Psychology

This course studies the psychology of communication, including theories, systems, and applications. Topics covered include the concept of communication; the process of human communication; theories, systems, and models; semiotics of communication; communication in animals; communication and human development; nonverbal communication; interpersonal and intrapersonal communication; and observation, listening, and response skills.

This course takes a purely biological view of a set of interconnected topics in the field of learning and memory. All learning and memory formation is dependent on changes in functional connections between neurons. The course starts with seminal findings illustrating this principle in Aplysia. These findings are then compared with mechanisms of Long-Term Potentiation (LTP). In a number of papers, and accompanying lectures, students gain insight into molecular mechanisms to manipulate intra-cellular processes contributing to LTP and neural plasticity, at the genomic, RNA, and protein levels. In parallel, students learn about some landmark neurophysiological findings that have been crucial in our current understanding of memory formation. With this background in mind, students read studies in which molecular tools are used to modulate memory formation and their neurophysiological correlates. The course focuses mainly on two forms of learning, namely episodic memory and skill learning. Most of the papers focus on animal models of learning, using molecular and neurophysiological approaches, but there are also papers on human and non-human primate learning. The lectures provide crucial background to understand the papers, and in a broad sense could provide topics for exam questions. The course is challenging, and so a background or strong interest in neuroscience and/or (cellular) biology is very strongly recommended for this course. Further, students must have a genuine interest in biological approaches of learning and memory.

This course covers changes to work and careers in the contemporary society and explores psychosocial factors required for adaptation to these changes. It examines new career models that describe the non-traditional career patterns as well as resources and skills for the career adaptation emphasized in each model.

The course provides an introduction to developmental psychology. It focuses on conveying an understanding of key developmental phenomena and theories of typical development in children and adolescents. Perceptual, cognitive, linguistic, emotional, personality and social development are discussed, in light of developmental models and developmental studies. The phenomena and theories within the various development areas are considered in the light of modern empirical research.

The course provides a systematic review of the psychobiological bases of the main psychotic spectrum disorders (in particular Schizophrenia, Bipolar Disorder, and Paranoid, Schizoid, and Schizotypal Personality Disorders). Results from genetic, electrophysiological, neurochemical, and structural/functional neuroimaging are discussed for all disorders. As much as possible, the principal models proposed to explain the pathogenesis of each disorder are presented, to integrate information from the multiple approaches of neurosciences. The course discusses topics including a brief introduction to Psychotic Spectrum Disorders, methods and experimental techniques in psychobiological research, Schizophrenia, Bipolar Disorder, and Cluster A Personality Disorders. This advanced level course is at the second cycle degree, or masters degree level at the University of Padua. Students are required to have knowledge of cognitive processes and anatomo-physiological bases of the central nervous system as a prerequisite.

This foundation course provides a study of the psychopathology of high-profile offenders, including serial killers, psychopaths, violent criminals, and sexual offenders. Taking a lifecycle approach, it examines the antecedents of offending, genetic influences, and the detection, prosecution, treatment, and punishment of this group. Real case examples are used to illustrate offender groups such as Fred West, Jeffrey Dahmer, Peter Sutcliffe, Ted Bundy, Dr Harold Shipman, Ivan Milat, and Michael Bryant. This intensive course is taught by some of Australia’s leading forensic psychiatrists, clinicians, and researchers from the forensic mental health services, police, corrective services, law, and forensic medicine.

The course discusses the main theoretical aspects and empirical findings on learning and memory processes in humans. It examines human memory and learning from a behavioral, cognitive, and neuroscientific perspective with a special emphasis on current research trends and topics.