Universitat Internacional de Catalunya
Intervention in Adults
Other languages of instruction: Catalan, English
Teaching staff
Students have the right to tutorials with the teachers. In the event they need a tutorial, it is necessary to request an appointment by e-mail (amisiolek@uic.es)
Introduction
Intervention in adults involves theoretical and practical face-to-face classes in which theory and explanatory models are taught and the knowledge, skills and attitudes acquired during the classes are integrated, applied and developed.
The subject focuses on the diagnosis and treatment of eating disorders, personality disorders and neuropsychology. It encompasses theoretical knowledge about disorders and practical knowledge of diagnosis and treatment from various therapeutic perspectives.
Pre-course requirements
There are no prerequisites to enrol in this subject. However, it will be assumed that the students have knowledge of the following subjects: psychopathology, general evaluation procedures in clinical psychology, clinical psychology and intervention techniques in clinical psychology.
Spanish. Students should also have a high enough level of reading comprehension in English to read books and articles.
There are compulsory and optional readings in English, Catalan and Spanish.
Objectives
The main objectives of the subject Intervention in adults are to obtain a theoretical-practical foundation for diagnosis and intervention in eating, personality and neuropsychological disorders in adults. Students will strengthen their knowledge of clinical psychology and psychopathology, gain an understanding of the explanatory models of these disorders, become familiar with the clinical presentations and learn how to recognise and diagnose them, as well as interpret the results of diagnostic tests, prepare a treatment plan and carry out interventions from different psychotherapeutic perspectives in their clinical practice.
They will learn about the scientific evidence-based therapies for each of these disorders.
In this subject, emphasis will be placed on knowing how to improve the patients’ ability to regulate emotions to improve their ability to reflect, consolidating the therapeutic alliance and learning how to prepare integrative, collaborative and multidisciplinary treatments.
Competences/Learning outcomes of the degree programme
- CB6 - Have and understand knowledge that provides a basis or opportunity for the student to develop and/or apply original ideas, often in the context of research.
- CB7 - Students should be able to apply their knowledge and ability to solve problems in new or little-known environments, within broader (or multidisciplinary) contexts related to their area of study.
- CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
- CE14 - Extensive understanding of the psychosocial factors associated with health problems and disease.
- CE15 - Extensive understanding of the biological and psychosocial factors associated with health and disease issues, especially those related to mental health.
- CE17 - Plan, execute and, if necessary, supervise the psychological evaluation process of human behaviour and the psychological factors associated with health problems in order to establish the evaluation of them.
- CE18 - Design, develop and, if necessary, supervise and evaluate psychological intervention plans and programmes, based on psychological evaluation and the individual and social concurrent variables and apply it in different contexts (private, primary care, community, and crisis and emergency situations).
- CE2 - Apply the fundamentals of bioethics and the method of deliberation in professional practice, aligning their practice as a health professional to the provisions of Law 44/2003, of 21 November, on the organisation of the healthcare professions.
- CE3 - Show interpersonal communication and emotional management skills appropriate for effective interaction with patients, family members and caregivers in the processes of identification, evaluation, diagnosis communication and psychological intervention and follow-up of the problem.
- CE4 - Analyse critically and use clinical information sources.
- CE5 - Use information and communication technologies in professional practice.
- CG1 - Ability to use the different information and communication technologies in professional performance in the clinical and healthcare field.
- CG2 - Formulate working hypotheses in research and critically assess information to solve problems, applying the scientific method in the clinical and healthcare field.
- CG3 - Plan work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance in the clinical and healthcare field.
- CT1 - Evaluate inequalities based on sex and gender, to design mechanisms for achieving real equality, avoiding partial and discriminatory interpretations in the clinical and healthcare field.
- CT2 - Implement strategies to promote gender equality, equity and respect for human rights in the clinical and healthcare field.
- CT4 - Connect knowledge in a critical, synthetic and rigorous way in the clinical and healthcare field.
- CT5 - Analyse work done in a critical and constructive way, valuing the strengths and weaknesses in the practice of their profession.
- CT6 - Generate inclusive environments for sustainable development effectively at all levels in the clinical and healthcare field.
