Universitat Internacional de Catalunya

Intervention in Adults

Intervention in Adults
6
14686
1
Second semester
OB
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dra. MISIOLEK KOZIK, Alejandra - amisiolek@uic.es

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

 

The main contents covered in the course are:

 

  1. Eating disorders 4:00 p.m. Alejandra Misiolek

 

  1. 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.

  1. 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

 

  1. Personality disorders 2:00 p.m. Xero Gasol Morros

 

  1. Personality formulation
  2. What is a PD? What PDs are there?
  3. How are PDs diagnosed? Differential diagnosis and therapeutic targets.
  4. Scientific evidence on PDs and psychotherapies for PDs
  5. Therapeutic alliance in PD
  6. 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

  1. Case studies and role-playing

3. Neuropsychology (30 hours)

 

    1. Neuropsychological assessment.
    2. Neuropsychological rehabilitation.
    3. Neuropsychology of aging.
    4. Neuropsychology of acquired brain injury.
    5. Neuropsychology of schizophrenia and bipolar disorder.
    6. Neuropsychology of chemobrain.
    7. Neuropsychology of HIV.
    8. Neuropsychology of long COVID.
    9. Neuropsychology of depression and anxiety.
    10. Neuropsychology of multiple sclerosis.
    11. Neuropsychology of epilepsy.
    12. Neuropsychology of dementia.
    13. Neuropsychology of mild cognitive impairment.
    14. Neuropsychology of parkinsonism.

Teaching and learning activities

In person




Methodology
The teaching activities are face-to-face. Attendance is mandatory, and it will be checked at the beginning of each class. Students must attend at least 80% of the sessions to be eligible to take the final exam. During the on-site classes, continuous assessment exercises will be conducted, and passing them is required to pass the course. The activities will take place on the scheduled dates. Punctuality is an essential requirement for entering the classroom. Students arriving late will not be allowed to enter.

There are mandatory pre-class readings.

 

Training activities and schedule


Classroom activities will include conducting tests through the Moodle platform, working in teams to prepare and present cases, role-playing psychological interventions, and individually preparing clinical case studies, among other tasks.

 

The main topics covered in the course are:

English: DateDurationPrerequisitesContentActivities/Assessment
Eating Disorders – Alejandra Misiolek 14/2/25 2 h Velasco, R. (2013). First steps in self-care away from home. Relational Clinical and Research Journal, 7(3), 586-593. Introduction to the subject. Clinical description of eating disorders. Introduction of clinical cases. Debate on articles.
      Doctors, S. (2013). Attachment perspectives in clinical work with adolescents and their parental figures: the use of the body to regulate emotion. Relational Clinical and Research Journal, 7(2), 296-307. Debate on ED and prior readings.
      Robinson, P., Skårderud, F., & Sommerfeldt, B. (2018). Hunger: Mentalization Based Treatments for Eating Disorders. Springer. Chapter 15 “The (A)Socia Review of ED diagnosis according to DSM-V. Clinical diagnosis and diagnostic criteria according to DSM-V.
Review of ED diagnosis according to DSM-V 21/2/25 2 h Anorexia nervosa, Bulimia nervosa, Binge Eating Disorder, Atypical anorexia, Avoidant/restrictive food intake disorder, Rumination, PICA, Night eating syndrome. Ongoing evaluation – In-class test on diagnostic criteria.
Body image and body dysmorphia 21/2/25 2 h Orbach, S. (2013). Bodies in crisis: how cultural imperatives become psychological tragedies that distort body image in adolescence. Relational Clinical and Research Journal, 7(2), 272-281. Lecture and group discussion on the reading materials.
ED as the tip of the iceberg – What lies beneath eating behavior? 21/2/25 2 h Low self-esteem, difficulties in relationships, emotional processing issues, identity, etc. Group discussion and analysis.
Comorbidities and multidisciplinary approach 21/2/25 2 h Comorbidities: personality disorders (cluster B), bipolar disorder, substance use disorders, etc. In-class assessment – Role-plays of initial interviews and diagnosis feedback.
Personality Disorders – Xero Gasol Morros 28/2/25 2 h Personality formulation. What is a PD? Types of PD. Ongoing evaluation. Case studies and role-playing.
Diagnosis and scientific evidence in PD 14/3/25 2 h Dialectical Behavioral Therapy (DBT), Mentalization-Based Therapy (MBT), Cognitive Analytic Therapy (CAT), Mindfulness, and self-compassion. Case studies. Video analysis and practical activities.
Specific interventions in PD 28/3/25 4 h Therapeutic alliance in PD. Interventions for personality disorders, suicidal behaviors. Practical cases and role-playing.
Advanced techniques and multidisciplinary interventions 25/4/25 4 h Working with families and integrating therapeutic models. Group presentations and case study discussions.
Neuropsychology 28/2/25 2 h Neuropsychological diagnosis. Ongoing evaluation – In-class test and practical exam.
Neuropsychology 7/3/25 4 h Neuropsychological syndromes and dysfunctions of higher cortical functions. Application to practical cases. Evaluation with a multiple-choice test.
Neuropsychology of Acquired Brain Injury – I 21/3/25 4 h Acquired brain injury (stroke, anoxia). Neuropsychological assessment and intervention. Practical cases.
Neuropsychology of Acquired Brain Injury – II 4/4/25 4 h TBI, brain infections, brain tumors. Application to practical cases. Evaluation with a multiple-choice test.
Neuropsychology of Schizophrenia and Bipolar Disorder 10/4/25 2 h Review and evaluation of related neuropsychological disorders. Evaluation with a practical exam.
Neuropsychology of Chemobrain, HIV, and Long COVID 11/4/25 4 h Neuropsychological assessment in patients with chemobrain, HIV, and Long COVID. Evaluation and neuropsychological rehabilitation.
Neuropsychology of Depression, Anxiety, and Fibromyalgia 16/5/25 2 h Neuropsychology of depression and anxiety. Application to practical cases. Evaluation with a multiple-choice test.
Neuropsychology of Multiple Sclerosis and Epilepsy 23/5/25 4 h Neuropsychological evaluation and rehabilitation. Clinical cases.
Neuropsychology of Cognitive Decline and Parkinsonism 30/5/25 4 h Neuropsychology of dementia and mild cognitive impairment. Neuropsychological assessment and clinical cases.

