Francesca Pergolizzi

Francesca Pergolizzi

Francesca Pergolizzi

CBPT Scientific Direction

Francesca Pergolizzi graduated in Philosophy at the University of Messina, and specialized in Psychology at University of Milan. 

Since 1989 she has been conducting psychotherapy interventions for minors and adolescents in difficulty, and for families who have to face complex parenting.        The clinical approach she uses is third generation cognitive behavioral.

She has been particularly interested in the management of clinical relationship with young children, using play from the perspective of cognitive behavioral play therapy (CBPT) and the perspective of Acceptance Commitment Therapy (ACT), and the involvement of parents with awareness paths. 

Her teaching activity was mainly aimed at training psychotherapist psychologists, with the aim of transferring knowledge and intervention skills, acquired and matured in the course of her own research and professional experience in the field of childhood and adolescent psychotherapy.

She is professor and supervisor of the ASCoC Quadrennial School of Psychotherapy recognized by MIUR, based in Lamezia Terme; Professor and supervisor of the Quadrennial School of Developmental and Adolescent Psychotherapy Humanitas, recognized by MIUR, based in Milan; Professor, supervisor and head of ‘Academy of Behavioral and Cognitive Sciences, Quadrennial School of Psychotherapy recognized by MIUR, based in Parma. Professor of the Four-year School of Human Research Psychotherapy recognized by MIUR at the Cusanus Academy in Bressanone. Furthermore, since 2004 she has been professor and supervisor of the Master “The analysis of behavior: theoretical-methodological and applicative aspects”. She is the ACT Italia special group contact (ACT for Kids).

In addition to having translated the CBPT manual by S. M. Knell into Italian in 1998, she has several national and international publications on Mindfulness with children and parents, on psychological therapies with cognitive behavioral orientation in developmental age and on contextualist developments in behavioral therapy.

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