Universitat Internacional de Catalunya
Psychological Interventions in Childhood and Adolescence
Other languages of instruction: Catalan
Teaching staff
Introduction
The subject of PSYCHOLOGICAL INTERVENTION IN CHILDREN AND ADOLESCENCE aims for students to acquire the most relevant knowledge for evaluation and psychological intervention in the clinical field with infant-juvenile child and youth population.
The subject is oriented from a cognitive behavioural perspective based on the most current evidence and scientific literature, offering a broad overview of effective intervention techniques for each specific disorder of childhood and adolescence.
Throughout the subject students will be offered tools so that they can make a correct clinical formulation of the most frequent mental health problems, as well as criteria that allow them to choose and design the type of evaluation and intervention technique that best suits the clinical case presented.
Pre-course requirements
It must have been done: Child psychopathology.
It is recommended that you have previously taken the following subjects: Evolutionary Psychology,
Objectives
General objectives:
- Understand and know the main intervention techniques in infant-juvenile clinical psychology
- Establish the importance of using psychological treatments based on current empirical evidence
- Know, understand and apply the main evaluation techniques in infant-juvenile clinical psychology
Specific objectives:
- Acquire terminology regarding clinical evaluation and intervention techniques.
- Understand the most relevant aspects of the treatment of each mental disorder in childhood.
- Study the specific characteristics of the therapeutic intervention process in childhood and adolescence.
- Understand the importance of multidisciplinary coordination to solve a clinical case.
- Understand the specific role of each technique, the specific characteristics of its application to the relevant problem and the proven effectiveness to date.
- Know how to choose the psychological intervention techniques indicated for each specific problem.
- Know the interventions considered iatrogenic and not use them.
- Know and be able to perform a functional analysis of the case correctly.
- Reflect on the current situation of psychological intervention in real clinical practice.
- Know and be able to apply the corresponding evaluation technique to evaluate a specific mental disorder.
- Learn how to interpret different infant-juvenile evaluation techniques.
- Start using intervention strategies.
- Know the ethical questions that arise in this area.
Competences/Learning outcomes of the degree programme
- CB01 - Students must demonstrate that they have and understand knowledge in an area of study that is based on general secondary education and that usually includes, through support from advanced textbooks, certain aspects of knowledge from the cutting-edge of their field of study.
- CB02 - Students must know how to apply their knowledge to their work or vocation in a professional manner and have competences that are usually demonstrated through the creation and defence of arguments and the solving of problems within their field of study.
- CE03 - The ability to make adequate decisions about what Psychology-specific methods and measuring instruments to use in each situation or evaluation context.
- CE04 - Know the principles and procedures of psychological intervention.
- CE08 - Awareness of the professional reality of psychologists in a specific field of application.
- CE12 - The ability to explain and identify the main stages of human development, recognise their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CE17 - The ability to analyse the psychological and social demands and needs of people, groups and organisations in different contexts.
- CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
- CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
- CG08 - The capacity to interpret the content and scope of the information received or requested, orally or in writing, and process it appropriately according to the nature of the matter at hand.
- CG09 - The ability to integrate psychological knowledge and developments into professional practice.
- CN01 - At the end of the Degree, the student will be able to describe psychological knowledge and developments in professional practice.
- CN02 - At the end of the Degree, the student will be able to recall principles, procedures, theoretical models, functions, characteristics, advantages and limitations of psychological intervention or schools of psychology, the structures and processes involved in basic psychological functions and the nature of individual differences.
- CN05 - At the end of the Degree, the student will be able to explain and identify the main stages of human development, their progression and identify the characteristic signs and symptoms of the most frequent psychological conditions in each stage of development.
- CP04 - At the end of the Degree, the student will be able to adapt their work to the environment, task or context, generating transformation processes through different skills in interpersonal relationships and teamwork.
- CP05 - At the end of the Degree, the student will have the ability to make adequate decisions about what Psychology-specific methods and measuring instruments to use also attending to each situation or evaluation context.
