Unit HUMAN AND PSYCHOPEDAGOGICAL SCIENCES

OBSTETRIC ASSISTANCE TO SOCIAL PROBLEMS

Code	A003288
CFU	1
Teacher	Alesia Longhi
Teachers	Alesia Longhi
Hours	15 ore - Alesia Longhi
Learning activities	Caratterizzante
Area	Scienze ostetriche
Sector	MED/47
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian
Contents	L'ostetrica come sentinella sociale Setting dell'assistenza ostetrica Norme per la tutela sociale della maternità e sull'interruzione volontaria della gravidanza. L.194/1978 aggiornamento indicazioni operative I.S.S. Parto in anonimato Oltre il Lutto morte endouterina fetale e lutto perinatale Le mutilazioni genitali femminili Violenza di genere ed il ruolo dell'ostetrica
Reference texts	Pescetto, G. – Ginecologia e Ostetricia Guana, M.– La disciplina ostetrica. Teoria, pratica e organizzazione della professione Ravaldi, C. – La morte perinatale. Aspetti clinici e psicologici dell'assistenza Linee Guida Ministero della Salute: Linee guida per il riconoscimento, la prevenzione e la gestione delle donne con mutilazioni genitali femminili.
Educational objectives	Lo scopo dell'insegnamento è quello di far acquisire alle studenti le competenze per: Sviluppare sensibilità clinica per la rilevazione precoce di abusi e vulnerabilità sociale. Padroneggiare la normativa vigente su IVG, parto in anonimato e tutela della maternità Gestire dal punto di vista tecnico e relazionale l'evento della morte perinatale Agire nel rispetto della dignità e dei diritti umani, con focus sulle differenze culturali (MGF)
Prerequisites	Nessuno
Teaching methods	Lezioni Frontali Interattive (Supporto: Slide)e Visual Learning Simulazioni (Role-Playing) Case-Based Learning
Other information	Nessuna
Learning verification modality	Esame orale
Extended program	Prima Lezione: L'ostetrica come sentinella sociale Setting dell'assistenza ostetrica Norme per la tutela sociale della maternità e sull'interruzione volontaria della gravidanza. L.194/1978 aggiornamento indicazioni operative I.S.S. Seconda Lezione : Simulazioni (Role-Playing) Case-Based Learning con condivisione d'aula Terza Lezione: Parto in anonimato Quarta Lezione: Oltre il lutto morte edouterina fetale-lutto perinatale Quinta Lezione: Le mutilazioni genitali femminili Sesta lezione: Violenza di genere ruolo dell'ostetrica Settima Lezione: Simulazioni (Role-Playing) Case-Based Learning con condivisione d'aula sulle tematiche trattate.
Obiettivi Agenda 2030 per lo sviluppo sostenibile	L'insegnamento concorre al raggiungimento degli obiettivi dell'Agenda 2030, con particolare riferimento al Goal 3 (Salute e Benessere), promuovendo standard assistenziali che riducano la mortalità perinatale, e al Goal 5 (Parità di Genere), fornendo agli studenti gli strumenti per identificare e contrastare la violenza di genere e le mutilazioni genitali femminili. Inoltre, attraverso lo studio della tutela sociale della maternità, il modulo promuove la riduzione delle disuguaglianze (Goal 10) nell'accesso alle cure."

GENERAL AND SOCIAL PEDAGOGY

Code	50027201
CFU	1
Teacher	Agnese Rosati
Teachers	Agnese Rosati
Hours	15 ore - Agnese Rosati
Learning activities	Caratterizzante
Area	Scienze umane e psicopedagogiche
Sector	M-PED/01
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian
Contents	The Course aims to provide educational elements capable of improving interpersonal relationships, especially in contexts that are committed to protecting people's health. The following contents will be the subject of reflection: 1) Pedagogy; 2) Person and education; 3) Educational communication and active listening; 4) Educational relationship.
Reference texts	G.J.J. Biesta (2014). The Beautiful Risk of Education. Boulder: Paradigm Publisher.
Educational objectives	1. autonomy of judgment and critical skills; 2. aptitude for problematization and reflexivity in practices; 3. critical thinking.
Prerequisites	Principles of General Pedagogy and disciplinary vocabulary.
Teaching methods	The Course includes lessons of face-to-face, lectures, lessons-debate, video, elaboration of conceptual maps.
Other information	For supportive information for students with disabilities or/and DSA, visit the page http://unipg.it/disabilita-e-dsa
Learning verification modality	Examen oral; presentation group work and personal insight and allows to verifiy the possession of knowledge, comprenhension and personal re-elaboration skills.
Extended program	The Course aims to provide educational elements capable of improving interpersonal relationships, especially in contexts that are committed to protecting people's health. The following contents will be the subject of reflection: 1) Pedagogy; 2) Person and education; 3) Educational communication and active listening; 4) Educational relationship.
Obiettivi Agenda 2030 per lo sviluppo sostenibile	Goal 4 of the 2030 Agenda concerns quality education and aims to ensure inclusive, equitable and quality education for all.

