Unit THEORIES AND METHODS FOR THE ASSESSMENT OF INDIVIDUAL FUNCTIONING,DISABILITY AND HEALTH

Course

Philosophy and ethics of relationships

Study-unit Code

40998909

Curriculum

Filosofia e psicologia

Teacher

Stefano Federici

Teachers

Stefano Federici

Hours

54 ore - Stefano Federici

CFU

Course Regulation

Coorte 2022

Offered

2023/24

Learning activities

Affine/integrativa

Area

Attività formative affini o integrative

Academic discipline

M-PSI/01

Type of study-unit

Opzionale (Optional)

Type of learning activities

Attività formativa monodisciplinare

Language of instruction

Italian

Contents

From models to the ICF international classification of disability. Measures of individual functioning and disability. Neurodevelopmental disorders. Sexuality and disability.

Reference texts

Compulsory reading:
1. 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;
2. Vicari, S., & Caselli, C. (Eds.). (2017). Neuropsicologia dell’età evolutiva. Bologna, IT: Il Mulino. (Capitoli 9,10,11,12,13,14,18,19,20);
3. Gadd, M. (2021). Masturbation, Autism and Learning Disabilities: A Guide for Parents and Professionals. Jessica Kingsley Publishers. https://www.amazon.it/Masturbation-Autism-Learning-Disabilities-Professionals/dp/1787755614/ref=monarch_sidesheet;
4. Federici, S., Mosconi, E., Rossler, M. E., & Mossuto, V. (2024). Expressive Existential Psychoeducational Intervention Treatment for Maladaptive Sexual Behavior in a Boy with Trisomy 21 Syndrome: A Case Report. Archives of Sexual Behavior;
5. Federici, S., Castellani Mencarelli, A., Bria, E. A., Carrara, M., Ciancimino, C., & Ghizzoni, G. (2023). Do Children Learn Representations, Stigmas, and Stereotypes About Disability or Do They Create Them to Some Extent? In S. B. Barret (Ed.), People with Disabilities: Perceptions, Stigmas and Stereotypes (pp. 33–118). Nova Science Publishers. https://novapublishers.com/shop/people-with-disabilities-perceptions-stigmas-and-stereotypes/;
6. Federici, S., Artegiani, F., Diotallevi, D., Caruso, G., & Castellani Mencarelli, A. (2020). Psychological Sexual Health of People with Paraplegia. In A. Ibarra (Ed.), Paraplegia (pp. 1–21). London, UK: IntechOpen. https://www.intechopen.com/online-first/psychological-sexual-health-of-people-with-paraplegia;
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. https://doi.org/10.1371/journal.pone.0128876
8. Federici, S. (2024) Slide di Psicologia del funzionamento individuale disponibili online sul sito UNISTUDIUM oppure su www.cognitivelab.it.

The English language texts in numbers 4, 5, 6, and 7 can be replaced with in the following two Italian language texts:
9. Federici, S., Corsi, V., & Locatelli, M. E. (2014). Asino chi non legge? Riconoscere e gestire i disturbi specifici di apprendimento. Milano, IT: Pearson;
10. Federici, S., & Scherer, M. J. (Eds.). (2013). Manuale di valutazione delle tecnologie assistive (A. Stella, Trans.). Pearson (Prefazione, Introduzione alle parti: 1, 2, 3, Capitoli: 1,2,3,4,8,9,13,15,17,18).