- CP06 - At the end of the Degree, the student will be able to develop psychological intervention strategies based on the context or service, taking into account the knowledge, skills, defence of arguments, problem solving and self-evaluation of psychology.
- CT03 - The capacity for analysis and synthesis.
- CT04 - The capacity to work in a team
- HB03 - At the end of the Degree the student will be able to interpret the content and scope of the information received, orally or in writing, with special attention to the continuity of their studies and the development of a learning with a high degree of autonomy.
- HB05 - At the end of the Degree the student will be able to apply theoretical knowledge of psychology to professional practice with simulation of real cases.
- HB07 - At the end of the Degree the student will be able to prepare actions or psychological interventions based on effective communication and a good relationship of help and support.
- HB08 - At the end of the Degree the student will be able to report on the results obtained in an evaluation process, with an appropriate oral and written language and proper to psychology.
- HB09 - At the end of the Degree the student will be able to experience the professional reality of a psychologist in a specialised field, through simulated situations and in specific practice centres.
Learning outcomes of the subject
Once the student has completed the subject, he should be able to:
- Use an appropriate vocabulary, typical of the scope.
- Critically apply the knowledge and skills acquired.
- Plan the evaluation that needs to be done before starting treatment and be able to apply these techniques.
- Concrete an intervention plan according to the diagnostic hypotheses and objectives established.
- Discriminate which techniques are most appropriate to respond to a specific problem in the infant-juvenile field.
- Consider relapse prevention.
- Formulate objectives and intervention scenarios in an operational manner.
- Act professionally and ethically, always taking into account the code of ethics.
- Identify and not use ethically inappropriate professional interventions.
- Formulate guidelines for parents to promote the development of the child and adolescent.
- Integrate the information collected during the evaluation in order to design a treatment that includes the relevant objectives.
Syllabus
1. Peculiarities of child evaluation and psychological therapy. Indications for clinical practice
2. Neurodevelopmental Disorders Assessment
Intervention in Neurodevelopmental Disorders
- Intellectual disability
- Communication disorders
- Autism spectrum disorder
- Attention Deficit/Hyperactivity Disorder
- Motor disorders
× Coordination development disorder
× Stereotypical movement disorder
× Tics disorder:
× Giles la Tourette's Disorder
× Persistent motor or vocal tics disorder
× Transient tics disorder
3. Evaluation of Childhood Schizophrenia Spectrum Disorders
Intervention in Childhood Schizophrenia Spectrum Disorders
4. Evaluation of Depressive Disorders
Intervention in Depressive Disorders
- Disruptive mood deregulation disorder
- Major Depression Disorder
- Specific risk of suicide
- Duel
5. Anxiety Disorders Assessment
Intervention in Anxiety Disorders
- Separation anxiety disorder
- Selective mutism
- Specific phobia: animal, natural, situational, injection-blood-wounds, nyctophobia, school phobia
- Social anxiety disorder
- Panic disorder
- Generalised anxiety disorder
6. Evaluation of Obsessive-Compulsive Disorder and Related Disorders
Intervention in Obsessive-Compulsive Disorder and Related Disorders
- Obsessive compulsive disorder
- Trichotillomania
- Excoriation disorder
7. Assessment of Trauma-Related Disorders and Stressors
Intervention in Trauma-Related Disorders and Stressors
- Reactive attachment disorder
- Uninhibited social relationship disorder
- Post-traumatic stress disorder
- Acute stress disorder
8. Assessment of Eating Behaviour Disorders and Food Intake
Intervention in Food Behaviour disorders and food intake
- Pica
- Rumination disorder
- Food intake avoidance/restriction disorder
- Anorexia nervosa
- Bulimia nervous
9. Evaluation of Excretion Disorders
Intervention in Excretion Disorders
- Enuresis
- Encopresis
10. Evaluation of Sleep-Wake Disorders
Intervention in Sleep-Wake Disorders
- Childhood insomnia
- Parasomnias
× Nightmares
× Night terrors
× Sleepwalking
11. Evaluation of Disruptive Disorders, Impulse Control and Behaviour
Intervention in Disruptive Disorders, Impulse Control and Behaviour
- Defiant negativist disorder
- Behavioural disorder
- Substance use disorder associated with disruptive disorders
12. Evaluation of other problems that may be the subject of clinical care
Intervention guidelines on other problems that may be the subject of clinical care
- Child abuse, sexual abuse, parental alienation, bullying, parental separation and sibling jealousy.