- CT7 - Show critical ability in assessing one’s own work as well as that of other professionals using clinical information sources.
- CT8 - Identify personal and professional limitations in the practice of their profession.
- CT9 - Ability to integrate psychological knowledge and developments in the practice of their profession.
Learning outcomes of the subject
By the end of the subject, students will know how to recognise, diagnose, interpret and treat the different disorders covered in the subject from different psychotherapeutic perspectives. They will know how to:
- Analyse clinical records and cases to understand the problem and offer solutions to the different situations, in addition to selecting and applying the main and most effective evaluation and intervention techniques.
- Communicate the results of the evaluation and diagnosis in an empathetic, precise and reasoned manner.
- Propose a treatment plan appropriate to the requirements of each case.
- Properly apply the intervention strategies and techniques to enhance the patients’ motivation for treatment and provide solutions for the different problematic situations that arise during the therapeutic process.
Syllabus
The contents of the subject Intervention in adults will be taught by several teachers and a coordinator.
Teaching staff:
Alejandra Misiolek , Coordinator (amisiolek@uic.es)
Xero Gasol Morros
Maite Garolera
Rachel Cuevas
Jordi Ortiz
Sarah Carrillo
The main contents covered in the course are:
- Eating disorders 4:00 p.m. Alejandra Misiolek
- Diagnosis
1.1. Clinical description of eating disorders. Introduction to clinical cases.
1.2. Clinical diagnosis and diagnostic criteria according to the DSM-V. Brief explanation and practical work with cases and the diagnostic manual.
1.2.1. Anorexia nervosa
1.2.2. Bulimia nervosa
1.2.3. Binge eating disorder
1.2.4. Atypical anorexia
1.2.5. Others: Avoidant/Restrictive Food Intake Disorder, Rumination, PICA, Nocturnal Eating Syndrome.
1.3. Diagnostic questionnaires
1.4. Body dysmorphic disorder: What is it? Where does it come from?
1.5. Epidemiology. Vulnerability factors. Risk factors. Profile of the patient with ED. Explanatory models. The role of culture.
1.6. EDs as the tip of the iceberg – What is behind eating behaviour? Low self-esteem, difficulties in relationships, difficulties in emotional processing, identity, etc.
1.7. Initial interviews for the diagnosis and initiation of treatment for EDs – things to keep in mind.
1.8. Comorbidities: Personality Disorders (Cluster B), MDD, Bipolar Disorder, Dysthymia, GAD, ADHD, Substance Use Disorder/Substance Dependence.
1.9. Eating disorders as multidisciplinary problems. Medical consequences of eating disorders and medical disorders to take into account: obesity, cardiovascular, nervous system, renal, haematological, endocrinological, gastrointestinal, dental, musculoskeletal problems, etc.
- Treatment
2.1. Current psychotherapeutic treatments with scientifically-based effectiveness in eating disorders:
2.2.1. Cognitive behavioural therapy for eating disorders (CBT)
2.2.2. DBT (dialectical behavioural therapy)
2.2.3. Psychodynamic therapy and MBT-ED (mentalization-based therapy for eating disorders)
2.2.4. Family therapy in adolescents and the importance of working with families
2.2.5. Interpersonal therapy
2.2.6. Group therapy
2.2.7. Integration of the different work models according to the needs of the patients. Clinical work on 2 levels – behaviour (the surface), emotions/traumas/relationships (what lies below).
2.2. Multidisciplinary work: medical aspects, when to enter, help from the nutritionist, psychopharmacology, psychoeducation.
2.3. Clinical challenges with patients with eating disorders. The vicious cycles that are created and hinder recovery. Ambivalence and high dropout rates.
2.4. Case studies and role-playing
- Personality disorders 2:00 p.m. Xero Gasol Morros
- Personality formulation
- What is a PD? What PDs are there?
- How are PDs diagnosed? Differential diagnosis and therapeutic targets.
