Psychodynamics of Development and Family Relationships a.y. 2025-2026 – Corso di laurea magistrale in Scienze pedagogiche

CFU: 12
Course code: 804001005
SSD: PSIC-04/A
Master’s Degree: Scienze pedagogiche
Language: Italian

Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Written exam
Period:

Pre-requisites:
None

Program:
The course analyzes the contemporary debate on the interdependence between intrapsychic, relational, biological, and cultural factors that characterize parenting and family relationships throughout the life cycle. Parenting is viewed as both a dyad/triadic competence and in its representational, interactive, and neurobiological levels across the different family developmental stages. Particular attention is paid to the influence of early internalized models of relationships are passed down to the child through parenting, as well as to the way in which parents’ and child’s individual characteristics, family processes, and contextual elements can intertwine and configure protective and risk factors for child development. Also, the course analyzes parenting in diverse family forms, some of which have only recently appeared on the social scene and are of growing interest for scientific and professional debate: same-sex parent families, families through assisted reproduction, transgender-parent families, single-parent families, adoptive/foster families, and maltreating families. Lastly, the course discusses the different parenting interventions. The syllabus is the same for both attending and non-attending students.

Program:

The course analyzes the contemporary debate on the interdependence between intrapsychic, relational, biological, and cultural factors that characterize parenting and family relationships throughout the life cycle. Parenting is viewed as both a dyad/triadic competence and in its representational, interactive, and neurobiological levels across the different family developmental stages.
Particular attention is paid to the influence of early internalized models of relationships are passed down to the child through parenting, as well as to the way in which parents’ and child’s individual characteristics, family processes, and contextual elements can intertwine and configure protective and risk factors for child development.
Also, the course analyzes parenting in diverse family forms, some of which have only recently appeared on the social scene and are of growing interest for scientific and professional debate: same-sex parent families, families through assisted reproduction, transgender-parent families, single-parent families, adoptive/foster families, and maltreating families.
Lastly, the course discusses the different parenting interventions.
The syllabus is the same for both attending and non-attending students.

Text books:
– Cacioppo M., Gori A., Guccione C. (2017). Sistemi familiari e mentalizzazione: verso una prospettiva integrata. Milano, Franco Angeli – Fraiberg, S. H. (1985). Il sostegno allo sviluppo. Milano: Raffaello Cortina. (Chapters 7, 8) – Riva Crugnola, C. (2012). La relazione genitore-bambino. Tra adeguatezza e rischio. Bologna: il Mulino. (Capp. 5, 6)

Bibliography:

Educational goals and expected learning outcomes:
Objectives: To provide students with basic knowledge of the scientific literature related to the psychodynamics of family relationships and the basic communication processes underlying family dynamics in early childhood educational, socio-pedagogical, and school contexts, through the integration of the systemic-relational model and the attachment theory. Knowledge and understanding: By the end of the course, students should have acquired the necessary knowledge to understand the key elements of the systemic-relational model for studying family dynamics applicable to early childhood educational, socio-pedagogical, and school contexts. Additionally, they should have reached a level that, alongside the use of basic scientific literature, also includes familiarity with specific, up-to-date international studies. Applying knowledge and understanding: By the end of the course, students should be able to apply their knowledge and understanding of family functioning, seen as open systems, with an integrated and functional approach relevant to their future role as educators. Autonomy of judgment: Students should be able to independently collect information and behavioral data through indirect observation of psychological dynamics within family contexts (both typical and atypical). They should also be able to interpret the results obtained, with a view toward future integrated interventions, ethical reflection, and educational reasoning. Communication skills: Students should demonstrate that they have acquired communication and language skills suitable for discussion and reasoning within the field of educational sciences. Learning skills: Students should have developed specific learning abilities that will be essential for pursuing further studies, with a high level of autonomy in navigating the field of systemic-relational theories integrated with the attachment model within early childhood educational and socio-pedagogical contexts

Educational goals and expected learning outcomes:

Objectives:
To provide students with basic knowledge of the scientific literature related to the psychodynamics of family relationships and the basic communication processes underlying family dynamics in early childhood educational, socio-pedagogical, and school contexts, through the integration of the systemic-relational model and the attachment theory.
Knowledge and understanding:
By the end of the course, students should have acquired the necessary knowledge to understand the key elements of the systemic-relational model for studying family dynamics applicable to early childhood educational, socio-pedagogical, and school contexts. Additionally, they should have reached a level that, alongside the use of basic scientific literature, also includes familiarity with specific, up-to-date international studies.
Applying knowledge and understanding:
By the end of the course, students should be able to apply their knowledge and understanding of family functioning, seen as open systems, with an integrated and functional approach relevant to their future role as educators.
Autonomy of judgment:
Students should be able to independently collect information and behavioral data through indirect observation of psychological dynamics within family contexts (both typical and atypical). They should also be able to interpret the results obtained, with a view toward future integrated interventions, ethical reflection, and educational reasoning.
Communication skills:
Students should demonstrate that they have acquired communication and language skills suitable for discussion and reasoning within the field of educational sciences.
Learning skills:
Students should have developed specific learning abilities that will be essential for pursuing further studies, with a high level of autonomy in navigating the field of systemic-relational theories integrated with the attachment model within early childhood educational and socio-pedagogical contexts

Methods and criteria for verifying the learning:
The exam test consists of 31 multiple choice questions on the manual and the chosen book. 1 point will be assigned to each correct answer to the multiple choice questions. Wrong or omitted answers do not involve any penalty. The assessment is graded on a 30-point scale, with the possibility of honors (cum laude) awarded for 31 correct answers. Specifically, the criteria for evaluation are as follows: Not suitable: Significant gaps and/or inaccuracies in the knowledge and understanding of the topics; limited analytical skills, frequent generalizations. 18-20: Barely sufficient knowledge and understanding of the topics, with possible imperfections; sufficient analytical and independent judgment skills. 21-23: Routine knowledge and understanding of the topics; appropriate analytical skills, with coherent logical argumentation. 24-26: Fair knowledge and understanding of the topics; good analytical skills. 27-29: Thorough knowledge and understanding of the topics; strong analytical skills, with good independent judgment. 30-30 with honors: Excellent knowledge and understanding of the topics; outstanding analytical and independent judgment skills. The results of the exam are communicated via upload to the Delphi platform.

Methods and criteria for verifying the learning:

The exam test consists of 31 multiple choice questions on the manual and the chosen book. 1 point will be assigned to each correct answer to the multiple choice questions. Wrong or omitted answers do not involve any penalty.
The assessment is graded on a 30-point scale, with the possibility of honors (cum laude) awarded for 31 correct answers. Specifically, the criteria for evaluation are as follows:
Not suitable: Significant gaps and/or inaccuracies in the knowledge and understanding of the topics; limited analytical skills, frequent generalizations.
18-20: Barely sufficient knowledge and understanding of the topics, with possible imperfections; sufficient analytical and independent judgment skills.
21-23: Routine knowledge and understanding of the topics; appropriate analytical skills, with coherent logical argumentation.
24-26: Fair knowledge and understanding of the topics; good analytical skills.
27-29: Thorough knowledge and understanding of the topics; strong analytical skills, with good independent judgment.
30-30 with honors: Excellent knowledge and understanding of the topics; outstanding analytical and independent judgment skills.
The results of the exam are communicated via upload to the Delphi platform.

Attendance modalities:
Teaching Methods: frontal lessons. Not-mandatory attendance.