The Second-level short specialisation degree in Psychopathology of Learning prepares professionals (psychologists, neuropsychiatrists, etc.) capable of providing consultancy, diagnosis and intervention related to neurodevelopmental disorders (DSA, ADHD, autism, language disorders, intellectual disabilities), emotional-motivational and behavioural issues, and school-related issues, from early childhood into adulthood.
The Master tackles these topics starting from the most recent evidence in field research. Through the exemplification of cases and hands-on practice, students acquire knowledge and competences on the diagnostic tools and rehabilitative/psycho-educational intervention techniques, with effective results.
The Master trains professionals capable of working in clinical, educational and training contexts.
The Second-level short specialisation degree in Psychopathology of Learning provides the tools to promote an effective parenting style, manage school-family relationships, and promote school well-being projects. Moreover, the course provides the basics for continuous learning and the tools to assess the effectiveness and efficacy of the work carried out. The following aspects will be analysed for each topic: scientific literature status; assessment tools; diagnostic framework; design of an intervention path and use of targeted and effective specific intervention tools.
The Second-level short specialisation degree in Psychopathology of Learning prepares professionals (psychologists, neuropsychiatrists, etc.) capable of providing consultancy, diagnosis and intervention related to neurodevelopmental disorders (DSA, ADHD, autism, language disorders, intellectual disabilities), emotional-motivational and behavioural issues, and school-related issues, from early childhood into adulthood.
The Second-level short specialisation degree in Psychopathology of Learning provides training on:
NEURODEVELOPMENTAL DISORDERS: DIAGNOSIS AND INTERVENTIONS
Cognitive functions related to learning disorders. Verbal and visual memory, attention and executive functions, motor and visual-motor coordination abilities. Language disorders: nature and diagnostic procedures. Assessment of general cognitive functions, visual-spatial abilities, memory, and reading, writing and computing prerequisites. Definition of non-verbal learning disorder, theoretical framing, assessment tools and intervention. ADHD: disorder identification and intervention methods. Emotional, behavioural and relational issues related to learning disorders. Autistic spectrum disorders: disorder identification and intervention methods.
DIAGNOSTIC PROCEDURES
Establishing the psycho-diagnostic investigation process: from the elements collected during the interview to planning the cognitive areas to investigate further. Choice of assessment tools for school learning status and related cognitive functions. The importance of the psychometric characteristics of diagnostic investigation tools: ecological, concurrent and discriminating validity. Methods to assess the effectiveness and efficiency of rehabilitation projects.
PSYCHOPATHOLOGY OF LEARNING
Presentation of the classification of specific learning disorders, according to DSM 5 and ICD 11 diagnostic criteria, with reference to national guidelines.
DIAGNOSIS AND TREATMENT OF READING, WRITING AND COMPUTATION
Presentation of neuropsychological and evolutive reading, wring and computational learning models. Assessment and intervention tools for reading, writing and computation. Presentation of the assessment tools, correction methods and result interpretation. Presentation of the main intervention tools, based on the literature.
STUDY DIFFICULTIES AND EMOTIONAL-MOTIVATIONAL ASPECTS RELATED TO LEARNING ISSUES
Presentation of cognitive, metacognitive and emotional aspects related to learning and studying abilities. Insights on the assessment and intervention methods with respect to all the topics covered.
DIAGNOSIS AND INTERVENTION IN INTELLECTUAL DISABILITIES
From developmental stages (motor and language development) to remote pathological case history: what to ask and how to formulate the questions. Return interview structuring methods: explanation of the profile revealed by the assessment and sharing of work strategies. Drafting of the psychodiagnostic report, with explanation of the strengths, weaknesses, and effective strategies to support the patient’s development. How to promote school contacts and design multifocal interventions.
The Master is affiliated with the LabDA spin-off, with possible traineeship activities (after checking their availability). The LabDA spin-off deals with neurodevelopmental disorder assessment and interventions.
The Master is affiliated with AIRIPA, the Italian association dealing with research and intervention in learning psychopathology, which organizes seminars and events to train the professional figures who deal with neurodevelopmental disorders.
After completing the Master, attendees can become members of the AIRIPA.
The Master is mainly provided in person; during the lessons, theoretical aspects and hands-on practice on clinical cases will be carried out. Furthermore, there will be remote training hours, to allow the students to explore the topics treated during the lessons even further. The Master includes a mandatory 300-hour traineeship, to be completed in a public or private institutions dealing with the topics covered during the course. In order to achieve the title, students are required to pass two exams and draft a final dissertation.
The general ranking of merit for the academic year 2023/24 will be published on the Italian page of this Master according to the timing provided in the Call.
Information
FAQ
Lessons are usually held every two weeks, on Friday (10:30 AM – 6:30 PM) and Saturday (8:45 AM – 5 PM). Apart from traditional lessons, the Master also includes hands-on practice on clinical cases, with the purpose of promoting a correct implementation of the diagnostic methodology and of the rehabilitative project. Part of the practice is devoted to the knowledge and use of the assessment tools presented during the Master’s lessons. The Master entails two tests, aimed at evaluating the general acquisition of the contents, with particular focus on the methodological aspects related to diagnosis and treatment. The Master entails the presentation of a Master’s Dissertation in September, concerning the course topics, which can be based on a group research, on the analysis of one or more cases, or on the collection of bibliographic material.
Yes, the important thing is that the practice is affiliated with the University of Padua, and that the traineeship tutor is an expert in the Master’s topics.
For every topic presented during the Master, diagnostic and intervention paths will be shared through clinical cases.