- Scientific evidence on PDs and psychotherapies for PDs
- Therapeutic alliance in PD
- Specific interventions
6.1 Emotional regulation
6.2 DBT- Dialectical Behavioural Therapy
6.3 MBT- Mentalization-Based Therapy
6.4 CAT- Cognitive Analytical Therapy
6.5 TFT- Transference Focused Therapy
6.6 Mindfulness and self-compassion
6.7 Intervention in suicidal behaviours
- Case studies and role-playing
- Neuropsychology 30 hrs
Teaching and learning activities
In person
Teaching activities are face-to-face. Attendance is not mandatory, but ongoing assessment exercises will be carried out during the face-to-face classes, which students must pass in order to pass the subject. The activities will take place on the indicated dates. Punctuality is an essential requirement to access the classroom. Students who arrive late will not be able to enter the classroom.
The in-class activities will involve taking tests via the Moodle platform, working in teams to prepare and present cases, role-playing psychological interventions, preparing clinical cases individually, etc.
Training activities and schedule
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Subject plan |
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Date |
Duration |
Prerequisites |
Content |
Activities/Assessment |
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Eating disorders – Alejandra Misiolek |
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14/02/24 |
2 hours |
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Introduction to the subject. Presentation of the teaching team Clinical description of eating disorders. Introduction to clinical cases.
|
|
|
16/02/24 |
2 hours |
Review of diagnosis of eating disorders according to the DSM-V
|
Clinical diagnosis and diagnostic criteria according to the DSM-V. Brief explanation and practical work with the cases and the diagnostic manual. - Anorexia nervosa - Bulimia nervosa - Binge eating disorder - Atypical anorexia - Others: Avoidant/Restrictive Food Intake Disorder, Rumination, PICA, Nocturnal Eating Syndrome. Diagnostic questionnaires: SCOFF, EDA-5, EDE-Q, ED 15, Clinical Impairment Assessment Questionnaire (CIA), Body Dysmorphic Disorder, BDDE Examination.
|
Ongoing assessment – in-class test
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|
21/02/24 |
2 hours |
|
Body Dysmorphic Disorder: What is it? Where does it come from? Epidemiology. Vulnerability factors. Risk factors. Profile of the patient with ED. Explanatory models. The role of culture. (Talk and Discussion) EDs as the tip of the iceberg – What is behind eating behaviour? Low self-esteem, difficulties in relationships, difficulties in emotional processing, identity, etc. |
Talk and discussion
|
|
23/02/24 |
2 hours |
|
Initial interviews for the diagnosis, devolution and initiation of treatment of EDs – things to take into account. Role play exercise. Comorbidities: Personality Disorders (Cluster B), MDD, Bipolar Disorder, Dysthymia, GAD, ADHD, Substance Use Disorder/Substance Dependence. Eating disorders as multidisciplinary problems. Medical consequences of eating disorders and medical disorders to take into account: obesity, cardiovascular, nervous system, renal, haematological, endocrinological, gastrointestinal, dental, musculoskeletal problems, etc. (Written material will be shared with students for further study.) Multidisciplinary work: medical aspects, when to enter, help from the nutritionist, psychopharmacology, psychoeducation.
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In-class assessment – Role plays of initial interviews and return of diagnosis. At-home assessment - Self-assessment test on medical aspects, to be completed online
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01/03/24 |
2 hours |
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Current psychotherapeutic treatments with scientifically-based effectiveness in EDs – part 1 Cognitive behavioural therapy for eating disorders (CBT) DBT (Dialectical Behavioural Therapy) Family therapy in adolescents and the importance of working with families. Interpersonal therapy
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|
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08/03/24 |
2 hours |
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Current psychotherapeutic treatments with scientifically-based effectiveness in EDs – part 2
Psychodynamic therapy and MBT-ED (Mentalization-based therapy for eating disorders)
|
|
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15/03/24 |
2 hours |
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Current psychotherapeutic treatments with scientifically-based effectiveness in eating disorders – part 3
Group therapy. Integration of the different work models according to the needs of the patients. Clinical work on 2 levels – behaviour (the surface), emotions/traumas/relationships (what lies below). Examples of clinical cases.
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Case studies/role-playing without assessment
|
|
22/03/24 |
2 hours |
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Clinical challenges with patients with eating disorders. The vicious cycles that are created and hinder recovery. Ambivalence and high dropout rates. |
Talk and Discussion Case studies and role-playing Ongoing assessment –cases studied in the classroom
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Personality disorders – Xero Gasol |
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13/03/24 |
2 hours |
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What is a PD? Evaluation, diagnosis and therapeutic targets.
