Unit DYNAMIC PSYCHOLOGY

DYNAMIC PSYCHOLOGY I FORM

Code	GP003484
CFU	6
Teacher	Claudia Mazzeschi
Learning activities	Caratterizzante
Area	Discipline scientifiche demoetnoantropologiche, pedagogiche, psicologiche e economiche
Academic discipline	M-PSI/07
Type of study-unit	Obbligatorio (Required)

Cognomi A-C

CFU

6

Teacher

Claudia Mazzeschi

Teachers

• Claudia Mazzeschi
• Giorgio Ghizzoni
• Antonio Cosenza

Hours

• 36 ore - Claudia Mazzeschi
• 6 ore - Giorgio Ghizzoni
• 6 ore - Antonio Cosenza

Language of instruction

Italian.

Contents

The course is devoted to introduce students to a historical-conceptual path of the main models of the mind and human functioning in the psychoanalysis area.

Reference texts

Lis, A., Mazzeschi, C., Zennaro, A. (2002). La psicoanalisi. Un percorso concettuale tra tradizione e attualità. Carocci.

Auchincloss, E. (2016). Il modello psicoanalitico della mente. Raffello Cortina Editore.

Mitchell S.A., Black, M.J. (1995), L'esperienza della psicoanalisi: Storia del pensiero psicoanalitico moderno. Bollati Boringhieri, Torino 1996. Introduction, Chapters 1, 2 (no Jacobson), 4, 6 (Erikson)

ONE PAPER OF YOUR CHOICE FROM:
Freud, S. (1901). Psicopatologia della vita quotidiana. In Opere, Vol. 4. Bollati Boringhieri
Freud, S. (1905). Tre saggi sulla teoria sessuale. In Opere, Vol. 4. Bollati Boringhieri.
Freud, S. (1899). L’interpretazione dei sogni (1900). In Opere, Vol. 3. Bollati Boringhieri
Freud, S. (1895). Progetto di una psicologia per neurologi. In Opere, Vol. 2. Bollati Boringhieri

A BOOK OF YOUR CHOICE AMONG CERTAIN CLASSICS FOR APPROACH
Mahler, M., Pine, F., Bergman, A. (1975). La nascita psicologica del bambino. Boringhieri
Klein, M. (1991). Il nostro mondo adulto e altri saggi. Freud, A. (1967). L'Io e I meccanismi di difesa. Edizioni Psicho
Hartmann, H. (1990). Psicologia dell'Io e problema dell'adattamento

Other material will be made available based on the teaching activities that will be carried out during the lectures.

The reference texts are valid for all students who will be taking the examination, attending, non-attending, working, students with disabilities, and/or DSA.

Please note that the final syllabus will in any case be communicated by the lecturer at the beginning of the course.

Educational objectives

The course objectives are defined as follows concerning the following domains:
Knowledge and understanding skills:
To enable the student to become acquainted with the basic principles of classical and contemporary psychoanalytic thought, the main psychodynamic models of the mind, and development.
Application of knowledge: to enable the student to acquire skills in the psychodynamic reading of events relating to human functioning (uni and bi-personal).
Autonomy of judgment: the student will be able to integrate knowledge acquired at a theoretical level with the specificity of concrete cases for understanding human functioning.
Communication: the student will acquire specific terminology that will enable him/her to communicate with specialists (and non-specialists) in the field and/or in an interdisciplinary manner.
Ability to learn: the student will develop the competence to study independently and to research specialized material in the sector also and through the use of bibliographic research in sector databases.

Prerequisites

To understand the theoretical intervention models proposed in the lecture, it is important that the student has
listening and comprehension skills.

Teaching methods

Lectures.
Invited expert seminars (if possible).
Participatory activities with students in the classroom (if possible).

Other information

During the course, the student can check the course material and any announcements/notices from the lecturer on UniStudium.

Learning verification modality

There is a final assessment consisting of a written examination lasting 1 hour and 5 minutes divided into two parts:
Part One: 30 multiple-choice questions on the program (20 minutes)
Part two: 3 open-ended questions on the program (45 minutes)

Evaluation criteria:
- Closed questions: 1 point for a correct answer/ 0 points for a wrong or missing answer

- Open questions: each question is marked in thirtieths; assessment criteria: Correctness of the answer (relevance) Coherence of the answer
Centring of the answer

Final grade: average of marks obtained on closed and open questions.

