Each curriculum focuses on specific topics. Training activity, in all curricula, includes: a)Taking part in courses and research congresses, both general and specialistic, with particular attention to methodological issues; b)Planning and acting a research project, for the final exam; c)Training periods abroad, at foreign Universities, in partnership with our University. Training courses of our Phd. Involve the following topics (curricula): 1)Assessment of Development over the life curriculum refers to: Motor-sensory development and assessment tools in early childhood. Development of communication and language. Early stages of language development. Vocabulary and syntax development. Meta-linguistic skills and referencing communication. Assessment tools of language development. Development of theories of mind. Theory of mind and fiction games. Referencing in mental states using language. Comunicative, affective and cognitive processes life time. Emotional development and creation of attachment bond. Quality relationships with parents and mental models of the Self. Planning research in developmental and clinical field. Methodologies and qualitative and quantitative techniques of data analyses. 2)Developmental Psychopathology and Diagnostic Tools curriculum refers to: Identification of early adjustment disorders of the Self and stable developmental disorders. Depression and maternal mental models of attachment. Psychopathology of autism and early diagnosis. Deficit of autism's theory of mind. Communication and language problem in learning and language disorders. Early eating disorders. Disorders of parental functions and family relationships. Diagnostic classification systems in childhood and adolescence. Construction of new diagnostic tools and adaptation of the international tools in Clinical field. Models construction of psychological tests and sampling problems. 3)Dynamics Psychology curriculum refers to: Development of mental representations, relationships and their development in infant-adult interactions. Study of family relationships through the application of specific observational methods. Intergenerational transmission of patterns of attachment. Applications studies on intersubjectivity construct. Relational models and psychopathological processes. Analysis of verbal and non-verbal communications, in the therapeutic relationship. Procedures of assessment of triadic family relationships, even in dysfunctional situations. Diagnostic models for a dynamic assessment of mental disorders and adaptation's problems. 4)Clinical Psychology curriculum refers to: Demand-analysis and different ways to ask a psychological intervention. Methods of conducting clinical interview and its psychological effects on therapeutic processes. Prevention and treatment of psychosomatic and psychopathological disorders, through intervention on families and groups. Assessments models on results of various clinical interventions and process in individual psychotherapy. Psychological Counseling with University students. Network interventions for the psychophysical handicaps. 5)Basic research and evaluation applied to clinical field curriculum refers to: Theoretical and technical research paradigms on cognitive processes (perception, attention, memory, thinking), communication processes, creative processes and affective processes. Basic research applied to clinical, legal and forensic psychology and to the history of psychology. Psychological aspects of road and urban safety. Assessment methods in clinical and forensic fields. Stress management techniques. Victimology.