معرفی
Claudia Mazzeschi is a Professor at the University of Perugia, Faculty of Education Sciences. She serves as Coordinator of the Master's Degree in Assessment of Individual Functioning in Clinical and Health Psychology and the Doctoral Program in Human Sciences, indicating a central role in academic leadership and graduate training.
Her research focuses on clinical and health psychology, with particular emphasis on child and adolescent mental health, psychological assessment, eating disorders, attachment, trauma, emotion regulation, and mindfulness-based interventions. She actively investigates the psychosocial impact of the COVID-19 pandemic and contributes to the validation of psychological instruments in Italian populations. Her work integrates psychodynamic theory with empirical research, especially in diagnostic systems like the Rorschach and Adult Attachment Projective System.
The most recent publications show a strong trend toward transdiagnostic and multidimensional approaches to psychopathology, cultural influences on well-being, and the neurobiological underpinnings of mental illness. She frequently employs systematic reviews, validation studies, and longitudinal designs across European samples.
While no formal list of awards is provided, her extensive publication output and program coordination roles reflect significant scholarly recognition.
She advises graduate students and doctoral candidates, particularly within the programs she coordinates, though specific names are not listed. Her research is likely supported by university and national grants related to mental health, pandemic response, and psychological assessment development. She contributes to multi-method assessment practices and the integration of psychodynamic and evidence-based approaches.
Claudia Mazzeschi is involved in research teams focused on developmental psychopathology, family processes, and innovative interventions such as mindful movement (Movimento Biologico). Her work with the tutoring service at the Faculty of Education Sciences suggests engagement in academic support and pedagogical innovation.
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