Universitat Internacional de Catalunya
Psychopathology in Childhood and Adolescence
Other languages of instruction: Catalan, English
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
- CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- CE08 - Awareness of the professional reality of psychologists in a specific field of application.
- CE14 - The ability to recognise the basis of normal and altered human behaviour.
- CG04 - The ability to respect and enforce the code of ethics and act ethically in all activities related to the practice of the profession.
- CG09 - The ability to integrate psychological knowledge and developments into professional practice.
- CT02 - The capacity to solve problems.
- CT07 - The capacity to learn autonomously
- CT08 - The ability to put theoretical knowledge into practice
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 learning and using the linguistic terminology specific to the field of study and will be a scenario where they will learn to familiarise themselves with bibliography and didactic support material related to the subject. Audiovisual content will also be presented so that students can familiarise themselves 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 subject.
The autonomous reading of the DSM-5 diagnostic manual by the students aims to develop critical thinking and to deepen the content worked on in the master class in order to favour a better integration of the contents.
The objective of the non-classroom activity is for the student to work autonomously, without the presence of the teacher. This means that the student has to make a greater effort, learning to develop a desire for constant updating, a key aspect in our profession.
| TRAINING ACTIVITY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. A non-classroom activity that helps students consolidate their knowledge, something that is always necessary before starting a new task. |
Evaluation systems and criteria
In person
The active attendance of students in class shows the degree of involvement and interest in the subject taught, as well as the interaction with the teaching staff and the rest of the classmates. Attendance, however, will not count towards the evaluation criteria.
There will be a single final exam which will consist of an individual written test in the form of a pot-type test which will cover the most general and relevant aspects of the subject. It will assess the students' 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 assess the recommended bibliography and literature, in this case the DSM-V diagnostic manual.
A minimum mark of 5 will be required to pass the subject. In no case will the mark be rounded off if it is below 5.
Evaluation criteria
The final mark for the course is calculated on the basis of the final exam.
The exam is potted and each question consists of four alternatives. Errors are deducted 0.33.
The exam will consist of 100 questions according to PIR methodology.
Evaluation period
- E1 08/01/2024 I3 08:00h
- E1 08/01/2024 I1 08:00h
- E1 08/01/2024 I2 08:00h
- E2 17/06/2024 I3 08:00h
- E2 17/06/2024 I2 08:00h