Service Delivery Outcomes from Applying a Person-Centered Systematic Assessment Process: A Case Study. Life Span and Disability, 18(1), 41–74. https://www.researchgate.net/publication/279525619;
6. Federici, S., Bracalenti, M., Meloni, F., & Luciano, J. V. (2017). World Health Organization Disability Assessment Schedule 2.0: An International Systematic Review. Disability and Rehabilitation, 39(23), 2347–2380. https://www.researchgate.net/publication/309741657;
7. Meloni, F., Federici, S., & Dennis, J. L. (2015). Parents’ Education Shapes, but Does not Originate, the Disability Representations of Their Children. PLoS ONE, 10(6), e0128876. http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0128876;
8. Federici, S., Meloni, F., Catarinella, A., & Mazzeschi, C. (2017). Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale. Frontiers in Psychology, 8(794), 1–8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00794/full.
9. Pigliautile, M., Delicati, F., Cecchetti, R., Bastiani, P., Scamosci, M., Cesarini, S., . . . Federici, S. (2019). Music Therapy Effects in People with Dementia. Scholarly Journal of Psychology and Behavioral Sciences, 2(2), 134–144. Doi:10.32474/SJPBS.2019.02.000132doi:10.32474/SJPBS.2019.02.000132
10. Federici, S., Artegiani, F., Pigliautile, M., Antonelli, P., Diotallevi, D., Ritacco, I., & Maschke, R. (2019). Enhancing Psychological Sexual Health of People with Spinal Cord Injury and Their Partners in an Italian Unipolar Spinal Unit: A Pilot Data Study. Frontiers in Psychology, 10(754), 1-12. doi:10.3389/fpsyg.2019.00754 - Educational objectives
- Acquisition of knowledges and skills in the context of individual functioning, in the context of the assessment to disability and health, the processes of assignment af assistive technologies. Acquisition of knowledges and skills on sexuality and disability.
- Prerequisites
- Knowledge of the Italian language, level C1. Knowledge of English, level B2. Good computer skills. Good knowledge of psychological sciences and techniques. Good knowledge of scientific research methods. Analytical comprehension and reasoning skills.
- Teaching methods
- Face-to-face and workshops.
- Other information
- Attending students, who have participated in the oral exercises during the course, will be exempted from the oral examination. The score obtained in the exercises will be taken into consideration for the final evaluation of the student.
- Learning verification modality
- The examination is oral with a pre-selective written test.
- Extended program
- 1. The models of disability: WHO and the Health Model; The models of disability; The first classification of disability: ICIDH 76/80; From a minority model to the universal model; ICF: International Classification of Functioning, Disability and Health. [Compulsory reading: 1, 5]
2. Measures and classification of individual functioning and disability. ICF-Checklist, ICF Core-set, WHODAS 2.0, WHOQOL, SIS, Vineland-II, DSM-5. [Compulsory reading: 1, 5]
3. Neurodevelopmental disorders: Diagnostic criteria and intervention strategies for SLD; evaluation and intervention in dyslexia, dysorthographia/dysgraphia and dyscalculia; SLD and comorbidities such as attention disorder with hyperactivity; control functions and ADHD; autism spectrum disorder. [Compulsory reading: 4-5]
4. Assistive Technology Assessment Process: The assistive technology abandonment; The 5 pillars of the ATA process model. Measuring the matching of assistive technologies in a center for technical aids; The role of the psychologist in a center for technical aids; The role of the psychotechnologist in center for technical aids. [Compulsory reading: 1, 5]
5. Sexuality and disability: Sexual identity and gender stereotypes; Phenomenology of sex education of disabled people in Italy; sexuality of people with spinal cord injury; sexually explicit video supports for people with physical disability; supports and guides for sex education of people with intellectual disabilities; sexual assistance of disabled people; management of inappropriate masturbation; management of masturbation. [Compulsory reading: 2, 3, 5]