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Theoretical part, videos and practical activities
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20/03/24 |
4 hours |
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Scientific evidence in psychotherapies for PD. Dialectical Behavioural Therapy (DBT) in different contexts. Dialectical Behaviour Therapy (DBT) - Emotional Regulation.
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Clinical cases, videos and practical activities
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03/04/24 |
4 hours |
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Mindfulness-Based Therapy (MBT) Cognitive Analytical Therapy (CAT) Transference Focused Therapy (TFT) Mindfulness and self-compassion in PDs Intervention in suicidal patients.
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Theoretical and practical part
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10/04/24 |
4 hours |
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Therapeutic alliance in PD. Role-playing. Therapeutic experience.
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Theoretical and practical part
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Neuropsychology |
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28/02/24 |
2 hours |
-To become familiar with the principles of neuropsychological diagnosis |
- Neuropsychological diagnosis |
Theoretical and practical part |
|
08/03/24 |
4 hours |
- To become familiar with the main neuropsychological syndromes and dysfunctions of higher cortical functions - Basic knowledge for a neuropsychological diagnosis -Bases of the design and implementation of neuropsychological rehabilitation |
-Neuropsychological rehabilitation -Neuropsychology of ageing |
Theoretical and practical part |
|
22/03/24 |
4 hours |
- Basic knowledge of neuropsychological assessment in adults |
Neuropsychology of acquired brain damage-DCA- (TCE, AVC, anoxia...) Neuropsychological evaluation of DCA I |
Theoretical and practical part |
|
12/04/24 |
4 hours |
Contents of 22/03/2024 |
DCA II Neuropsychological Assessment DCA Neuropsychological Rehabilitation Practical cases |
Theoretical and practical part |
|
17/04/24 |
2 hours |
|
Neuropsychology of schizophrenia and bipolar disorder |
Theoretical and practical part |
|
19/04/24 |
4 hours |
|
-Neuropsychology of chemo brain -Neuropsychology of HIV -Neuropsychology of persistent COVID -Neuropsychological evaluation -Neuropsychological rehabilitation -Clinical cases |
Theoretical and practical part |
|
17/05/24 |
2 hours |
|
Neuropsychology of depression and anxiety (+ fibromyalgia and other related entities) |
Theoretical and practical part |
|
24/05/24 |
4 hours |
|
-Neuropsychology of multiple sclerosis -Neuropsychology of epilepsy (primary and secondary) -Neuropsychological evaluation -Neuropsychological rehabilitation -Clinical cases |
Theoretical and practical part |
|
31/05/24
|
4 hours |
Basic knowledge of dementia and its different types |
-Neuropsychology of mild cognitive impairment -Neuropsychology of dementias -Neuropsychology of Parkinsonisms -Neuropsychological evaluation -Neuropsychological rehabilitation -Clinical cases |
Theoretical and practical part |
Evaluation systems and criteria
In person
The assessment of the subject involves both ongoing assessment and a final exam. The activities carried out in class account for 30% of the final mark, while the final exam accounts for 70%. The final mark for the subject will be the sum of the two marks.
To pass the subject, students must pass both parts (with a mark of at least 5).
In the event a student fails the final exam but passes the ongoing assessment, the mark from the ongoing assessment will be kept and the student will only have to repeat the final exam.
To pass the subject, students must earn a mark of at least 5. The assessment criteria are identical for both sittings.
The final exam will be a multiple choice exam plus open questions on the clinical cases. The clinical cases will be assessed on the basis of evaluation rubrics that standardise the assessment criteria.
The "Honours" distinction recognises student excellence, and to earn it, students must earn a mark of at least 9 and have clearly stood out. The teachers reserve the right not to award this distinction, and it may not granted in the second sitting.
Students are prohibited from communicating during the exams and cheating, both of which are grounds for failing the subject.
The dates of the assessment activities (ongoing assessment and exams) are not subject to change.
Points will be deducted for spelling and grammar mistakes.