Universitat Internacional de Catalunya
Assessment and Diagnosis in Adults
Other languages of instruction: Catalan, English
Teaching staff
The teacher’s contact e-mail:
Monica Blasco Raventós: mblasco@uic.es
Introduction
It is of vital importance that psychologists know how to evaluate, diagnose and treat the main mental health problems encountered in the population. This course will therefore provide the knowledge and skills necessary to carry out this task.
Objectives
- Psychological evaluation in anxiety disorders and affective disorders.
- Diagnostic classification of anxiety disorders and affective disorders.
- Methods for evaluating anxiety disorders and affective disorders.
- Evaluation of bio-psycho-social factors in case analyses.
- Establishment of the therapeutic demand and objectives.
- Intervention in anxiety disorders and affective disorders.
- Existing psychotherapeutic intervention guidelines in the approach to anxiety disorders and affective disorders.
- Psychopathology and the life cycle.
- Reflective case analysis that takes into account the gender perspective.
- Self-observation as a therapist.
- Interdisciplinary approach in the care network.
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.
- CB8 - Students should be able to integrate their knowledge and cope with the complexity of formulating judgements based on information that, being incomplete or limited, includes reflection on the social and ethical responsibilities linked to the application of their knowledge and judgements.
- CB9 - Students should be able to communicate their conclusions and the knowledge and arguments supporting these conclusions in a clear and unambiguous manner to specialised and non-specialised audiences.
- CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
- CE12 - Extensive understanding of the psychological nature of human behaviour, as well as the social and biological factors that can affect it.
- CE13 - Extensive understanding of the psychological nature of human behaviour disorders.
- 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.
- CE16 - Extensive understanding of the different evaluation and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived therefrom to address behavioural disorders and the psychological factors associated with health problems in different contexts (private, primary care, community, crisis and emergency situations).
- 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.
- CE4 - Analyse critically and use clinical information sources.
- CE5 - Use information and communication technologies in professional practice.
- CE6 - Correctly write psychological reports to the recipients.
- CE9 - Develop their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance.
- CG1 - Ability to use the different information and communication technologies in professional performance 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.
- CG4 - Know how to work and interact in multidisciplinary groups 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.
- CT5 - Analyse work done in a critical and constructive way, valuing the strengths and weaknesses in the practice of their profession.
- CT7 - Show critical ability in assessing one’s own work as well as that of other professionals using clinical information sources.
- CT9 - Ability to integrate psychological knowledge and developments in the practice of their profession.
Learning outcomes of the subject
Upon completion of this subject, students should:
- Know how to apply the relevant psychological evaluation process to anxiety disorders and affective disorders.
- Be familiar with the different disorders and psychopathologies in cases of anxiety and depression among adults.
- Be familiar with the main methods for evaluating anxiety disorders and affective disorders.
- Know how to apply, correct and interpret the results of assessment techniques in anxiety disorders and affective disorders.
- Know how to evaluate the context of the case and relevant bio-psycho-social factors.
- Be able to adequately write psychological reports, responding to the demand or evaluation objective.
- Be able to establish functional case hypotheses that help guide the intervention.
- Be able to apply the necessary therapeutic techniques with individuals, couples and families.
- Be able to address individual, family and/or couple difficulties, as well as the different problems that may appear at different times in the life cycle, taking into account the gender perspective.
- Be able to reflect on and select the appropriate clinical interventions for each case.
- Be familiar with the interventions with the greatest clinical evidence in anxiety disorders and affective disorders.
- Be familiar with positive psychology interventions and other appreciative psychosocial models, interactions and systems for promoting individual and community mental health.
- Understand the different milestones of the life cycle.
- Identify problems associated with the life cycle (pregnancy, job loss, widowhood, mourning...).
- Be able to design psychoeducational programmes that take into account the gender perspective in problems associated with the life cycle.
- Know how to apply intervention techniques for the different problems that appear throughout the life cycle.
- Promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
- Know how to take care of themselves as therapists, to ensure adequate clinical practice.
- Know how to intervene from an interdisciplinary perspective and in coordination with the healthcare network.
