Study-unit THEORIES AND METHODS FOR THE ASSESSMENT OF INDIVIDUAL FUNCTIONING,DISABILITY AND HEALTH
| Course name | Philosophy and ethics of relationships |
|---|---|
| Study-unit Code | 40998909 |
| Curriculum | Filosofia e psicologia |
| Lecturer | Stefano Federici |
| Lecturers |
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| Hours |
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| CFU | 9 |
| Course Regulation | Coorte 2023 |
| Supplied | 2024/25 |
| Supplied other course regulation | |
| Learning activities | Affine/integrativa |
| Area | Attività formative affini o integrative |
| Sector | M-PSI/01 |
| Type of study-unit | Opzionale (Optional) |
| Type of learning activities | Attività formativa monodisciplinare |
| Language of instruction | Italian |
| Contents | From models to the ICF international classification of disability. Measures of individual functioning and disability. Neurodevelopmental disorders. Sexuality and disability. |
| Reference texts | Compulsory reading: 1. Federici, S. (2002). Sessualità alterabili. Indagine sulle influenze socioambientali nello sviluppo della sessualità di persone con disabilità in Italia. Roma, IT: Kappa. Disponibile online sul sito: https://www.researchgate.net/publication/235327763; 2. Vicari, S., & Caselli, C. (Eds.). (2017). Neuropsicologia dell’età evolutiva. Bologna, IT: Il Mulino. (Chapters 9,10,11,12,13,14,18,19,20); 3. Gadd, M. (2021). Masturbation, Autism and Learning Disabilities: A Guide for Parents and Professionals. Jessica Kingsley Publishers. (Chapters 1–9,11,14,15,16,19). https://www.amazon.it/Masturbation-Autism-Learning-Disabilities-Professionals/dp/1787755614/ref=monarch_sidesheet; 4. Federici, S., Mosconi, E., Rossler, M. E., & Mossuto, V. (2024). Expressive Existential Psychoeducational Intervention Treatment for Maladaptive Sexual Behavior in a Boy with Trisomy 21 Syndrome: A Case Report. Archives of Sexual Behavior; 5. Federici, S., Castellani Mencarelli, A., Bria, E. A., Carrara, M., Ciancimino, C., & Ghizzoni, G. (2023). Do Children Learn Representations, Stigmas, and Stereotypes About Disability or Do They Create Them to Some Extent? In S. B. Barret (Ed.), People with Disabilities: Perceptions, Stigmas and Stereotypes (pp. 33–118). Nova Science Publishers. https://novapublishers.com/shop/people-with-disabilities-perceptions-stigmas-and-stereotypes/; 6. Federici, S., Artegiani, F., Diotallevi, D., Caruso, G., & Castellani Mencarelli, A. (2020). Psychological Sexual Health of People with Paraplegia. In A. Ibarra (Ed.), Paraplegia (pp. 1–21). London, UK: IntechOpen. https://www.intechopen.com/online-first/psychological-sexual-health-of-people-with-paraplegia; 7. Meloni, F., Federici, S., & Dennis, J. L. (2015). Parents’ Education Shapes, but Does not Originate, the Disability Representations of Their Children. PLoS ONE, 10(6), e0128876. https://doi.org/10.1371/journal.pone.0128876 8. Federici, S. (2025) Slide di Psicologia del funzionamento individuale disponibili online sul sito UNISTUDIUM. The English language texts in numbers 4, 5, 6, and 7 can be replaced with in the following two Italian language texts: 9. Federici, S., Corsi, V., & Locatelli, M. E. (2014). Asino chi non legge? Riconoscere e gestire i disturbi specifici di apprendimento. Milano, IT: Pearson; 10. Federici, S., & Scherer, M. J. (Eds.). (2013). Manuale di valutazione delle tecnologie assistive (A. Stella, Trans.). Pearson (Prefazione, Introduzione alle parti: 1, 2, 3, Capitoli: 1,2,3,4,8,9,13,15,17,18). Recommended reading: 11. Federici, S., Corsi, V., & Locatelli, M. E. (2014). Asino chi non legge? Riconoscere e gestire i disturbi specifici di apprendimento. Milano, IT: Pearson. 12. Federici, S., & Scherer, M. J. (Eds.). (2018). Assistive Technology Assessment Handbook (2nd ed.). CRC Press. https://doi.org/10.1201/9781351228411. 13. Federici, S., Balboni, G., Buracchi, A., Barbanera, F., & Pierini, A. (2023). WHODAS–Child: Psychometric Properties of the WHODAS 2.0 for Children and Youth among Italian Children with Autism Spectrum Disorder. Disability and Rehabilitation, 45(10), 1713–1719. https://doi.org/10.1080/09638288.2022.2071481; 14. Federici, S., Corradi, F., Meloni, F., Borsci, S., Mele, M. L., Dandini de Sylva, S., & Scherer, M. J. (2015). Successful Assistive Technology Service Delivery Outcomes from Applying a Person-Centered Systematic Assessment Process: A Case Study. Life Span and Disability, 18(1), 41–74. https://www.researchgate.net/publication/279525619 15. Federici, S., Bracalenti, M., Meloni, F., & Luciano, J. V. (2017). World Health Organization Disability Assessment Schedule 2.0: An International Systematic Review. Disability and Rehabilitation, 39(23), 2347–2380. https://www.researchgate.net/publication/309741657 16. Federici, S., Meloni, F., Catarinella, A., & Mazzeschi, C. (2017). Models of Disability in Children’s Pretend Play: Measurement of Cognitive Representations and Affective Expression Using the Affect in Play Scale. Frontiers in Psychology, 8(794), 1–8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00794/full 17. Federici, S., & Lepri, A. (2021). The right to pleasure of people with spinal cord injury and their partners. Psychiatria Danubina, 33(Suppl. 11), 29–32. https://www.psychiatria-danubina.com/UserDocsImages/pdf/dnb_vol33_noSuppl%2011/dnb_vol33_noSuppl%2011_29.pdf 18. Contardi, A., Berarducci, M., & AIPD – Associazione Italiana Persone Down. (2013). Amicizia, amore, sesso: parliamone adesso. Imparare a conoscere se stessi, gli altri, le proprie emozioni. Erickson. 19. Witty, W., & Flandoli, C. (2023). Che brava che sei! 8 storie di abilismo quotidiano. Laterza. |
