• Acquire a critical view of the current scientific and analytical paradigms and the distinction between the Cartesian and systemic paradigms;
• Understand family history and its sociocultural context, as an institution;
• Acquire knowledge related to family dynamics and their intersubjectivity and self-regulation and homeostasis mechanisms;
• Understand the fundamentals of systemic theory and its application;
• Demonstrate the ability to clinically understand and analyze the various family processes;
• Reveal the ability to clinically understand the various vulnerabilities and family disorders;
• Understand the processes of transgenerationality;
• Acquire skills to develop a family genogram.

• Raise awareness of the practice of intervention in Counseling, from a humanist perspective;
• Discuss and explain with clarity and depth the theoretical principles on which the Person-Centered Approach is based;
• Identify key concepts associated with client-centered counseling;
• Identify the different forms that counseling can take, from a humanistic perspective;
• Develop relational skills by conducting help interviews from a humanistic perspective.

• Know and use theoretical models on child development. Protective factors and risk factors;
• Know, differentiate and justify the theoretical models on psychological disorders in childhood and adulthood;
• Reflect on the prevention of the person's disorders.

• Recognize the importance of the Psychological Relationship with the Client;
• Integrate the consequences and impact that the Psychological Relationship has on the Client and on the therapeutic process;
• Understand how the Psychological Relationship with the Client works as a starting point and development in the activity of psychology;
• Foster and develop individual skills that enable an adequate Psychological Relationship with the Client (supportive psychotherapy);
• Enable the acquisition of relevant knowledge that allows developing an attitude of critical reflection on the Psychological relationship with the Client;
• Address the bases of the clinical situation inherent to the setting (1st session, diagnosis, prognosis, therapeutic contract, other variables);
• To analyze the importance of the variables of the professional and the client, inherent to the process of psychological relationship, in specific contexts;
• Address different forms of therapeutic intervention, with specific populations;
• Raise awareness of the need and pertinence of professional ethics.

• Know the main clinical aspects of neurological diseases, namely signs and symptoms, etiologies, pathophysiology and therapy;
• Know the main neurological diseases;
• Develop the notion of the role of the clinical psychologist and of counseling in the treatment of neurological diseases;
• Understand the complementarity between Medicine and Psychology in the treatment of these diseases.

• To support the need for anthropological reflection in the context of health sciences;
• Reflect on the concept of health in the most representative human societies and understand the meaning of beliefs, dynamics and behaviors in terms of culture;
• Learn to recognize the diversity of views on Man in his relationship with health and disease, in a context of multiculturalism;
• Understand the importance of cultural and social factors in the health-disease binomial.

• Provide students with an overview of various topics across the various areas of Psychology. Theoretical and philosophical issues, practice, research, psychotherapeutic models, ethics and current issues in Psychology are addressed;
• Provide a general and critical view of some of the main themes of Psychology, which are not addressed within the scope of other curricular units, and which are fundamental for training;
• To provide a space for discussion, reflection and awareness of current issues, namely populations and specific problems within the scope of psychology intervention;
• Deepen topics relevant to the formation of the psychologist.

• Understand the fundamentals of systemic theory and its application;
• Understand the different theoretical models of approach and intervention with the family;
• Demonstrate ability to understand and analyze the various family processes;
• Reveal the ability to clinically understand the different vulnerabilities and family disorders;
• Understand the different basic therapeutic models and their application to family therapy;
• Understand the family dynamics observed in the therapeutic sessions and the type of intervention provided;
• Develop clinical analysis skills;
• Develop skills to perform a family genogram and understand the richness of its use and analysis.

• Deepen the concepts that characterize the Customer-Centered perspective, namely the personality theory and the use of the 6 necessary and sufficient conditions for change, as a means of “relational diagnosis”;
• Develop skills to carry out interventions, in the practice of psychological counseling, appropriate to clinical contexts or more focused on health promotion/maintenance;
• Promote self-knowledge about the way of being during help interviews;
• Develop the ability to critically analyze the cases presented, through the use of the 6 necessary and sufficient conditions for change as a means of “relational diagnosis”.

