Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 1 |
It is recommended to take the subject of Clinical Evaluation of Childhood and Adolescence taught in the same semester.
General Objectives
1. Taking into account that students have already taken general symptomatology to the core subject , we want to go into depth on the main diagnostic categories of psychopathology in childhood and adolescence.
2. Apply the knowledge acquired to resolving practical cases.
Specific Objectives
1. Knowing the neuro-developmental disorders.
2. Knowing the internal disorders.
3. Knowing externalized disorders.
4. Gaining further understanding of the severe and chronic diseases of childhood and adolescence.
1. Disorders of Neurodevelopment.
a. Learning Disorders: Dyslexia, Dyscalculia , and Non-Verbal learning Disorders.
b. Autistic Spectrum Disorders (TEA)
c. Disorder for Attention Deficit and Hyperactivity. (ADHD).
2. Destructive Disorders of the Control of Impulse and Behavior.
a. Defiant Negativist Disorder .
b. Behavioral Disorder and Emotional Coldnes.
c. Intermitent Explosive Disorder.
3. Depressive disorders.
a. Major Depression .
b. Persistent Depressive Disorder (Distimia).
c. Disorder of the Destructive Deregulation of the state of mind.
4. Pediatric Bipolar Disorder.
5. Suicidal behavior in Childhood and Adolescence.
6. Anxiety Disorders.
a. Fear and Specific Phobia.
b. Social Anxiety Disorder (Social phobia).
c. Selective Mutism.
d.Separation Anxiety Disorder.
e. Generalized Anxiety Disorder.
7. Obsessive-Compulsive Disorder.
8. Trauma related disorders and stress factors.
a. Posttraumatic Stress Disorder.
b. Acute Stress Disorder.
c. Reactive Attachment Disorder.
Directed
Theoretical classes: Master class with multimedia support. Group size: 1/1
Practical classes: Analysis and resolution of cases. Seminars, small groups
Supervised
Tutorials programmed by the teaching staff for the review of directed activities.
Autonomous
Reading and synthesis of the contents of the subject. Extension of knowledge with the Research and the updated analysis.
Analysis of the cases presented to the practical (group work).
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Directed activities: theoretical (24h) and practical seminars (12h) | 36 | 1.44 | 1, 5, 7 |
Type: Supervised | |||
Scheduled Activities | 7.5 | 0.3 | 7 |
Type: Autonomous | |||
Autonomous Activities | 103.5 | 4.14 | 1, 2, 4, 3, 6, 8, 9 |
The continuous evaluation of the learning evidences will be based on the following procedures:
1) Completion of 2 partial exams. Each one will contribute 35% of the final grade. Total 70%
2) In the practical classes, three/four cases, extracted from documentaries, films, series, etc., will be presented to carry out the diagnostic process: differential diagnosis, formulating diagnostic hypotheses, analysing risk and protection factors, and assessing severity and dysfunction. The work will be done in groups or 2/3 students. One of these cases will be used for evaluation purposes and the final mark will contribute 30% of the grade. The exact date will be specified at least 15 days in advance
It is defined as a course passed, students that have presented all the learning evidences and have obtained a score of 5 or higher. In case of not achieving the established requirements the maximum grade to consign in the academic transcript will be of 4.9 points.
It is defined as non-evaluable students, those who have performed less than 40% of the 3 learning evidences.
The Recovery procedure will be based on the content of the 3 learning evidences. The students must have been evaluated in a set of activities that are equivalent to a minimum of 2/3 parts of the total grade of the subject.
No unique final synthesis test for students who enrole for the second time or more is anticipated.
|
Evidence Code |
Denomination |
Weight |
Format |
Authorship |
Via |
||||||
Eve1 |
Themes 1,2,3,4 |
35% |
Written
|
Single |
Attended
|
|
||||||
Eve2 |
Themes 5,6,7,8 |
35% |
Written
|
Single |
Attended
|
|
||||||
Eve3 |
Presentation of cases
|
30% |
Written & oral |
Group |
Attended
|
|
Link assessment guidelines of the Faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evidence of learning 1 and 2 | 70% | 3 | 0.12 | 1, 7, 9 |
Practical Case (Ev3) | 30% | 0 | 0 | 2, 4, 3, 5, 6, 8 |
DC:0-5 (2016). Diagnostic classification of Mental Health and Developmental Disorders of Infancy and Early Childhood. Washington DC: Authors.
Ezpeleta, L., & Toro, J., (2014). Psicopatologia del Desarrollo. Madrid: Editorial Pirámide.
Goldstein, S. & DeVries, M. (Eds.) (2017). Handbook of DSM-5 Disorders in Children and Adolescents. Springer International Publishing
Luby, J.L. (2006). Handbook of preschool mental health: development, disorders, and treatment. New York: Guilford Press
Martin, A., Bloch,M. & Volkmar, F.R. (2018). Lewis’s Child and Adolescent Psychiatry: A comprehensive Textbook (fith Edition). Philadelphia: Wolters Kluder Helathbb
Matson, J.L. (Ed.) (2017). Handbook of Childhood Psychopathology and Developmental Disabilities Treatment. Springer International Publishing
Rutter, M., Bishop, D., Pine, D., Scott, S., Stevenson,J., Taylor, E. & Thapar, A. (2008). Rutter’s Child and Adolescent Psychiatry (fifth edition). Maldon (USA): Blackwell Publisher.
Toro, J., (2010). El adolescente en su mundo. Madrid: Pirámide
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