DYNAMIC PSYCHOLOGY 1

Upon completion of the course, advanced knowledge and critical skills in psychodynamic models and their application in clinical and research settings are expected to have been acquired, in accordance with the Dublin Descriptors:

1. Knowledge and understanding: Acquisition of the main theoretical and methodological concepts of dynamic psychology, together with an in-depth understanding of its historical and conceptual development, from Freud’s work to contemporary relational and psychoanalytic approaches.
2. Applying knowledge and understanding: Ability to apply psychodynamic theories and models to different areas of application, recognizing their relevance both to clinical practice, particularly in case formulation and the understanding of psychic functioning, and to empirical research.
3. Making judgements: Development of an autonomous capacity for critical analysis of the different theoretical orientations of dynamic psychology, including the ability to evaluate the epistemological and clinical coherence of different models in the interpretation of psychological and relational phenomena.
4. Communication skills: Acquisition of the ability to use specialized and rigorous terminology appropriate to the discipline in order to communicate complex concepts related to psychic functioning and psychodynamic clinical practice effectively to both specialist and non-specialist audiences.
5. Learning skills: Development of adequate autonomous learning skills to support the continuous exploration of topics in dynamic psychology, through the consultation of relevant scientific literature and ongoing updating on developments in clinical and theoretical research.

The teaching format will consist primarily of lectures, structured to systematically present the main concepts, theoretical models, and historical developments of dynamic psychology—from Freud to contemporary relational orientations—with a particular focus on clinical and research applications. The lectures will be integrated with the discussion of clinical cases, analysis of scientific papers written in English, and guided discussion sessions, aimed at promoting the acquisition of critical skills and the application of theoretical contents to the understanding of psychic and relational functioning across various intervention contexts. 

Basic elements of general psychology and clinical psychology.

Strongly recommended, not mandatory. 

The course will cover the following topics:

• The Freudian perspective: drives, conflicts, and defenses;
• Theories and worldviews in dynamic psychology;
• The unconscious;
• Emotions and affects;
• Intimacy and sexuality;
• Motivational systems;
• Internal objects and internal working models;
• Organizing function: from the Ego to the Self;
• Defense mechanisms and coping strategies in mediating with reality;
• Psychopathology: from internal fantasies to the memory of relationships;
• The setting;
• Transfert
• From interpretation to relational experience in psychotherapy;
• The attachment paradigm and clinical intervention;   
• Dynamic psychology and infant research;   
• Dynamic psychology and attachment theory;   
• Research in psychodynamic psychotherapy;
• Dynamic psychology and neuroscience;
• Psychodynamic personality diagnosis;
• Developmental levels of personality organization and clinical implications;
• Primary and secondary defense processes;
• Character organization types.

Contribution of the course to the objectives of the 2030 Agenda for Sustainable Development

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

• Target 3.4: Promote mental health and well-being and reduce premature mortality through prevention and treatment of mental illnesses.
• Target 3.5: Strengthen the prevention and treatment of substance abuse, including narcotic drug abuse

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

• Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including respect for cultural diversity and the promotion of a culture of peace.

The course in Dynamic Psychology contributes to these objectives by providing students with theoretical and practical tools to understand and address psychological issues through a perspective of prevention, promotion of well-being, and inclusion. The course also encourages critical reflection on the individual and collective dynamics that influence mental health and well-being, fostering the development of cross-cutting skills useful for a more sustainable society.

1. Amadei, G., Cavanna, D., & Zavattini, G. C. (2015). Psicologia dinamica. Bologna: il Mulino.

2. McWilliams, N. (2012). La diagnosi psicoanalitica (seconda edizione). Astrolabio, Roma.

The evaluation of the expected learning outcomes will take place through a written exam. Students registered with CINAP (Center for Active and Participatory Integration of Students) may contact the instructor via email to agree upon any compensatory and/or dispensatory measures, based on the educational objectives and specific needs.

Exam Format

• Test type: 31 multiple-choice questions. Each question features 4 response options, with only one correct answer.
• Time allowed: Maximum 90 minutes. Additional time is granted as established by University regulations for students with specific learning disabilities (SLD) registered with CINAP.
• Scoring criteria:
• 1 point for each correct answer.
• 0 points for each incorrect or missing answer (no penalty for wrong answers).
• Exam grading: The final grade out of thirty is calculated based on the total score achieved (up to a maximum of 30 cum laude for 31 correct answers). The exam is passed upon reaching the passing threshold (18/30)

The questions will refer to the course syllabus. Below are some examples of exam questions:

1. What characterizes Freud's theory of neuroses?
2. What is the principle of psychic determinism?
3. What is an internal object?
4. What is meant by a selfobject?
5. What are defense mechanisms?
6. What is meant by the setting?
7. What is meant by transference?
8. Which aspects characterize the developmental model from the perspective of infant research?
9. What is meant by non-specific factors in psychotherapy?
10. What is meant by therapeutic process research?
11. Which aspects characterize psychoanalytic diagnosis?
12. What is meant by primary defense processes?
13. What are the developmental levels of personality organization?
14. What is meant by depressive personality?