Evaluation systems and criteria

In person



The course assessment consists of continuous evaluation combined with a final exam. Activities conducted in class account for 30% of the grade, and the final exam accounts for 70%. The final grade is the sum of these two components.

The final exam consists of two parts: a mid-semester neuropsychology partial exam and a final exam covering the second half of neuropsychology, eating disorders (ED), and personality disorders (PD).

The final exam includes 60 multiple-choice questions (four options, one correct, incorrect answers deduct 1/3 of a point), with 40 questions on neuropsychology (split between 20 in the first partial and 20 in the second), 10 on personality disorders, and 10 on eating disorders. Additionally, there will be 2 open-ended questions on ED, 2 on PD, and 5 short-answer questions on neuropsychology (2 from the first partial and 3 from the second).

The first partial exam will include multiple-choice questions and 2 short-answer questions, scheduled for April 24, 2025, at 6:00 PM, lasting 1 hour. The final exam (first session) will be on June 10, 2024, at 8:00 AM, lasting 2 hours, with the second session on June 26, 2024, at 10:15 AM, with a maximum duration of 2 hours. If the first partial is failed, it will be retaken during the first session.

The second session will consist solely of open-ended questions: 1 on ED, 1 on PD, and 2 on neuropsychology.

To pass the course, students must achieve a minimum grade of 5 in both components (continuous evaluation and the final exam) and in each part of the course (neuropsychology, ED, and PD). The recovery exam will only cover the failed part. However, failing any part in the recovery exam requires retaking the entire course the following year.

If the final exam is failed but the continuous evaluation is passed, the continuous evaluation grade will be retained, and only the final exam will be repeated.

A minimum score of 5 is required to pass the course. Evaluation criteria are the same for both sessions.

The final exam consists of a multiple-choice section and open-ended questions on clinical cases. The evaluation of clinical cases is conducted using rubrics to standardize criteria.

The "Honors Distinction" recognizes outstanding performance, requiring a minimum grade of 9 and exceptional achievement. This distinction may remain unawarded and is not granted in the second session.

Communication and cheating during exams are strictly prohibited and result in failing the course.

Assessment dates (continuous and final exams) cannot be changed.

Spelling and grammatical errors will result in point deductions.

 

Bibliography and resources

 

1.Eating disorders

Mandatory readings: 

  1. American Psychological Association [APA]. (2014). Manual de diagnóstico y estadístico de los trastornos mentales (DSM-5). Editorial Médica Panamericana.

  2. American Psychiatric Association. (2023). The American psychiatric association practice Guideline for the treatment of patients with eating disorders. American Psychiatric Pub.

  3. Ben-Porath, D., Duthu, F., Luo, T., Gonidakis, F., Compte, E. J., & Wisniewski, L. (2020). Dialectical behavioral therapy: an update and review of the existing treatment models adapted for adults with eating disorders. Eating Disorders, 28(2), 101-121.