• Use different theoretical models, which are the basis of psychological consultation with babies, children, adolescents, adults and the elderly;
• Thinking about the psychological consultation based on a coherent design of the progressive diagnosis methodology (“guidelines for the assessment process”) and intervention planning to guide/indicate clinical cases;
• Improve knowledge, justify and integrate the fundamental techniques of interview and observation and complementary techniques (tests);
• Know how to formulate the hypothesis of a definitive diagnosis in the light of the analysis and synthesis of the qualitative and quantitative results obtained;
• Reflect and practice the ethical guarantees required in psychological assessment and intervention planning;
• Know, evaluate and practice intervention planning;
• Rethink the clinical designs used in psychological consultations.

• Know the modes of action, presentation, indications and desirable and undesirable effects (secondary, collateral, serious) of drugs and, in particular, psychotropic drugs;
• Know the different forms of therapy, to be discussed according to the patient;
• Knowing a condition and its symptoms, knowing how to carry out a health and drug anamnesis with a Genogram and distinguishing side effects in patients using the Mannheim Scale;
• Distinguish what is characteristic of the disease and what comes from the side effects of the medicines they take.

• Know the bases, objectives and scope of intervention in psychology of Deviant Behaviors;
• Understand the importance of the intervention of Psychology within the organizations that intervene in this area and other contexts linked to marginality and delinquency;
• To know the role of the psychologist in the context of the psychology of deviant behaviors and the intervention for change in this area.

• Know the history of Anthropology of Disease;
• Study the theoretical concepts associated with the experience of the disease and the maintenance of risk behaviors in an anthropological analysis perspective;
• Deepen the study of the disease as a social construction;
• Understand the social and cultural implications of knowledge and differences between classical medicine and traditional medicine;
• Address the subsystems of care: the informal, the popular and the professional.

• Provide students with an overview of various topics that cut across different areas of psychology;
• Address, according to the state of the art, theoretical and philosophical issues, types of practices, research, psychotherapeutic models, ethical and deontological principles;
• To enable the complementarity and expansion of themes that go beyond the curriculum proposed in the CUs and that underpin training in psychology;
• Contact with knowledge, experiences of professionals and researchers of high merit. Updating state-of-the-art knowledge in terms of science, impossible to predict and, consequently, to fit in the UCs in operation.

Mixed Path (Dissertation and Internship).

• Prepare students for epistemological reflection and for mastering the bases of the theory of knowledge;
•  Systematize elements and formats of scientific methodology;
•  To sediment knowledge about the types of investigation and their specificities;
•  Increase the mastery of the various existing designs;
•  List some of the main measuring instruments used in psychology;
•  Assist in the preparation of the dissertation project to be developed, by facilitating the most appropriate choices.

• The main objective of the curricular unit is to provide students with an overview of various topics that are transversal to the various areas of Psychology. Theoretical and philosophical issues, practice, research, psychotherapeutic models, ethics and current issues in Psychology are addressed;
• It is intended to provide a general and critical view of some of the main themes of Psychology, which are not addressed within the scope of other curricular units, and which are fundamental for training;
• The topics addressed aim to provide a space for discussion, reflection and awareness of current issues, namely populations and specific problems within the scope of Psychology intervention;
• Deepen topics relevant to the formation of the psychologist.

Via Investigation (Dissertation).

• Guide students in the improvement of research work, through the deepening of knowledge about the methodological options in research, with regard to the most appropriate designs and techniques;
• Guide students in the clear definition and justification of the relevance of research problems and hypotheses;
• Systematize the information associated with the selection of participants and their ethical care;
• Gather the necessary information to guarantee the psychometric validity of the instruments in accordance with the objectives of the study;
• Reflect on investigation procedures, with a view to obtaining accurate data and in compliance with current ethical standards;
• Deepen knowledge about the relevance of statistical analyzes and their presentation;
• Develop skills in terms of interpretation and discussion of results, as well as raising awareness of the importance of the limitations of the study;
• Facilitate the development of a self-critical and analytical attitude towards research work, contributing to a better preparation for the public presentation of the work carried out.

Vocational Path (Internship).

Mixed Path (Dissertation and Internship).

Mixed Path (Dissertation and Internship).

• The main objective of the curricular unit is to provide students with an overview of various topics that are transversal to the various areas of Psychology. Theoretical and philosophical issues, practice, research, psychotherapeutic models, ethics and current issues in Psychology are addressed;
• It is intended to provide a general and critical view of some of the main themes of Psychology, which are not addressed within the scope of other curricular units, and which are fundamental for training;
• The topics addressed aim to provide a space for discussion, reflection and awareness of current issues, namely populations and specific problems within the scope of psychology intervention;
• Deepen topics relevant to the formation of the psychologist.