Universitat Internacional de Catalunya
Psychopathology in Childhood and Adolescence
Other languages of instruction: Catalan
Teaching staff
Introduction
The aim of the subject Childhood and Adolescent Psychopathology is to acquire the necessary knowledge to identify, understand and diagnose the main mental disorders that can occur in childhood and adolescence.
The aetiology of these disorders is usually multicausal, with an interaction between different biological, psychological and social factors that students should take into account.
It is also intended that students learn to make the differential diagnosis of different mental disorders in childhood and adolescence, and to differentiate psychopathology from evolutionary normality.
Pre-course requirements
Knowledge of Child and Adolescent Psychology.
Objectives
General objectives:
- To acquire knowledge about the current diagnostic classifications used in clinical practice.
- To understand the different mental disorders that occur in childhood and adolescence.
Specific objectives:
- To acquire the terminology related to child and adolescent psychopathology.
- To differentiate between normal evolutionary stage vs pathology.
- To understand and know in depth the different psychopathological disorders that can occur in childhood and adolescence.
- To learn to make the differential diagnosis of each disorder.
- To know and identify the diagnostic criteria of each disorder and its main clinical manifestations according to age.
- To establish the epidemiology of the disorder, comorbidity and the course of each psychopathological disorder.
- To understand and know the risk factors, the biological bases and the main etiological theories of each psychopathological disorder.
- To know how to apply the knowledge acquired in the resolution of practical cases.
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.
- CB03 - Students must have the ability to bring together and interpret relevant data (normally within their area of study) in order to issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- 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.
- 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.
- 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.
- 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.
- 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 finished the course, they should be able to:
- Learn the diagnostic methodology used in clinical practice.
- Identify the different mental disorders that can occur during childhood and adolescence, based on knowing the characteristics of the disorders at different ages.
- Know the diagnostic symptoms of each of the mental disorders studied.
- Be able to make a differential diagnosis and differentiate psychopathology from evolutionary normality.
- Know the main aetiology of each disorder.
- Identify risk and protection factors in relation to child and adolescent mental health problems according to age and gender, and the impact they generate.
- Identify the factors that maintain the problem behaviour.
- Acquire historical knowledge about the evolution of mental disorders in children and adolescents.
- Identify and analyse the impact and consequences on the family and psychosocial environment of health problems and mental illness.
- Be able to integrate the different knowledge and face the complexity of formulating
Syllabus
1. Neurodevelopmental disorders
- Intellectual disability
× Intellectual disability
× Global delay in development
× Unspecified Intellectual Disability
- Communication disorders
× Language disorder
× Phonological disorder
× Childhood Onset Fluidity Disorder
× Social communication disorder
× Unspecified communication disorder
- Autism spectrum disorder
- Attention deficit hyperactivity disorder
× Other specified attention deficit / hyperactivity disorder
× Attention deficit hyperactivity disorder, unspecified
- Specific learning disorder
- Motor disorders
× Desarrollo Coordination development disorder
× Stereotypic movement disorder
× Tic disorder: Giles la Tourette Disorder
× Persistent motor or vocal tic disorder
× Transient tic disorder
× Another specified tic disorder
× Unspecified tic disorder
2. Spectrum of schizophrenia and other psychotic disorders
- Brief psychotic disorder
- Schizophreniform disorder
- Schizophrenia
- Schizoaffective disorder
- Substance-induced psychotic disorder
3. Depressive disorders
- Disruptive mood dysregulation disorder
- Major depression disorder
4. 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
5. Obsessive-compulsive disorder and related disorders
- Obsessive compulsive disorder
- Trichotillomania
- Excoriation disorder
6. Trauma-related disorders and stressors
- Reactive attachment disorder
- Disinhibited social relationship disorder
- Post-traumatic stress disorder
- Acute stress disorder
7. Disorders of eating behaviour and food intake
- Pica
- Rumination disorder
- Food intake avoidance / restriction disorder
- Anorexia nervosa
- Bulimia nervosa
- Disorder of eating behaviour or food intake unspecified
8. Disorders of excretion
- Enuresis
- Encopresis
- Excretion disorder, unspecified
9. Sleep-wake disorders
- Childhood insomnia
- Parasomnias
× Nightmares
× Night terrors
× Sleepwalking
10. Disruptive, impulse control and behavioural disorders
- Defiant negativistic disorder
- Conduct Disorder
11. Other problems that may be the subject of clinical attention
- Child abuse, sexual abuse, parental alienation, bullying
Teaching and learning activities
In person
The master class is the context dedicated to learn and use the linguistic terminology of the field of study and will be a scenario where they will learn to become familiar with bibliography and didactic support material related to the subject. Audiovisual content will also be presented so that students can become familiar with the different mental disorders as well as examples of real clinical cases so that students can put into practice the knowledge acquired in the course.
The reading of the DSM-5 diagnostic manual in an autonomous way by the students aims to develop critical thinking and to deepen in the content worked in the master class in order to favor a better integration of the contents.
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.
The non face-to-face activity has the objective that the student works autonomously, without the presence of the professor. This causes the student to make a greater effort, learning to develop the will of constant updating, a key aspect in our profession.
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
- American PsychiatricAssociation (APA) (2014): Manual Diagnòstico y estadístico de los trastornosmentales. DSM-5. Masson. Barcelona
- Belloch, A., Sandín, B. Y Ramos, F. (2008): Manual de Psicopatología (vol. 1). McGraw-Hill. Madrid
- Belloch, A., Sandín, B. Y Ramos, F. (2008): Manual de Psicopatología (vol. 2). McGraw-Hill. Madrid
- Organización Mundial de la Salud (OMS) (1992): Clasificación internacional de las enfermedades(CIE-10). MS. Madrid.
Evaluation period
- E1 13/01/2025 I3 08:00h