Students with disabilities and/or SLDs will have up to a maximum of 30% more time to take the test and may use any compensatory tools. Students with disabilities and/or SLDs are invited to visit the page on tools and measures and to agree in advance on what is necessary with the Professor (https://www.unipg.it/disabilita-e-dsa)

If the student intends to take the exam a year before the year scheduled in the study plan, it is recommended that he/she attend the cycle of lessons and take the exam in the first useful call after the lessons have ended, thus respecting the semester of the teaching schedule.

Extended program

The course in Dynamic Psychology aims to offer students approaching the study of this subject for the first time, a historical-conceptual pathway through the study of the main models of the mind and human functioning elaborated in psychoanalysis and more recently in Infant Research (Module II). Attention is given to the study of the main models of development in psychoanalysis and dynamic psychology as well as to the applicative (clinical) implications of these models. Attention is given to the study of both normal functioning and pathology also with a look at the encounter between psychoanalytic-psychodynamic theoretical models and the neurosciences.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Goal 3. Ensure healthy lives and promote well-being for all at all ages

Cognomi D-L

CFU

6

Teacher

Laura Muzi

Teachers

• Laura Muzi

Hours

• 48 ore - Laura Muzi

Language of instruction

Italian

Contents

The course is devoted to offer to the students, whom are approaching for the first time this topic, an historical-conceptual framework of the main models of the mind and the human functioning in the psychoanalysis area.

Reference texts

1) Lis, A., Mazzeschi, C., Zennaro, A. (2002). La psicoanalisi. Un percorso concettuale tra tradizione e attualità. Carocci.

2) Auchincloss, E. (2016). Il modello psicoanalitico della mente. Raffello Cortina Editore.

3) Mitchell S.A., Black, M.J. (1995), L'esperienza della psicoanalisi: Storia del pensiero psicoanalitico moderno. Bollati Boringhieri, Torino 1996. Introduction, Chapters 1, 2 (no Jacobson), 4, 6 (Erikson)

ONE BOOK OF YOUR CHOICE FROM:
- Freud, S. (1901). Psicopatologia della vita quotidiana. In Opere, Vol. 4. Bollati Boringhieri
- Freud, S. (1905). Tre saggi sulla teoria sessuale. In Opere, Vol. 4. Bollati Boringhieri.
- Freud, S. (1899). L’interpretazione dei sogni (1900). Capitolo VII. In Opere, Vol. 3. Bollati Boringhieri
- Freud, S. (1895). Progetto di una psicologia per neurologi. In Opere, Vol. 2. Bollati Boringhieri

ONE BOOK OF YOUR CHOICE AMONG THOSE PIVOTAL PSYCHOANALYTIC CONTRIBUTIONS:

- Mahler, M., Pine, F., Bergman, A. (1975). La nascita psicologica del bambino. Boringhieri
- Klein, M. (1991). Il nostro mondo adulto e altri saggi.
- Freud, A. (1967). L'Io e I meccanismi di difesa. Edizioni Psicho
- Hartmann, H. (1990). Psicologia dell'Io e problema dell'adattamento

Other materials will be made available according to teaching activities that will be carried out during the course.

The reference texts are valid for all students who will be taking the examination, attending, non-attending, working students, students with disabilities, and/or with a DSA.

Educational objectives

The course objectives are defined as follows concerning the following domains:
Knowledge and understanding skills:
To enable the student to become acquainted with the basic principles of classical and contemporary psychoanalytic thought, the main psychodynamic models of the mind, and their development.
Application of knowledge: to enable the student to acquire knowledge skills in the psychodynamic understanding of events related to the human functioning (mono- and bi-personal).
Autonomy of judgment: the student will be able to integrate knowledge acquired at a theoretical level with the specificity of concrete cases for understanding human functioning.
Communication: the student will acquire a specific terminology that will enable them to communicate with specialists (and non-specialists) in the clinical field and/or in an interdisciplinary ways.
Ability to learn: the student will develop the competence to study independently and to research specialized materials, including through the use of bibliographic research idatabases.

Prerequisites

To understand the theoretical intervention models proposed in the lecture, it is important that the student has
listening and comprehension skills.

Teaching methods

Teaching activities will be carried out through in-person lectures along with the sharing of multimedia materials; Group discussions; and invited experts' seminars and workshops (if possible)

Other information

During the course, the student can check the sharing of the course's materials and any announcements/notices from the teacher on UniStudium.