  4. Doctors, S. (2013). Perspectivas de apego en el trabajo clínico con adolescentes y sus figuras parentales: el uso del cuerpo para regular la emoción. Clínica e Investigación relacional, 7(2), 296-307.

  5. Gabler, G., Olguín, P., & Rodríguez, A. (2017). Complicaciones médicas de los trastornos de la conducta alimentaria. Revista Médica Clínica Las Condes, 28(6), 893-900.

  6. Fairburn, C. G. (2008). Cognitive behavior therapy and eating disorders. Guilford Press.

  7. Kass, A. E., Kolko, R. P., & Wilfley, D. E. (2013). Psychological treatments for eating disorders. Current opinion in psychiatry, 26(6), 549.

  8. Murphy, R., Straebler, S., Cooper, Z., & Fairburn, C. G. (2010). Cognitive behavioral therapy for eating disorders. Psychiatric Clinics, 33(3), 611-627.

  9. Murphy, R., Straebler, S., Basden, S., Cooper, Z., & Fairburn, C. G. (2012). Interpersonal psychotherapy for eating disorders. Clinical psychology & psychotherapy, 19(2), 150-158.

  10. Orbach, S. (2013). Cuerpos en crisis: cómo los imperativos culturales se convierten en tragedias psicológicas que distorsionan la corporalidad en la adolescencia. Clínica e Investigación Relacional, 7(2), 272-281.

  11. Rienecke, R. D. (2017). Family-based treatment of eating disorders in adolescents: current insights. Adolescent health, medicine and therapeutics, 8, 69.

  12. Rienecke, R. D., & Le Grange, D. (2022). The five tenets of family-based treatment for adolescent eating disorders. Journal of Eating Disorders, 10(1), 1-10.

  13. Robinson, P., Skårderud, F., & Sommerfeldt, B. (2018). Hunger: Mentalization based treatments for eating disorders. Springer

  14. Fraile, Rosa Velasco. "¿ Qué es el psicoanálisis relacional?." Revista electrónica de Psicoterapia 3.1 (2009): 58-67.

  15. Velasco, R. (2010). Dismorfofobia o vergüenza del cuerpo. España. Sociedad Española de Psicoanalisis, 4(1), 208-220

  16. Velasco, R. (2013). Primeros pasos en el cuidar de sí mismo lejos de casa. Clínica e Investigación Relacional, 7(3), 586-593.


 

Optional readings: 

1. Gabbard, G. O., & Horigian, V. (2002). Psiquiatría psicodinámica en la práctica clínica (pp. 222-6). Medica Panamericana.

3. Kaplan, H., Sadock, B. J., & Grebb, J. A. (1999). Sinopsis de psiquiatría (pp. 362-98). Medica.

4. Morgan, J. F., Reid, F., & Lacey, J. H. (2000). The SCOFF questionnaire. The Western journal of medicine, 172(3), 164.

5. Orbach, S. (2002). Susie Orbach on eating. Penguin UK. 7. Orbach, S. (2016). Fat is a feminist issue. Random House.

7. Riva, G. (2014). Out of my real body: cognitive neuroscience meets eating disorders. Frontiers in human neuroscience, 8, 236.

8. Rodrigues, T., Vaz, A. R., Silva, C., Conceição, E., & Machado, P. P. (2019). Eating Disorder‐15 (ED‐15): Factor structure, psychometric properties, and clinical validation. European Eating Disorders Review, 27(6), 682-691.

9. Rosen, J. C., & Reiter, J. (1996). Development of the body dysmorphic disorder examination. Behaviour research and therapy, 34(9), 755-766.

10. Safer, D. L., Telch, C. F., & Chen, E. Y. (2009). Dialectical behavior therapy for binge eating and bulimia. Guilford Press


10.  Sysko, R., Glasofer, D. R., Hildebrandt, T., Klimek, P., Mitchell, J. E., Berg, K. C., ... & Walsh, B. T. (2015). The Eating Disorder Assessment for DSM‐5 (EDA‐5): Development and validation of a structured interview for feeding and eating disorders. International Journal of Eating Disorders, 48(5), 452-463.

11.  Wachtel, P. L., Kruk, J. C., & McKinney, M. K. (2005). Cyclical psychodynamics and integrative relational psychotherapy. Handbook of psychotherapy integration, 2, 172-195. 17.

