PSYCHOLOGY OF DISABILITY AND REHABILITATION

The course Psychology of Disability and Rehabilitation will be delivered primarily through traditional lectures, consisting of structured sessions aimed at providing a systematic presentation of the main theoretical models and empirical evidence related to psychological processes associated with disability and rehabilitation pathways, with particular attention to clinical, neuropsychological, and psychosocial aspects. Lectures will be supplemented by discussions of clinical cases, analysis of scientific articles, and guided classroom discussions in order to promote the development of critical skills and the application of theoretical knowledge to professional practice across different intervention settings.

The course is also designed in an English-friendly format: depending on students’ needs, lectures may be delivered in English; teaching materials (slides, scientific articles, and any additional readings) will also be made available in English, and, upon request, students may take the examination in English.

Basic knowledge of psychobiology.

• Functioning, disability, and environmental factors: WHO classifications. 
• The concept of Disability proposed by the ICF; ICF and the functioning profile. 
• The main classification systems (DSM-5 and ICD-10), recent terminologies, and the nosographic framework of the most common forms of disability. 
• Sensory disabilities 
• Motor disabilities 
• Intellectual disabilities 
• Autism spectrum disorders 
• Learning disorders 
• Attention Deficit Hyperactivity Disorder (ADHD) 
• Language delays and disorders

Principal neuropsychological deficits:

• Memory disorders: Amnesias
• Frontal syndromes
• Extra-corporeal space disorders: Hemineglect
• Body space disorders: Hemisomatognosia and Somatotopagnosia
• Visuospatial disorders: Constructional apraxia and Topographical disorientation
• Language disorders: Aphasia
• Written language and calculation disorders: Alexia, Agraphia, and Acalculia
• Disorders of gesture planning: Apraxias
• Recognition disorders: Agnosias

Rehabilitation interventions for brain trauma: holistic/integrated approach

The evaluation will consist of an oral interview.
It will be a moment to assess the progress made and engage in an individual exchange with the instructor. Mastery of the subject is required, with the ability to recognize the interconnections between different topics and demonstrate the capacity to organize technical knowledge in relation to specific objectives.

The evaluation criteria are based on:

• Clarity in presenting the course content

• Competence in using specialized terminology

• Functioning, disability, and environmental factors: WHO classifications. 
• The concept of Disability proposed by the ICF; ICF and the functioning profile. 
• The main classification systems (DSM-5 and ICD-10), recent terminologies, and the nosographic framework of the most common forms of disability. 
• Sensory disabilities 
• Motor disabilities 
• Intellectual disabilities 
• Autism spectrum disorders 
• Learning disorders 
• Attention Deficit Hyperactivity Disorder (ADHD) 
• Language delays and disorders

Principal neuropsychological deficits:

• Memory disorders: Amnesias
• Frontal syndromes
• Extra-corporeal space disorders: Hemineglect
• Body space disorders: Hemisomatognosia and Somatotopagnosia
• Visuospatial disorders: Constructional apraxia and Topographical disorientation
• Language disorders: Aphasia
• Written language and calculation disorders: Alexia, Agraphia, and Acalculia
• Disorders of gesture planning: Apraxias
• Recognition disorders: Agnosias

Rehabilitation interventions for brain trauma: holistic/integrated approach