PSYCHOLOGY OF THE FAMILY AND FAMILY RELATIONSHIPS

Academic Year 2026/2027 - Teacher: ELENA COMMODARI

Expected Learning Outcomes

The course provides a theoretical and methodological introduction to the main topics in family psychology and aims to develop knowledge of research approaches to family relationships and the basic principles of psychological intervention in relational and family contexts. This objective will be achieved by studying "classic" texts that constitute essential milestones in the theoretical and applied fields of family psychology, as well as recent theoretical and applied contributions. Specifically, students will be expected to understand the main theoretical currents in family psychology, focusing on the origins of family psychology and systems theory, new family forms, and the most relevant applied implications, with a focus on psychotherapeutic intervention. The pragmatics of human communication will also be explored in relation to intra-family communication. Expected Learning Outcomes: Knowledge and Understanding (DD1): Knowledge of theoretical constructs, research models, and fields of application; Appliyng Knowledge and Understanding (DD2): Connection of learned content to the appropriate field of application; Making judgment (DD3): the ability to critically process learned content, including in relation to other psychological subjects; Communication skills (DD4): the ability to adequately express learned content with appropriate use of specialized terminology; Learning skills (DD5): the ability to integrate learned content into the body of psychological knowledge, navigate texts, and develop flexible approaches to the subject matter based on different specific content.
Teaching contribution to the goals of the 2030 Agenda for Sustainable Development: Goal 4: Quality, equitable, and inclusive education. Target 4.7: Ensure that students acquire clinical and interpersonal skills to work with diverse individuals, developing listening skills, understanding, and respect for cultural and psychological diversity

Course Structure

Lectures. Exercises, practical activities, and individual and group workshops are also included to foster reflection on content and consolidate knowledge. Seminar activities may also be scheduled. If the course is taught in a blended or distance-learning format, any necessary changes to the previously stated curriculum may be made to comply with the planned program and the Syllabus

Required Prerequisites

Adequate knowledge of dynamic psychology, developmental psychology, and general psychology

Attendance of Lessons

recommended

Detailed Course Content

The origins of family psychology, from classical psychoanalysis to new approaches (Freud, Klein, Bion, Winnicott, cybernetics and systems theory, etc.)
Family structure
Family identity
Interactive and relational processes within the family
The family life cycle
The various phases of the family life cycle (e.g., couple formation, families with young children, adolescent children, young adult children, and elderly parents, families in transition)
Different types of families and new forms of family relationships
Family research and intervention with an emphasis on psychotherapeutic intervention
The pragmatics of human communication and pathological communication in the family context (e.g., paradoxical communication and double bind)

Textbook Information

The texts contain transcripts of therapeutic interventions and interviews, which are easily recognizable because they are enclosed entirely in quotation marks. These sections are useful and indispensable reading for understanding the theoretical content.

1) FAMIGLIE E TERAPIA DELLA FAMIGLIA . Autore S. Minuchin, Astrolabio

2) PSICOLOGIA DELLA FAMIGLIA, LA PROSPETTIVA SISTEMICO RELAZIONALE. Autore: Paolo Gambini, Franco Angeli,

3) PRAGMATICA DELLA COMUNICAZIONE UMANA. STUDIO DEI MODELLI INTERATTIVI, DELLE PATOLOGIE E DEI PARADOSSI

Course Planning

	Subjects	Text References
1	The curriculum follows the content described in the "Contents" section. All topics described in detail in the course content are covered in Textbooks 1 and 2. Textbook 3 addresses the issues of human communication from an intrafamilial and dysfunctional perspective	1,2,3

Learning Assessment

Learning Assessment Procedures

Oral. The final assessment may benefit from the results of exercises, individual or group, planned by the instructor. Participation in these exercises is not mandatory and may be completed during and/or at the end of the course.

If teaching is taught in a blended or distance learning format, necessary changes may be made to the previously stated content in order to comply with the planned program and the syllabus.

Learning assessment may also be conducted electronically, should the conditions require

it.if circumstances require it.

To ensure equal opportunities and in compliance with applicable laws, interested students

may request a personal interview to plan any compensatory and/or dispensatory measures, based on their educational objectives and specific needs. They may also contact the CInAP (Center for Active and Participatory Integration — Services for Disabilities and/or DSA) contact teacher in their department (https://www.cinap.unict.it/content/referenti).

The evaluation criteria used for the exam are as follows:

Adequacy of expression regarding content and method

Broadness of thematic awareness and lexical accuracy

Ability to critically analyze topics

Ability to make interdisciplinary connections

Ability to rework knowledge

Ability to transfer knowledge to operational contexts

Based on these criteria, the grade will be expressed in thirtieths according to the following scheme:

• Fail:

Knowledge, awareness, understanding, and lexical accuracy in the presentation of topics: significant deficiencies and inaccuracies

Ability to analyze, synthesize, delve deeper, and rework: irrelevant, with inappropriate generalizations and inadequate connections and analyses

Ability to transfer knowledge to operational contexts and make interdisciplinary connections: inadequate, with inappropriate connections and transfers

• 18–20

Knowledge, awareness, understanding, and lexical accuracy in the presentation of topics: barely sufficient, with extremely basic knowledge and imperfections Clear

Analysis, synthesis, in-depth analysis, and re-elaboration skills: barely adequate

Ability to transfer knowledge to operational contexts and make interdisciplinary connections: barely adequate and at an extremely basic level

• 21–23

Knowledge, awareness, understanding, and vocabulary correctness in presenting topics: slightly more than adequate

Analysis, synthesis, in-depth analysis, and re-elaboration skills: slightly more than adequate

Ability to transfer knowledge to operational contexts and make interdisciplinary connections: slightly more than adequate

• 24–26

Knowledge, awareness, understanding, and vocabulary correctness in presenting topics: fair, with adequate vocabulary correctness

Analysis, synthesis, in-depth analysis, and re-elaboration skills: fair, with adequate vocabulary correctness

Fair analytical and synthesis skills, topics are presented coherently.

Ability to transfer knowledge to operational contexts and make interdisciplinary connections: Fair/good, interdisciplinary connections and transfer to appropriate fields of application.

• 27–29

Knowledge, awareness, understanding, and vocabulary accuracy in presenting topics: very good with minor imperfections.

Ability to analyze, synthesize, delve deeper, and revise: very good with high analytical skills. Ability to transfer knowledge to operational contexts and make interdisciplinary connections: very good, with interdisciplinary connections and transfer to fully appropriate and thorough application fields.

• 30–30 with honors

Knowledge, awareness, understanding, and vocabulary accuracy in presenting topics: excellent.

Ability to analyze, synthesize, delve deeper, and revise: excellent.

Ability to transfer knowledge to operational contexts and make interdisciplinary connections: excellent with a high level of depth in transferring knowledge to application fields and making interdisciplinary connections.

Examples of frequently asked questions and / or exercises

The questions will be graded by difficulty: some basic for passing the exam, and others in-depth for achieving the highest grades. Examples: lifespan, therapeutic association, the double bind, foundation of family therapy

Degree Course in

Psychology