Maria A. Geraci

Maria A. Geraci

Maria A. Geraci

Director of the CBPT Research Center

Maria A. Geraci is currently Director of the CBPT Research Center.

She is a developmental and educational psychologist and cognitive-behavioral psychotherapist.

She obtained the specialization in CBT Psychotherapy at the Humanitas School of Specialization in Rome (LUMSA University). 

She has a University Specialization in Psychological Evaluation at the Sapienza University of Rome and a Master in Play therapy at the International Academy for Play Therapy in Lugano.

For 18 years she has been working in schools as a school psychologist dealing with analysis and intervention both at a behavioral, didactic and organizational level. She has worked as a trainer and school psychologist in more than 100 schools throughout the country.

In the clinical setting she has always been involved in the evaluation and intervention of Neurodevelopmental Disorders (Specific Learning Disorder – SLD; Attention Deficit Hyperactivity Disorder – ADHD). She is included in the CBPT-Learning Team, recognized by the Lazio Region for DSA certification, of the CBPT Research Center.

For 10 years as a CBT psychotherapist she has been dealing with the cognitive-behavioral aspects related to Neurodevelopmental Disorders following a BIOPSYCHOSOCIAL approach.

She is a lecturer at LUMSA University and of the Humanitas University Consortium (Master of Pediatric Psychology, Master of Psychomotricity and Master of Neuropsychology of Developmental Age), Professor of several schools of Psychotherapy (Humanitas Psychotherapy School, ANSVI – Academy of Developmental Neuropsychology, School of Psychosomatic Christ the King, Santa Chiara Institute).

She is a teacher at Roma Capitale and trainer of various school prevention projects, in various areas of the schools of Lazio, on problems involving developmental psychology and psychopathology and the psychology of education. 

RECENT ARTICLES NATIONAL AND INTERNATIONAL MAGAZINES

She is the author of several publications, national and international articles on issues relating to Neurodevelopmental Disorders, Coping, the emotional resources of children with learning disabilities and the promotion of resilience.

– M. R. Desiderio, I. and M. A. Geraci (2020) “Emotional behavioral problems in dsa frameworks. The parents / teachers agreement. Educational Psychology, n. 3/2020

– Pepe C., Desiderio M. R., Geraci M. A. (2019) Effectiveness of ABA Verbal Behavior in a group of Italian patients. Anthropology Studies and Research volume 6/2019 (ISSN 2344-2824; ISSN-L 0039- 3886)

– Piliego L., Geraci M. A. (2019) Effectiveness analysis in the treatment of reading-writing disabilities in primary and secondary school children. Anthropology Studies and Research volume 6/2019

Buonomo, I., Fiorilli, C., Geraci, M.A., Pepe, A. (2017). Temperament and Social-Emotional Difficulties: The Dark Side of Learning Disabilities. The Journal of Genetic Psychology (p.1 – 14) (ISSN 2344-2824; ISSN-L 0039- 3886)

Piccardi L., Marano A., Geraci M.A. , E. Law, D’Amico S. (2016). Differences in coping strategies of preadolescents with and without exposure to the L’Aquila (Central Italy) 2009 earthquake. Epidemiology and prevention 40 (2): 53-58 DOI: 10.1080 / 0022132 5.2017.1304890 DOI: 10.19191 / EP16.2 S1.P053.049 9.

PUBLISHED MANUALS

The book aims to present the Cognitive-Behavioral Play Therapy model in a theoretical-clinical framework. Cognitive-Behavioral Play Therapy emphasizes the direct involvement of the child, with various problems, in the therapeutic process. All interventions include regular meetings with parents in order to gather information on the child's progress, to monitor and intervene on parent-child interaction, giving indications relating to areas of interest.

The volume aims to describe the different neurodevelopmental disorders, in the light of the new DSM-V framework, and to examine the possible specialized treatments and didactic interventions taking into account the scholastic indications. Some disorders of this new grouping are included in the book, such as Intellectual Disability, Communication Disorders, Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (ASD) ).

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