Recommended reading:
11. Federici, S., Corsi, V., & Locatelli, M. E. (2014). Asino chi non legge? Riconoscere e gestire i disturbi specifici di apprendimento. Milano, IT: Pearson.
12. Federici, S., & Scherer, M. J. (Eds.). (2018). Assistive Technology Assessment Handbook (2nd ed.). CRC Press. https://doi.org/10.1201/9781351228411.
13. Federici, S., Balboni, G., Buracchi, A., Barbanera, F., & Pierini, A. (2023). WHODAS–Child: Psychometric Properties of the WHODAS 2.0 for Children and Youth among Italian Children with Autism Spectrum Disorder. Disability and Rehabilitation, 45(10), 1713–1719. https://doi.org/10.1080/09638288.2022.2071481;
14. 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
15. 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
16. 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
17. Federici, S., & Lepri, A. (2021). The right to pleasure of people with spinal cord injury and their partners. Psychiatria Danubina, 33(Suppl. 11), 29–32. https://www.psychiatria-danubina.com/UserDocsImages/pdf/dnb_vol33_noSuppl%2011/dnb_vol33_noSuppl%2011_29.pdf
18. Contardi, A., Berarducci, M., & AIPD – Associazione Italiana Persone Down. (2013). Amicizia, amore, sesso: parliamone adesso. Imparare a conoscere se stessi, gli altri, le proprie emozioni. Erickson.
19. Witty, W., & Flandoli, C. (2023). Che brava che sei! 8 storie di abilismo quotidiano. Laterza.

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; in particular, a good knowledge of the contents of General Psychology is required (Anatomo-physiological foundations of the mind; Functions of the mind; Fundamental stages and theories of evolutionary psychology). Good knowledge of scientific research methods. Analytical comprehension and reasoning skills. Study materials and in-depth studies related to the prerequisites can be consulted through the website www.cognitivelab.it. Please note that this site is not accredited by UNIPG and has the sole function of offering materials and teaching aids useful for university study.

Teaching methods

Face-to-face and workshops.

Other information

Students¿ with disabilities or with SLD will be able to make use of assistive and compensatory tools according to ministerial and university regulations. It is recommended, therefore, to book for a student reception to verbally define the appropriate modalities.
For further information on the conduct of the examinations or to test the functioning of the online platform or to be able to make use of auxiliary material, please consult the FAQs on the www.cognitivelab.it website. The cognitivelab.it website is not an official university website, and its consultation is not indispensable, although strongly recommended, for taking and successfully passing the exam.

Learning verification modality

The examination is oral and includes a written pre-selection test. On the Thursday (unless otherwise indicated) before the date of the oral exam, between 6 and 8 p.m., a questionnaire with 30 multiple-choice questions (+1 = correct answer // -0.50 = wrong answer // -0.25 = no answer) taken from the contents of the compulsory exam materials (see: "Compulsory texts") will be administered on UNISTUDIUM to those who have booked on SOL at least 10 days before the exam date. The questionnaire can be completed online via a PC, tablet or smartphone connected to the Internet wherever the student wishes, by logging on to the course page on UNISTUDIUM.
In order to take the pre-selection test, those who have booked for the written pre-selection test on the SOL will be sent, no later than 48 hours before the pre-selection test, the Internet address and the access code for their online questionnaire. The code will be valid for one access only and will expire at 8 p.m. on Thursday (unless otherwise indicated) preceding the date of the oral test. The time for the pre-selection written test is 30 minutes. Those who have passed the pre-selection test (obtaining at least 18 points) will subsequently (on the date immediately following the Thursday of the online written test) take the oral test on the entire examination program.
Those who have passed the online pre-selection test must immediately proceed with booking the oral test on the SOL.
Those who, despite having passed the pre-selection test, will not take the oral test on the date immediately following the pre-selection written test will have to repeat the pre-selection written test even if they obtained a positive score.
Those who, despite having passed the written test, do not pass the oral test will also have to repeat the pre-selection written test.
Those who did not pass the online pre-selection test, or the oral test may re-sit on any other examination date (also immediately following). It is possible to take both the pre-selection written test (online or in the presence of a pen and paper) and the oral test at all appeals.
For further information on the conduct of the examinations or to test the functioning of the online platform or to be able to make use of auxiliary material, please consult the FAQs on the www.cognitivelab.it website. The cognitivelab.it website is not an official university website, and its consultation is not indispensable, although strongly recommended, for taking and successfully passing the exam.

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]

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Health and wellness
Quality education
Gender equality