PSYCHOLOGICAL PROBLEMS AND PSYCHOPATHOLOGY IN GYNAECOLOGY AND MIDWIFERY

Code	50404101
CFU	1
Teacher	Claudia Mazzeschi
Teachers	Claudia Mazzeschi Livia Buratta (Codocenza)
Hours	9 ore - Claudia Mazzeschi 6 ore (Codocenza) - Livia Buratta
Learning activities	Affine/integrativa
Area	Attività formative affini o integrative
Sector	M-PSI/08
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian
Contents	The course addresses knowledge of psychopathological risk factors related to pregnancy and parenthood.
Reference texts	Diventare genitori. Sfide e risorse (2022). Edited by Martina Smorti. Edizioni Junior Part One – Generale Part Two - Le principali sfide alla genitorialità Chapter 4 - Depressione post-partum e sviluppo del bambino Chapter 5 - Infertilità e procreazione medicalmente assistita: clinica e ricerca per la transizione alla genitorialità nel periodo perinatale Chapter 6 - Cancro e gravidanza: diventare genitori dopo una diagnosi oncologica della donna Chapter 7 - Nascere pretermine: l’impatto sullo sviluppo OR Handbook of Perinatal Clinical Psychology From Theory to Practice (Rosa Maria Quatraro, Pietro Grussu) (Z-Library) Lecture slides (available on the UniStudium course page).
Educational objectives	The essential aim of the teaching is to provide the students with useful concepts to the basic knowledge of the discipline. The most important acquired skills are about:
Teaching methods	The teaching is divided into lectures.
Other information	Web site: http://www.med.unipg.it/ostetricia/ Assistance for students with disabilities and/or learning disabilities: http://www.unipg.it/disabilita-e-dsa
Learning verification modality	The exam consists of an in-class discussion and a written multiple-choice exam.
Extended program	The course addresses knowledge of psychopathological risk factors related to pregnancy and parenthood.
Obiettivi Agenda 2030 per lo sviluppo sostenibile	Goal 3. Ensure healthy lives and promote well-being for all at all ages