14.  Wachtel, P. L. (2007). Relational theory and the practice of psychotherapy. Guilford Press.

15.  Wachtel, P. L. (2011). Therapeutic communication: Knowing what to say when. Guilford Press.

16.  https://eda5.org/

17.  www.psytoolkit.org/survey-library/eating-cia.html

 

2.Personality disorders

 

1. Bateman, A., y Fonagy, P. (1999). Effectiveness of partial hospitalization in the treatment of borderline personality disorder: a randomized controlled trial. American journal of Psychiatry, 156(10), 1563-1569.

2. Clarkin, J.F., Levy, K.N., Lenzenweger, M.F., y Kernberg, O. (2007b). Evaluating three treatments for BPD: a mutiwave study. American Journal Psychiatry, 164, 922-928.

3. Gabbard, G. O. (2007). Do all roads lead to Rome? New findings on borderline personality disorder. American Journal of Psychiatry, 164(6), 853-855.

4. Grup de Treball sobre el Trastorn Límit de la Personalitat (2006). Trastorn límit de la personalitat. Generalitat de Catalunya Departament de Sanitat i Seguretat Social. Consell Assessor sobre Assistència Psiquiàtrica i Salut Mental. Quaderns de salut mental, 8. Barcelona.

5. Grupo de trabajo de la Guía de Práctica Clínica sobre Trastorno Límite de Personalidad (2011). Guía de Práctica Clínica sobre Trastorno Límite de Personalidad. Barcelona: Agència d'informació, Avaluaciò i Qualitat en Salut. Servei Català de la Salut. Pla Director de Salut Mental i Adiccions. Departament de Salut. Generalitat de Catalunya.

6. Gunderson, J.G. (2009). Borderline personality disorder: ontogeny of a diagnosis. American Journal of Psychiatry, 166, 530-539.

7. Gunderson, J. G., y Links, P. S. (2002). Trastorno límite de la personalidad: guía clínica. Ars Medica.       

8. Kernberg, O. F. (1993). Severe personality disorders: Psychotherapeutic strategies. Yale University Press.

9. Kernberg, O. F. (2002). The management of affect storms in the psychoanalytic psychotherapy of borderline patients. Journal of the American Psychoanalytic Association, 51(2), 517-545.

10.  Linehan, M. (1993). Cognitive-behavioral treatment of borderline personality disorder. New York, NY: Guilford press.

11. Livesley, W. J. (Ed.). (2001). Handbook of personality disorders: Theory, research, and treatment. New York: Guilford Press.    

12. NICE Clinical Guideline (2009). Borderline Personality Disorder: treatment and management. National Collaborating Centre for Mental Health Commissioned by National Institute for Health and Clinical Excellence.

13. Ryle, A., Leighton, T., y Pollock, P. (1997). Cognitive analytic therapy and borderline personality disorder: The model and the method. John Wiley & Sons Inc.

14.  Yeomans, F. E., Clarkin J. F. y Kernberg, O. F. (2015). Psicoterapia centrada en la transferencia. Su aplicación al trastorno limite de la personalidad. Bilbao: Desclée de Brouwer.

15.  Zanarini, M.C., Frankenburg, F.R., Reich, D.B. y Fitzmaurice, G. (2010). Time to attainment of recovery from borderline personality disorder and stability of recovery: a 10-year prospective follow-up study. The American Journal of Psychiatry, 167, 663-667.

 

3. Neuropsychology

  1. Reading for prior knowledge of the neuropsychology part of the subjectForn Frías, Cristina. Manual de neuropsicología. Pirámide;2020. 

(Manual that includes basic concepts of neuropsychology that can help students refresh knowledge already acquired.)

Reference bibliography

  1. Bruna O, Roig T, Puyuelo M, Junqué C, Ruano Á, coordinadores. Rehabilitación neuropsicológica. Barcelona: Elsevier Masson; 2011. (Manual de referencia en castellano de rehabilitación neuropsicológica.)

  2. Direcció General de Planificació i Recerca en Salut. Pla de rehabilitació de Catalunya: abordatge integral del funcionament i la discapacitat. 1ª edición, octubre 2022. Generalitat de Catalunya. Departament de Salut. Disponible en: https://scientiasalut.gencat.cat/handle/11351/9485

  3. Lezak MD, Howieson DB, Bigler, ED. Tranel D. Neuropsychological Assessment. 5ª edición. Nueva York: Oxford University Press; 2012. (Libro de referencia de la evaluación neuropsicológica.)

  4. Tirapu Ustárroz J, Ríos Lago M, Maestú Unturbe F, coordinadores. Manual de neuropsicología. 2a. edició. Barcelona: Edicions Viguera; 2011. (Libro de neuropsicología en castellano muy completo.)

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