CLINICAL PSYCHOLOGY OF HEALTH
Academic Year 2026/2027 - Teacher: MARIA CATENA AUSILIA QUATTROPANIExpected Learning Outcomes
Course Learning Outcomes
Knowledge and Understanding: the course aims to provide students with advanced knowledge and skills to work within the field of clinical health psychology, including competencies in psychological assessment and in the design and implementation of specific clinical-psychological interventions for the prevention of psychopathology. It also aims to develop competencies in promoting a culture of mental health and well-being and in enhancing the individual through the promotion of psychological and relational development.
Applying Knowledge and Understanding: by the end of the course, students will have acquired the knowledge and competencies necessary to work within the field of clinical health psychology, including skills in psychological assessment and in the implementation of specific clinical interventions. Students will have developed knowledge of the various topics addressed throughout the course and will understand the connections between theoretical approaches, research findings, assessment tools, and intervention planning.
Students will be able to compare different approaches, identifying the strengths and limitations of the various theoretical orientations. They will acquire the skills required to use specific clinical-psychological and relational tools to promote health and to implement targeted preventive and psychoeducational interventions, including mindfulness-based breathing techniques, across a range of institutional and non-institutional settings (e.g., hospitals, community-based services, primary care psychology, families, schools, and communities).
Making Judgements: students will be able to integrate knowledge and manage the complexity of professional practice in the field; consciously apply the mindfulness-based breathing and psychoeducational intervention techniques acquired during the course; and reflect on the social, ethical, and professional responsibilities associated with the psychology profession and with the application of their knowledge and skills.
Communication Skills: students will be able to communicate their knowledge clearly and effectively to future clients within a supportive and helping relational framework.
Learning Skills: students will develop the learning skills required to pursue continuous professional development and keep their knowledge and competencies up to date through self-directed and autonomous learning.
Course Structure
38 hours of lectures and 4 hours of practical in-depth workshop.
Required Prerequisites
Basic knowledge of clinical and dynamic psychology
Attendance of Lessons
Recommended, not mandatory.
Detailed Course Content
Course aims to present the theoretical and empirical bases of evidence-based prevention programs and health promotion interventions. Methodological options and intervention tools with effective results will be introduced, to understand their use in clinical setting, as well as the cognitive skills for the evaluation of specific risk factors and protective factors, according to the guidelines of American Psychological Association for prevention in psychology. Two practical seminars will be held to provide students with hands-on training, through exercises and role-playing simulations, in psychoeducational techniques and mindfulness-based breathing techniques. Course will also focus on the analysis and improvement of health protection systems; identification of causes and diagnostic correlates for health and disease; development of practices for psychological growth and the benefit of communities, groups, families and individuals; post-traumatic growth; different strategies for maintaining and promoting health and preventing and treating disease.
Health policies that support the health and well-being of entire population: will be explored in depth multidisciplinary team work in different areas in which the clinical psychologist operates.
Contribution of the Course to the Objectives of the 2030 Agenda for Sustainable Development
Contribution of the Course to the Objectives of the 2030 Agenda for Sustainable Development
Goal 3: Good Health and Well-being for All at All Ages
- Target 3.4: Promote mental health and well-being and reduce premature mortality through the prevention and treatment of mental health conditions.
- Target 3.5: Strengthen the prevention and treatment of substance abuse and other forms of addiction, with particular attention to substance misuse.
Goal 4: Quality, Equitable and Inclusive Education
- Target 4.7: Ensure that students acquire the knowledge and skills needed to promote sustainable development, including respect for cultural diversity and the promotion of peace.
Teaching Methods
- Lectures
- Supplementary and in-depth learning materials
The course in Clinical Health Psychology contributes to these objectives by providing students with theoretical and practical tools to understand and address psychological issues from a prevention, health promotion, and inclusion perspective. The course also encourages critical reflection on the individual and collective factors that influence mental health and well-being, fostering psychological development and the acquisition of transferable skills that can contribute to a more sustainable society.
