Degree | Type | Year |
---|---|---|
General Health Psychology | OB | 1 |
You can view this information at the end of this document.
Basic knowledge of the cognitive-behavioral model and evidence-based psychology.
The objective of this module is to perform an in-depth examination of the biological and psychosocial factors associated with mental health problems in childhood and adolescence, as well as the procedures to evaluate them and to intervene in them at an individual, family and / or community level, or, if necessary, refer them to a corresponding specialist.
The module aims to address the most prevalent problems and disorders in childhood and adolescence, as well as those which, although appearing less frequently, the general health psychologist should know and identify to be able to refer to a specialist.
Each study unit will comprehensively analyse:
· the clinical practice guide
· the developmental and sex/gender characteristics
· the ethical issues that arise in this area
· the risk and protection factors
· the assessment, diagnosis and differential diagnosis
· evidence-based treatments
· the multidisciplinary coordination the problem entails
· the specialist referral criteria
· Monitoring and evaluation of the effectiveness of the intervention
1. Detection and treatment of developmental problems in childhood
2. Assessment and intervention of stressful life events and other risky situations and behaviors
3. Assessment and treatment of attention deficit disorder/hyperactivity disorder
4. Assessment and treatment of learning disorders
5. Assessment and treatment of autistic spectrum disorders
6. Assessment and treatment of behavioural disorders
7. Assessment and treatment of anxiety disorders
8. Assessment and treatment of obsessive-compulsive disorder
9. Assessment and treatment of depressive disorder
10. Assessment and treatment of non-suicidal self-injurious behaviors and suicidal behaviors
11. Assessment and treatment of eating disorders
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
E3. PBL | 12 | 0.48 | |
Workshop lectures | 25.5 | 1.02 | |
Type: Supervised | |||
Supervision of works and reports | 7.5 | 0.3 | |
Type: Autonomous | |||
PBL materials preparation | 43.5 | 1.74 | |
PBL working | 18 | 0.72 | |
Study | 43.5 | 1.74 |
Seminars
Seminars of clinical problems (Problem-based learning-PBL)
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
E1. Exam | 40% | 0 | 0 | 2, 21, 19, 20, 1, 3, 10, 8, 12, 11, 13, 15, 7, 9, 18, 6 |
E2. Multiple choice exam | 30% | 0 | 0 | 21, 19, 20, 12, 11, 13, 15, 7 |
E3. PBL | 30% | 0 | 0 | 2, 21, 20, 14, 1, 4, 3, 10, 8, 11, 13, 15, 7, 9, 17, 18, 6, 16, 5, 22 |
The continuous evaluation consists of 3 pieces of evidence:
E1: Open exam (week 19) (individual)
E2: Multiple-choice test (week 19) (individual)
E3: Solution of clinical cases from Problem-Based Learning (PBL) (group) (weeks 9 and 15)
The final grade of the continuous evaluation will be obtained as the weighted average of the 3 evaluation evidences. The module will be passed with the weighted average score ≥ 5 (on a scale of 0 to 10 points), as long as an average score of at least 4.5 points (on a scale of 0 to 10) has been obtained between the evidences E1 and E2.
Feedback on assessed activities:
Feedback on E1 and E3 will be provided through a tutorial (week 20).
Feedback on E2 will be provided in class and during tutorials held in the PBL sessions.
Recovery:
Students who have obtained a final grade (weighted average grade) between 3.5 and 4.9 points and who have taken assessment evidence weighing at least 2/3 of the total grade (one of them E3, solving clinical problems), can take the test of recovery of the contents corresponding to evidence E1 and E2. The test will have a maximum value of 2 points that will be added to the previous grade. It is necessary to pass the recovery test, that is, to obtain a minimum of 1 point, to be able to add the score to the previous grade.
A student who has provided learning evidences with a weight equal to or greater than 4 points (40%) cannot be a "non-evaluable" student in the official records.
This module does not provide for the single assessment system.
Use of Artificial Intelligence (AI):
Restricted use: In this subject, the use of AI technologies is permitted exclusively for support tasks such as bibliographic or information search, text correction, or translations. Students must clearly identify which parts have been generated with these technologies, specify the tools used, and include a critical reflection on how these influenced the process and final outcome of the activity. Failure to transparently declare the use of AI in this assessed activity will be considered academic dishonesty and may result in partial or total penalisation of the activity grade, or more severe sanctions in serious cases.
The document with the Faculty’s assessment guidelines is available at: https://www.uab.cat/doc/DOC_Pautes_Avaluacio_2025-2026
Carrasco, M.A., Ramírez, I.M., & del Barrio, V. (2013). Evaluación clínica: Diagnóstico, formulación y contrastación de los trastornos psicológicos. Madrid: Sanz y Torres.
Comeche, M. I. & Vallejo, M. A. (2016). Manual de terapia de conducta en la infancia (3a. Ed.). Madrid: Dykinson.
Costas, C. (2003). Avaluació psicològica del desenvolupament infantil: des del naixement fins als sis anys. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona
Christophersen, E.R. & VanScoyoc, S. M. (Eds.) (2013). Treatments that work with children: Empirically supported strategies for managing childhood problems (2nd ed). Washington: American Psychological Association.
Ezpeleta, L. (2005). Factores de riesgo en psicopatología del desarrollo. Barcelona: Masson.
Ezpeleta, L. & Toro, J. (2014). Psicopatología del desarrollo. Madrid: Pirámide.
Friedberg, R. D., & Nakamura, B. J. (2020). Cognitive Behavioral Therapy in youth: Tradition and innovation. New York: Springer
Garcia, N. & Noguerol, V. (2007). Infancia maltratada: Manual de Intervención. Madrid: EOS.
Guías de práctica clínica del Sistema Nacional de Salud http://portal.guiasalud.es
Guías de práctica clínica del National Institute for Health and Care Excellence http://guidance.nice.org.uk
Hunsley, J. & Mash, E.J. (2018). Assessments that works (2nd ed.). New York: Oxford University Press.
Martín, J. (2005). La intervención ante el maltrato infantil: Una revisión del sistema de protección. Madrid: Psicología Pirámide
Nathan, P.E. & Gorman, J.M. (Eds.) (2015). A guide to treatments that work (4th. Ed.). New York: Oxford University Press.
Pérez, M. (2006). Guía de tratamientos psicológicos eficaces III:Infancia y adolescencia. Pirámide.
Pérez-Bonaventura, I. (2022). Ansiedad. A mi también me pasa. Manual práctico para jóvenes y adolescentes. Barcelona: Penguin Random House.
Pérez-Bonaventura, I. (2024). ¡Hola autoestima! Atrévete a ser tú. Barcelona: Penguin Random House.
Puntí, J. (2023). Educar en tiempos difíciles. Estrategias y recursos para afrontar los desafíos. Barcelona: Siglantana.
Youngstrom, E. A., Prinstein, M. J., Mash, E. J., & Barkley, R. A. (Eds.). (2020). Assessment of disorders in childhood and adolescence (5th ed.). Guilford Press.
None
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SCCmRD) Seminaris de casos clínics (màster RD) | 111 | Catalan | first semester | afternoon |
(SCCmRD) Seminaris de casos clínics (màster RD) | 112 | Catalan | first semester | afternoon |
(SCCmRD) Seminaris de casos clínics (màster RD) | 113 | Catalan | first semester | afternoon |
(SCCmRD) Seminaris de casos clínics (màster RD) | 114 | Catalan | first semester | afternoon |