Learning verification modality

There is a final assessment consisting of a written examination lasting (as a whole) 65 minutes divided into two parts:
- Part One: 30 multiple-choice questions on three mandatory books (20 minutes)
- Part two: 3 open-ended questions on three books chosen by the student (45 minutes)

Evaluation criteria:
- Closed questions: 1 point for a correct answer and 0 points for a wrong or missing answer. Wrongs answers will not receive any penalities.

- Open questions: each question is evaluated from 0 to 10 points (with an overall evaluation in thirtieths); assessment criteria: (a) Focus and relevance of the answer (b) Coherence of the answer
(c) Pertinence of the answer

Final assessment/result of the exam: average of the two evaluations obtained on closed and open questions.

Students with disabilities and/or DSA will have up to a maximum of 30% more time to complete the exam and may use any compensatory tools. For further information on support services for students with disabilities and/or DSA visit http://www.unipg.it/disabilita-e-dsa.

If the student intends to take the exam a year before the year scheduled in the study plan, it is recommended that they attend the cycle of lessons and take the exam in the first useful call after the lessons have ended, thus respecting the semester of the teaching schedule.

Extended program

The course in Dynamic Psychology aims to offer to the students who are approaching for the first time this topic
a comprehensive historical-conceptual framework of the main models of the mind and of the human functioning elaborated in the area of psychoanalysis and, more recently, in the current psychoanalytic and psychodynamic approaches. Attention is given to the study of the main models of development in psychoanalysis and psychodynamic psychology, as well as to the applicative (clinical) implications of these theoretical models. Attention is given to the study of both normal and psychopathological functioning and pathology, while also exploring the interconnections between psychoanalytic-psychodynamic theoretical models and the neuroscience field.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Goal 3: Ensure healthy lives and promote well-being for individuals of all ages

Cognomi M-P

CFU

6

Teacher

Maurizio Peciccia

Teachers

• Maurizio Peciccia

Hours

• 48 ore - Maurizio Peciccia

Cognomi Q-Z

CFU

6

Teacher

Livia Buratta

Teachers

• Livia Buratta

Hours

• 36 ore - Livia Buratta

DYNAMIC PSYCHOLOGY II FORM

Code	GP003485
CFU	6
Teacher	Claudia Mazzeschi
Learning activities	Caratterizzante
Area	Discipline scientifiche demoetnoantropologiche, pedagogiche, psicologiche e economiche
Academic discipline	M-PSI/07
Type of study-unit	Obbligatorio (Required)

Cognomi A-C

CFU

6

Teacher

Claudia Mazzeschi

Teachers

• Claudia Mazzeschi

Hours

• 36 ore - Claudia Mazzeschi

Language of instruction

Italian.

Contents

The course in Dynamic Psychology aims to introduce students to the study of a historical-conceptual pathway of the main models of the mind and human functioning elaborated in the area of psychoanalysis and Infant Research; to the main developmental models in psychoanalysis and dynamic psychology; to the understanding of the applicative (clinical) implications of these models; to the study of normal and pathological functioning with an eye to the encounter and integration of psychoanalytic-psychodynamic and neuroscience theoretical models.

Reference texts

Lis, A., Mazzeschi, C., Zennaro, A. (2002). La psicoanalisi. Un percorso concettuale tra tradizione e attualità. Carocci

Auchincloss, E. (2016). Il modello psicoanalitico della mente. Raffello Cortina Editore.

Mitchell S.A., Black, M.J. (1995), L'esperienza della psicoanalisi: Storia del pensiero psicoanalitico moderno. Bollati Boringhieri, Torino 1996.

A BOOK OF YOUR CHOICE FROM NEW TEXTS. TO EXTEND
•Bowlby, J. (2012). Cure materne e salute mentale. Giunti Editore.
•Eagle, M.N. (2012). Da Freud alla psicoanalisi contemporanea. Raffaello Cortina Editore.
•Stern, D. (1987). Il mondo interpersonale del bambino. Torino: Bollati Boringhieri
•Lichtenberg, J.D. (1995). Psicoanalisi e sistemi motivazionali. Raffaello Cortina Editore
•Main, M. (2008). L’attaccamento. Dal comportamento alla rappresentazione. Raffaello Cortina Editore. Chapters 1, 2, 5, 6, 7, 9, 11
•Ainsworth, M. (2006). Modelli di attaccamento e sviluppo della personalità. Scritti scelti. Raffaello Cortina Editore. Chapters: 1, 3, 4, 5, 6, 8, 12, 14
•Kandel, E. (2007). Psichiatria, psicoanalisi e nuova biologia della mente. Raffaello Cortina Editore. Chapters: 3, 6 e 8
•Van der Horst (2012). John Bowbly, Dalla Psicoanalisi all’Etologia. Raffaello Cortina Editore
Eagle, M. (2013). Attaccamento e psicoanalisi. Teoria, ricerca e implicazioni cliniche. Raffello Cortina Editore

Other material will be made available on the basis of the teaching activities that will be carried out during the lectures.