Textbook Information
1. Larry C. James, William O'Donohue, Jeanne Wendel. Clinical Health Psychology, Springer, 2022 or Mark Forshaw (2022) Health Psychology in Clinical Practice, 1st Edition
2. Sardella A, Lenzo V, Razza G, Maci T, Russo S, Cannavò D, Caponnetto P, Basile G and Quattropani MC (2025) Personality traits and social frailty in older adults: exploring the mediating effect of perceived loneliness. Front. Public Health 13:1637088. doi: 10.3389/fpubh.2025.1637088
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Culture of health, promotion of psychological well-being in different contexts according to the biopsychosocial model and positive psychology | #1 |
| 2 | Primary, secondary and tertiary prevention interventions: evidence-based models | #1 |
| 3 | State of health, quality of life, psychological well-being | #1 |
| 4 | Psychological representations of health and illness | #1 |
| 5 | Emotions, emotional regulation, personality and health | #1 |
| 6 | Personal resources and health behaviors: reference models and theories | #1 |
| 7 | Stress and coping; psycho-neuro-endocrine-immunology, psychosocial risk factors | #1 |
| 8 | Lifestyles, risk behaviors and self-protective behaviors | #1 |
| 9 | Promoting health from a life-span perspective: resilience | #1 |
| 10 | Somatic pathology: quality of care and communication with patients | #1 |
| 11 | Community interventions for health promotion and communication and prevention campaigns on health risk | #1 |
| 12 | Occupational health psychology | #1 |
| 13 | Psychological intervention in emergency and bereavement situations | #1 |
| 14 | Perceived Loneliness and Quality of Life in Aging | #2 |
Learning Assessment
Learning Assessment Procedures
Assessment Methods and Grading Criteria
Assessment Methods
During the oral examination, students will be assessed according to the following criteria:
- Relevance of the answers to the questions asked
- Ability to identify the interrelationships and interdependencies between the different topics
- Ability to organize and apply technical knowledge in relation to specific objectives
- Quality and accuracy of the content
- Ability to establish connections with other topics covered in the course
- Clarity and effectiveness of the presentation of course content
- Competence and appropriate use of technical and specialized terminology
- Overall communication and expressive skills
Grading Criteria
The final grade is expressed on a 30-point scale, according to the following criteria:
Fail
- Knowledge and understanding of the subject: significant gaps and inaccuracies
- Analysis and synthesis skills: inadequate; frequent overgeneralizations
- Use of references: completely inappropriate
18–20
- Knowledge and understanding of the subject: very limited, with evident inaccuracies
- Analysis and synthesis skills: barely adequate
- Use of references: barely appropriate
21–23
- Knowledge and understanding of the subject: slightly above the minimum level of proficiency
- Analysis and synthesis skills: adequate; demonstrates a reasonable ability to analyze and synthesize information, presenting arguments in a logical and coherent manner
- Use of references: uses standard references
24–26
- Knowledge and understanding of the subject: good
- Analysis and synthesis skills: good; demonstrates good analytical and synthesis skills, presenting topics coherently
- Use of references: uses standard references
27–29
- Knowledge and understanding of the subject: very good
- Analysis and synthesis skills: very strong analytical and synthesis skills
- Use of references: demonstrates in-depth knowledge of the topics
30–30 with honors (cum laude)
- Knowledge and understanding of the subject: excellent
- Analysis and synthesis skills: outstanding analytical and synthesis skills
- Use of references: demonstrates significant in-depth study and critical engagement with the relevant literature
Examples of frequently asked questions and / or exercises
Contexts of health psychology
Biopsychosocial model
Health-related quality of life
Wellbeing and positive psychology
Representations of health and illness
Emotions, emotional regulation and health
Influence of personality
Personal resources and health
Health behaviors: reference models and theories
Stress and coping
Lifestyles and risky behaviors
Adherence and self-protective behaviors
Psycho-neuro-endocrine-immunology
Psychosocial risk factors
Health and positive functioning throughout life
Resilience
Health and positive and active aging
Quality of care and communication with patient in somatic pathologies
Community interventions for health promotion
Communication campaigns on health risk
Clinical psychology of occupational health
Psychological intervention in emergency and bereavement situations