D1. Knowledge and understanding: At the end of the course the student must demonstrate knowledge of the fundamental principles of physiology and psychopathology of child development. The student must know the main mental syndromes and dysfunctions of the child and how they manifest themselves in adulthood. D2. Ability to apply knowledge and understanding: At the end of the course the student must be able to apply the knowledge acquired in point D1 to recognize in clinical situations of children or their families, in real situations. D3. Making judgements: At the end of the course the student will be able to judge the basic methods and know the difference between the medical methodology and psychological and psychoanalytic methods. One must be able to operate independently using the classic analytical techniques for the analysis of stressful situations in the relationship with the patient. D4. Communication skills: At the end of the course the student must be able to clearly explain the concepts acquired in point D1, be able to document the analysis of the clinical situation examined and be able to represent and present the result correctly also regarding the anatomical location and physiological functioning, or possibly their pathophysiological origins. He/she must also know how to intervene in a critical discussion of course topics by giving valid suggestions. D5. Learning skills: At the end of the course the student must be able to independently explore the topics covered and must also be able to transfer the concepts learned in subsequent courses, in particular, in adult psychiatry and neurology.

As PREREQUISITES, in order to profitably follow the course, it is necessary to have basic knowledge of general psychology, knowledge of physiology and anatomy of the nervous system, basics of embryological development. It is also important to have some initial knowledge of the doctor-patient relationship and the interaction with the child and his family. The course does not constitute particular PROPEDEUTICITY except for obtaining the entire integrated course with Psychiatry and Neurology.

1. Notions of normal development of the fetus to newborn 2. Physical examination and assessment of psychopathology of the child. 3. Autism 4. ADHD 5. Specific learning disorders 6.Mental handicap 7. The ontogenetic and phylogenetic development: the basic motivational systems 8. The pathological defenses and psychopathology in early childhood

1. Notions of normal development of the fetus to newborn 2. Physical examination and assessment of psychopathology of the child. 3. Autism 4. ADHD 5. Specific learning disorders 6.Mental handicap 7. The ontogenetic and phylogenetic development: the basic motivational systems 8. The pathological defenses and psychopathology in early childhood TEXTS OF REFERENCE Fabbro, F. (2012) Manual of Child Neuropsychiatry. Carrocci editor In particular: The main neurological diseases of childhood: malformations (chapter 9); brain tumors (chapter 12); metabolic and mitochondrial diseases (chapter 13); neuromuscular diseases (chapter 14); headaches (chapter 15), infantile cerebral parlysis (chapter 16 and epilepsies) (chapter 17) Chapter 21: Speech Disorders, Chapter 22: Specific Learning Disorders; Chapter 24: Autism Spectrum Disorders; Chapter 25: ADHD Chapter 31: Post-Traumatic Stress Disorder in Childhood Chapter 32: Somatization Disorders Clarici, A. (2014). Theory and research in psychoanalysis. Commentary on Contemporary Psychoanalysis for the student of Psychology and Medicine. EUT Editions University of Trieste. Downloadable from: http://www.openstarts.units.it/dspace/bitstream/10077/9572/1/Clarici-Psicoanalisi.pdf In particular: Chapter 4: Genetic and environmental development compared IN-DEPTH (NOT REQUIRED) TEXTBOOKS Fabbro, F. (2016). The neurosciences: from physiology to the clinic. Carocci. Chapter 24: Emotions and feelings Chapter 25: Sleep and Dream Chapter 26: Brain Development Chapter 27: Critical Periods of Development

Autism Spectrum Disorders Language, movement and specific learning disabilities Childhood traumas Somatization disorders ADHD The critical periods of development Genetic and environmental development compared. The inseparability of genetics and environmental factors Adaptability and genetic polymorphism The genetic differential susceptibility theory Ethology of Differential genetic advantage A second example: gender identity development The process of self-individuation and separation Cognitive development according to Piaget: a psychoanalytic reinterpretation

Lectures, videos and public discussion of clinical vignettes

Discussion on the students'part

Exam type: Written exam Type of questions: multiple-choice questions (the questions are theoretical, but comments on neuroanatomical images and images from texts can also be requested). The questions are all taken from the textbooks proposed. Number of questions for the written exam: the precise number of questions is 30 + 1 bonus question (if the student passes the exam with 30 correct questions and answers the bonus question correctly, the grade in the written exam is 30 cum laude) . Duration of the written exam: 45 minutes. The vote is expressed in thirtieths Evaluation criteria: the student is expected to know in detail the contents of the subject presented in the classroom in the frontal lessons and, in detail, the contents of the indicated chapters of the fundamental and compulsory textbooks. Furthermore, the student should have at least a good understanding of the topics covered in the in-depth texts. Scoring criteria: for the written exam with multiple choice questions, one point is awarded for each correct answer. To pass the exam, the student must therefore demonstrate that he has achieved at least 18/30 in the written part.