The reference texts are valid for all students who will be taking the exam, attending, non-attending, working, students with disabilities and/or DSA.

Educational objectives

The course objectives are defined as follows concerning the following domains:
Knowledge and understanding skills:
To enable the student to become acquainted with the basic principles of classical and contemporary psychoanalytic thought, the main psychodynamic models of the mind, and development.
Application of knowledge: to enable the student to acquire skills in the psychodynamic reading of events relating to human functioning (uni and bi-personal) through the (clinical) application of these models in collective discussions of clinical cases in the classroom.
Autonomy of judgment: the student will be able to integrate knowledge acquired on a theoretical level with the specificity of concrete cases for understanding human functioning.
Communication: the student will acquire specific terminology that will enable him/her to communicate with specialists (and non-specialists) in the field and/or in an interdisciplinary manner;
Ability to learn: the student will develop the competence to study independently and to research specialized material in the sector also and through the use of bibliographic research in sector databases.

Prerequisites

To understand the theoretical intervention models proposed in the lecture, it is important that the student has
listening and comprehension skills.

Teaching methods

Lectures.
Invited expert seminars (if possible).
Participatory activities with students in the classroom (if possible).

Other information

During the course, the student can check the course material and any announcements/notices from the lecturer on UniStudium.

Learning verification modality

There is a final assessment consisting of a written examination 1 hour and 5 minutes in two parts:
Part 1: 30 multiple-choice questions on the syllabus (20 minutes)
Part two: 3 open questions on the syllabus (45 minutes)

Assessment criteria:
- Closed questions: 1 point for a correct answer/ 0 points for a wrong or not given answer

- Open questions: each question is marked in thirtieths; assessment criteria: correctness of the answer (relevance), coherence of the answer centering of the answer

Final grade: average of marks obtained on closed and open questions.

Students with disabilities and/or SLDs will have up to a maximum of 30% more time to take the test and may use any compensatory tools. Students with disabilities and/or SLDs are invited to visit the page on tools and measures and to agree in advance on what is necessary with the Professor (https://www.unipg.it/disabilita-e-dsa)

If the student intends to sit the exam a year before the year scheduled in the study plan, it is recommended that he/she attends the cycle of lectures and takes the exam in the first useful call after the lectures have ended, thus respecting the semester in which the course is scheduled.

Extended program

The course in Dynamic Psychology aims to offer students approaching the study of this subject for the first time, a historical-conceptual path through the study of the main models of the mind and human functioning developed in the area of psychoanalysis and more recently in the area of Infant Research (Module II). Attention is given to the study of the main models of development in psychoanalysis and dynamic psychology as well as to the applicative (clinical) implications of these models. Attention is given to both the study of normal functioning and pathology and also to the encounter between psychoanalytic-psychodynamic theoretical models and neuroscience.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Goal 3. Ensure healthy lives and promote well-being for all at all ages.

Cognomi D-L

CFU

6

Teacher

Laura Muzi

Teachers

• Laura Muzi

Hours

• 36 ore - Laura Muzi

Language of instruction

Italian

Contents

The course is devoted to offer to the students, whom are approaching for the first time this topic, an historical-conceptual framework of the main models of the mind and the human functioning in the psychoanalysis area.

Reference texts

1) Lis, A., Mazzeschi, C., Zennaro, A. (2002). La psicoanalisi. Un percorso concettuale tra tradizione e attualità. Carocci

2) Auchincloss, E. (2016). Il modello psicoanalitico della mente. Raffello Cortina Editore.

3) Mitchell S.A., Black, M.J. (1995), L'esperienza della psicoanalisi: Storia del pensiero psicoanalitico moderno. Bollati Boringhieri, Torino 1996.