CLINICAL PSYCHOLOGY

Code	50414001
CFU	1
Teacher	Flavia Febbraro
Teachers	Flavia Febbraro
Hours	15 ore - Flavia Febbraro
Learning activities	Affine/integrativa
Area	Attività formative affini o integrative
Sector	M-PSI/08
Type of study-unit	Obbligatorio (Required)
Language of instruction	Italian
Contents	Clinical psychology of the perinatal period and the transition to parenthood. Psychological aspects of pregnancy, childbirth, and the postpartum period within a biopsychosocial and psychosomatic framework. Psychological processes underlying generativity, parenthood, and the development of parental functioning. Development of the mind, brain, and behavior from the prenatal period through early childhood, with particular emphasis on the interaction between biological, environmental, and relational factors. Neurobiological foundations of intersubjectivity, early attachment relationships, and their role in children's emotional, cognitive, and neuromotor development. The influence of parental psychological functioning, mental representations, and the family and social environment on child development. Perinatal mood and anxiety disorders, maternal and paternal psychopathology, assessment tools, and evidence-based supportive interventions. Infertility, medically assisted reproduction, and preterm birth as conditions associated with psychological vulnerability. Parent–infant relationships in at-risk contexts, with particular reference to attachment theory, the assessment of early parent–infant interactions, and interventions supporting parenting. The role of the midwife in promoting perinatal mental health, the early identification of psychological vulnerability, the screening and prevention of perinatal mental health disorders, and the provision of family-centered care throughout the childbearing continuum.
Reference texts	- Perinatal Clinical Psychology for Healthcare and Psychosocial Professionals. Vol. 1: The Newborn and the Roots of Mental Health. By: Imbasciati A., Cena L. Published by Franco Angeli, 2015 _Perinatal Clinical Psychology for Healthcare and Psychosocial Professionals. Vol. 2: Parenting and the Origins of the Child’s Mind By: Imbasciati A., Cena L. Published by Franco Angeli , 2015
Educational objectives	. understand the main theoretical models of perinatal clinical psychology and the psychological processes underlying pregnancy, childbirth, the postpartum period, and the transition to parenthood; . describe the development of the child's mind and behavior from the prenatal period through early childhood, recognizing the interaction between biological, environmental, and relational factors; . explain the principles of attachment theory and the importance of early parent–infant relationships for emotional, cognitive, and neurobiological development; . identify the main risk and protective factors for perinatal mental health, with particular reference to maternal and paternal mood and anxiety disorders, preterm birth, and other conditions associated with psychological vulnerability; . acquire basic knowledge of psychological observation and screening tools used in perinatal care; . understand the midwife's role in promoting perinatal mental health, supporting the transition to parenthood, identifying psychological vulnerability at an early stage, and working within a multidisciplinary team to provide family-centered care.
Prerequisites	Students are expected to have a basic understanding of human anatomy, the physiology of pregnancy, human development, and the fundamental principles of biomedical sciences and midwifery acquired through the curriculum.
Teaching methods	The course consists of classroom lectures aimed at providing students with the theoretical foundations of perinatal clinical psychology. Teaching activities are complemented by classroom exercises, and guided interactive sessions designed to promote the application of theoretical knowledge to clinical and midwifery practice, while fostering critical thinking, problem-solving, and interpersonal skills.
Other information	No additional information.
Learning verification modality	As part of the final assessment, students will prepare a group project on a topic related to the course contents, to be agreed upon in advance with the instructor. The project will be presented and discussed in class and will form an integral part of the final assessment, promoting critical analysis of the course topics, teamwork, and communication skills.
Extended program	Textbook: Imbasciati A., & Cena L. (2015). Perinatal Clinical Psychology for Health and Psychosocial Professions. Vol. 1: The Newborn and the Roots of Mental Health. Milan: FrancoAngeli. Selected chapters: Part I Chapter 3 – Generative and Parental Planning Chapter 4 – Psychological Processes and Parenthood Chapter 5 – Pregnancy, Childbirth, and the Postpartum Period: A Psychosomatic Perspective Chapter 7 – The Midwife and "Caring" Throughout the Childbirth Journey: Theories and Models of Care Chapter 8 – Parenting Support in Family Counseling Services: Early Childhood Chapter 9 – Mood Disorders During Pregnancy and the Postpartum Period: Clinical Features and Treatment Chapter 10 – Maternal Perinatal Depression and Anxiety: Assessment Tools Chapter 11 – Attachment and Paternal Affective Disorders During the Perinatal Period Part II Chapter 1 – Psychosomatics of Infertility Chapter 2 – Infertility and the Failure to Transition to Parenthood Chapter 4 – Medically Assisted Reproduction: New Parents and New Children Chapter 8 – Preterm Birth Chapter 10 – Preterm Birth and Neonatal Care Chapter 11 – Interrupted Parenthood: Maternal Stress and Altered Parenting Behaviors Following Preterm Birth Chapter 12 – The Family in the Neonatal Intensive Care Unit: Family-Centered Care, Relational Dynamics, and Developmental Pathways Textbook: Imbasciati A., & Cena L. (2015). Perinatal Clinical Psychology for Health and Psychosocial Professions. Vol. 2: Parenthood and the Origins of the Child's Mind. Milan: FrancoAngeli. Selected chapters: Part I Chapter 1 – The Development of the Mind: Ideologies and Preconceptions Chapter 2 – Neuropsychological Development and the Formation of the Mind Chapter 3 – From the Prenatal to the Neonatal Period Chapter 4 – Personality, Fetal Memory, and Early Psychopathology Chapter 5 – Early Mental Life: Fetal Movements and the Neurobiological Origins of Intersubjectivity Chapter 6 – Breastfeeding: Interactions Supporting Neurodevelopment Chapter 9 – Functional Disorders in Early Childhood Chapter 10 – Caring for the Mother-as-Environment: Psychoanalytic Psychotherapy with Parents and Infants During Early Development Part II Chapter 1 – Bridging Paradigms: The Study of the Parent–Child Relationship Chapter 2 – Child Maltreatment, Abuse, and Neglect: Attachment Theory, Psychoanalysis, and Neuroscience Chapter 3 – Early Parent–Child Relationships: Assessment and Intervention within Attachment Theory Using the CARE-Index
Obiettivi Agenda 2030 per lo sviluppo sostenibile	The course contributes to the achievement of Sustainable Development Goal (SDG) 3 of the 2030 Agenda (Good Health and Well-being) by fostering competencies aimed at promoting perinatal mental health, preventing psychological distress, and enhancing the well-being of women, newborns, and families. It also contributes to SDG 5 (Gender Equality) and SDG 10 (Reduced Inequalities) by preparing future healthcare professionals to identify psychosocial vulnerability at an early stage and to adopt an inclusive, multidisciplinary, and person-centered approach to care.