Syllabus
1. Evaluation: psychological evaluation of anxiety disorders and affective disorders through practical cases.
1.1 Analysis of the demand, data collection and formulation of hypotheses about the case.
1.1.1 Clinical interview.
1.1.2 Observational analysis.
1.1.3 Functional analysis.
1.2 Psychometric evaluation in anxiety disorders.
1.2.1 Hamilton Anxiety Scale (HAS).
1.2.2 State-Trait Anxiety Questionnaire (STAI).
1.2.3 Beck Anxiety Inventory (BAI).
1.3 Psychometric evaluation in affective disorders.
1.2.1 Beck Depression Inventory (BDI).
1.2.2 Hetero-Applied Hamilton Scale for Depression (HRSD).
2. Diagnosis: establishment of the diagnosis or diagnostic orientation.
2.1 Diagnostic classification of anxiety disorders according to DSM-IV and DSM-V.
2.1.1 Separation AD
2.1.2 Selective mutism
2.1.3 Specific phobia
2.1.4 Social AD
2.1.5 Panic disorder
2.1.6 Agoraphobia
2.1.7 Generalised AD
2.1.8 Obsessive-compulsive disorder
2.1.9 Post-traumatic stress disorder
2.1.10 Adjustment disorder
2.1.11 AD induced by substances/medication
2.2 Comorbidity and differential diagnosis in anxiety disorders.
2.3 Diagnostic classification of affective disorders according to DSM-IV and DSM-V.
2.3.1 Major depressive disorder
2.3.2 Persistent depressive disorder (Dysthymia)
2.3.2 Premenstrual dysphoric disorder
2.3.3 Bipolar disorder
2.3.4 Cyclothymic disorder
2.3.5 Others: Depressive disorder due to another illness/Substance-induced depressive disorder.
2.4 Comorbidity and differential diagnosis in affective disorders.
2.5 Diagnostic hypotheses. Clinical cases.
3. Intervention: Treatment of anxiety disorders and affective disorders.
3.1 Therapeutic approaches through clinical cases and real-life experiences.
3.1.1 Training in stress management and relaxation techniques.
3.1.2 Cognitive-behavioural interventions (psychoeducation, cognitive restructuring, gradual exposure, interoceptive exposure, ritual prevention, healthy habits).
3.1.3 Emotional interventions (timeline, role reversal, therapeutic letters, grief work).
3.1.4 Interventions in brief therapy, 3rd generation, systemic family therapy, humanistic psychotherapy and group therapy.
3.2 Intervention in crisis management. Practical cases.
3.3 Resonances and resistances in the figure of the therapist as opportunities in psychotherapeutic work. Real-life experiences.
3.4 Interdisciplinary psychotherapeutic interventions in the healthcare network.
Teaching and learning activities
In person
The teaching methodology will be based on the presentation of content by the teacher in face-to-face classes, the participation of the students in collaborative learning activities and guidance and tutoring from the teacher.
The work methodology will combine lectures, practical exercises, case studies, role-playing, group work, debates, real-life experiences, implementation activities and questions to encourage an active and reflective attitude on the part of the students.
Evaluation systems and criteria
In person
Attendance is not mandatory. However, students who do not attend class on the day of an assessment activity will earn a 0 for this activity.
Ongoing assessment (40%):
Group work: students will choose a disorder and role-play an evaluation process and case intervention process.
Final assessment (60%):
Written resolution of a clinical case through its evaluation, diagnosis and intervention.
Assessment criteria:
The final exam must be passed to pass the subject.
The final mark for the course will be the average of the ongoing assessment and the final exam.
- Case 1: The student passes the ongoing assessment yet fails the final exam: they must retake the exam in the 2nd sitting.
- Case 2: The student fails the ongoing assessment yet passes the final exam: if the average of the two parts results in a pass mark, the student shall pass the subject. If the average between the two parts is a fail mark, the student must complete a final assignment to raise their mark.
- Case 3: The student fails both the ongoing assessment and final assessment: they must repeat the subject.
Any students seen copying during the exam will be required to repeat the subject.
In the case of students with ADHD, dyslexia or other types of accredited AD, the teacher may provide an additional 15 minutes for each exam hour. The spelling rules are the same as for the rest of the students.
Important regulatory aspects:
- Classes start on time, and students may not enter once the door has been closed.
- Class attendance is not mandatory, but may be taken into consideration in the final mark.
- Papers must follow the APA format
- Points will be deducted for spelling or grammar mistakes on assignments and the final exam.
- Exam dates are not subject to change, and exams may not be repeated.
- If a student is seen cheating on an exam, they will be required to repeat the subject the following year. It is considered a very serious offense.