A BOOK OF YOUR CHOICE FROM CONTEMPORARY CONTRIBUTIONS:
- Bowlby, J. (2012). Cure materne e salute mentale. Giunti Editore.
- Eagle, M.N. (2012). Da Freud alla psicoanalisi contemporanea. Raffaello Cortina Editore.
- Stern, D. (1987). Il mondo interpersonale del bambino. Torino: Bollati Boringhieri
- Lichtenberg, J.D. (1995). Psicoanalisi e sistemi motivazionali. Raffaello Cortina Editore
- Main, M. (2008). L’attaccamento. Dal comportamento alla rappresentazione. Raffaello Cortina Editore. [Chapters 1, 2, 5, 6, 7, 9, 11]
- Ainsworth, M. (2006). Modelli di attaccamento e sviluppo della personalità. Scritti scelti. Raffaello Cortina Editore. [Chapters: 1, 3, 4, 5, 6, 8, 12, 14]
- Kandel, E. (2007). Psichiatria, psicoanalisi e nuova biologia della mente. Raffaello Cortina Editore. [Chapters 3, 6 e 8]
- Van der Horst (2012). John Bowbly, Dalla Psicoanalisi all’Etologia. Raffaello Cortina Editore
- Eagle, M. (2013). Attaccamento e psicoanalisi. Teoria, ricerca e implicazioni cliniche. Raffello Cortina Editore

Other materials will be made available according to the teaching activities that will be carried out during the course.

The reference texts are valid for all students who will be taking the exam, attending, non-attending students, working students, students with disabilities and/or DSA.

Educational objectives

The course objectives are defined as follows concerning the following domains:
Knowledge and understanding skills:
To enable the student to become acquainted with the basic principles of classical and contemporary psychoanalytic thought, the main psychodynamic models of the mind, and their development.
Application of knowledge: to enable the student to acquire knowledge skills in the psychodynamic understanding of events related to the human functioning (mono- and bi-personal).
Autonomy of judgment: the student will be able to integrate knowledge acquired at a theoretical level with the specificity of concrete cases for understanding human functioning.
Communication: the student will acquire a specific terminology that will enable them to communicate with specialists (and non-specialists) in the clinical field and/or in an interdisciplinary ways.
Ability to learn: the student will develop the competence to study independently and to research specialized materials, including through the use of bibliographic research databases.

Prerequisites

To understand the theoretical intervention models proposed in the lecture, it is important that the student has
listening and comprehension skills.

Teaching methods

Teaching activities will be carried out through in-person lectures along with the sharing of multimedia materials; Group discussions; and invited experts' seminars and workshops (if possible).

Other information

During the course, the student can check the sharing of the course's materials and any announcements/notices from the teacher on UniStudium.

Learning verification modality

There is a final assessment consisting of a written examination lasting (as a whole) 65 minutes divided into two parts:
- Part One: 30 multiple-choice questions on three mandatory books (20 minutes)
- Part two: 3 open-ended questions on the books chosen by the student (45 minutes)

Evaluation criteria:
- Closed questions: 1 point for a correct answer and 0 points for a wrong or missing answer. Wrongs answers will not receive any penalities.

- Open questions: each question is evaluated from 0 to 10 points (with an overall evaluation in thirtieths); assessment criteria: (a) Focus and relevance of the answer (b) Coherence of the answer
(c) Pertinence of the answer

Final assessment/result of the exam: average of the two evaluations obtained on closed and open questions.

Students with disabilities and/or DSA will have up to a maximum of 30% more time to complete the exam and may use any compensatory tools. For further information on support services for students with disabilities and/or DSA visit http://www.unipg.it/disabilita-e-dsa.

If the student intends to take the exam a year before the year scheduled in the study plan, it is recommended that they attend the cycle of lessons and take the exam in the first useful call after the lessons have ended, thus respecting the semester of the teaching schedule.

Extended program

The course in Dynamic Psychology aims to offer to the students who are approaching for the first time this topic
a comprehensive historical-conceptual framework of the main models of the mind and of the human functioning elaborated in the area of psychoanalysis and, more recently, in the current psychoanalytic and psychodynamic approaches. Attention is given to the study of the main models of development in psychoanalysis and psychodynamic psychology, as well as to the applicative (clinical) implications of these theoretical models. Attention is given to the study of both normal and psychopathological functioning and pathology, while also exploring the interconnections between psychoanalytic-psychodynamic theoretical models and the neuroscience field.

Obiettivi Agenda 2030 per lo sviluppo sostenibile

Goal 3: Ensure healthy lives and promote well-being for individuals of all ages

Cognomi M-P

CFU

6

Teacher

Maurizio Peciccia

Teachers

• Maurizio Peciccia

Hours

• 36 ore - Maurizio Peciccia

Cognomi Q-Z

CFU

6

Teacher

Livia Buratta

Teachers

• Livia Buratta

Hours

• 36 ore - Livia Buratta