Teaching and learning activities
In person
Training activity
The master class is the context for learning and using the linguistic terminology typical of the field of study. The different oral and written communication skills will be practised and the students will learn to familiarise themselves with the literature and support material related to the subject.
The reading of texts in an autonomous way by the students aims to develop a critical thinking and to deepen the contents worked on in the master class in order to promote a better integration of the contents.
The objective of the non-attendance activity is for students to work independently, without the presence of the teacher. This encourages them to make a greater effort, learning to develop the will to constantly update their knowledge, a key aspect in our profession.
Methodology
The methodology of this course consists of lectures in which audiovisual materials will also be presented so that students become familiar with the different mental disorders and clinical cases designed specifically so that they can implement the knowledge acquired in the course.
In the master classes, the lecturers present the course contents to the students based on the most current scientific evidence and their own clinical experience. Numerous examples of daily clinical practice will be explained. Students must actively interact and participate.
The case study is a learning method in which students are confronted with a description of a specific situation that poses a problem. This problem situation has to be analyzed and solved by a group of students. To solve it, the students in the group have to communicate with each other, evaluate and discuss the different hypotheses that each one raises, and reach an argued agreement. For this reason, the case study prepares the student for decision making and teaches him/her to defend his/her arguments and contrast them with the other members of the group.
Evaluation systems and criteria
In person
The active attendance of the students to class shows the degree of involvement and interest in the subject taught, as well as the interaction with the teachers and with the rest of the classmates. Attendance, however, will not be included in the evaluation criteria.
There will be a single final exam (90% grade) which will consist of an individual written test type test that will bring together the most general and relevant aspects of the subject. It will evaluate the student's ability to understand the main ideas of the contents taught and the specific concepts of the different areas of the subject. On the other hand, the written test will also evaluate the recommended bibliography and literature, in this case the DSM-V diagnostic manual.
A minimum grade of 5 will be required to pass the course. In no case will the grade be rounded if it is below 5.
There will be a group work and oral presentation (10% grade).
Evaluation criteria
The final grade of the course is calculated from:
- Final exam: 90%. There will be a written test with test questions based on the PIR test.
- Case study: 10%. The student will solve the clinical case presented through the interpretation of the questionnaires and the design of the treatment.
The exam is multiple-choice and each question consists of four alternatives. Errors will deduct 0.33. A minimum grade of 5 is required to pass the course. In no case will the grade be rounded off if it is below 5.
The exam will consist of 100 questions according to PIR methodology.
Bibliography and resources
- Caballo, V. E. y Simón, M. A. (2008). Manual de psicología clínica infantil y del adolescente. Trastornos generales. Madrid: Pirámide.
- Caballo, V. E. y Simón, M. A. (2013). Manual de psicología clínica infantil y del adolescente. Trastornos específicos. Madrid: Pirámide.
- Caballo, V. E. y Simón, M. A. (2013). Manual de psicología clínica infantil y del adolescente. Trastornos específicos. Madrid: Pirámide.
- Comeche, M. I., & Vallejo, M. A. (2012). Manual de terapia de conducta en la infància (2a. Ed.). Madrid: Dykinson.
- Ezpeleta, L. Y Toro, J. (2014). Psicopatología del desarrollo. Madrid: Pirámide.
- Labrador, F.J. (ed.) (2008). Técnicas de modificación de conducta. Madrid: Ed. Pirámide.
- Se colgarán en el Moodle artículos de interés y bibliografía específica para cada tema.
Evaluation period
- E1 20/05/2025 I3 08:00h