| Educational objectives | Acquisition of knowledges and skills in the context of individual functioning, in the context of the assessment to disability and health, the processes of assignment af assistive technologies. Acquisition of knowledges and skills on sexuality and disability. |
| Prerequisites | Knowledge of the Italian language, level C1. Knowledge of English, level B2. Good computer skills. Good knowledge of psychological sciences and techniques; in particular, a good knowledge of the contents of General Psychology is required (Anatomo-physiological foundations of the mind; Functions of the mind; Fundamental stages and theories of evolutionary psychology). Good knowledge of scientific research methods. Analytical comprehension and reasoning skills. |
| Teaching methods | Face-to-face and workshops. |
| Other information | Students with disabilities or with DSA will be able to make use of assistive and compensatory tools according to ministerial and university regulations. It is therefore recommended that students book a student reception with Prof. Stefano Federici so that the arrangements can be defined verbally. |
| Learning verification modality | The exam is both written and oral. A questionnaire (quiz) with 30 multiple-choice questions (+1 = correct answer // -0.50 = wrong answer // -0,25 = answer not given), taken from the contents of the compulsory examination materials (see below: "Compulsory Texts"), will be administered online to the student who have enrolled in the SOL at least 7 days before the examination date. The questionnaire can be completed online through SEB using a PC, tablet or smartphone owned by the student and connected to the UNIPG Wi-Fi network (if the student does not have his or her own device, he or she must reserve a PC station at LIDU). Access to the UNIPG Wi-Fi service is possible after authentication by entering the unique credentials of the university. Only the student who has booked the SOL will have access to the classroom designated for the exam, equipped with his or her device. After taking a seat in the classroom, the student will have to access the course page on UNISTUDIUM and wait for the teacher present in the classroom to give him/her the password to access the written test. Once the password has been entered, the student will have 30 minutes (40 minutes for students with compensatory measures) to complete the pre-selection written test. Only one attempt is allowed. Candidates who have passed the pre-selection test (with a minimum score of 18) will take the oral test on the same day (unless otherwise specified). Candidates who, having passed the pre-selection test, do not take the oral test immediately after the written pre-selection test will have to repeat the written pre-selection test, even if they have obtained a positive score (= 18). Candidates who pass the written test but fail the oral test must also retake the pre-selection written test at a later date. Candidates who fail either the written or the oral test may retake it at any other session (including the one immediately following). It is possible to take both the preselection written test and the oral test at any session. |
| Extended program | 1. The models of disability: WHO and the Health Model; The models of disability; The first classification of disability: ICIDH 76/80; From a minority model to the universal model; ICF: International Classification of Functioning, Disability and Health. [Compulsory reading: 1, 5] 2. Measures and classification of individual functioning and disability. ICF-Checklist, ICF Core-set, WHODAS 2.0, WHOQOL, SIS, Vineland-II, DSM-5. [Compulsory reading: 1, 5] 3. Neurodevelopmental disorders: Diagnostic criteria and intervention strategies for SLD; evaluation and intervention in dyslexia, dysorthographia/dysgraphia and dyscalculia; SLD and comorbidities such as attention disorder with hyperactivity; control functions and ADHD; autism spectrum disorder. [Compulsory reading: 4-5] 4. Assistive Technology Assessment Process: The assistive technology abandonment; The 5 pillars of the ATA process model. Measuring the matching of assistive technologies in a center for technical aids; The role of the psychologist in a center for technical aids; The role of the psychotechnologist in center for technical aids. [Compulsory reading: 1, 5] 5. Sexuality and disability: Sexual identity and gender stereotypes; Phenomenology of sex education of disabled people in Italy; sexuality of people with spinal cord injury; sexually explicit video supports for people with physical disability; supports and guides for sex education of people with intellectual disabilities; sexual assistance of disabled people; management of inappropriate masturbation; management of masturbation. [Compulsory reading: 2, 3, 5] |
| Obiettivi Agenda 2030 per lo sviluppo sostenibile | Health and wellness Quality education Gender equality |