Universitat Internacional de Catalunya
Conductive Medicine: Interconsult and Link Programs of Clinical Psychology in Hospital Setting
Other languages of instruction: Catalan, English
Teaching staff
The student will be able to contact the teaching team via email and arrange a face-to-face or online tutoring if it were necessary.
Introduction
This subject provides to the future clinical psychologist the basic principles necessary for him to know his possible role within the hospital environment, as well as the relationship between psychological factors and different illness, defining the different fields of intervention throughout the life cycle.
Pre-course requirements
To have the necessary knowledge of both child-adolescent and adult psychopathology and psychological intervention.
Objectives
· To know the relationship between psychological factors, health and the illness process throughout the life cycle.
· To know the terms of the field and their differences: behavioral medicine, liaison programs, clinical psychology consultation ...
· To have the basic and necessary notions to coordinate with the hospital care services and for the relationship with the patient.
· To become familiar with the main clinical psychology treatment programs at the hospital level on child-adolescent and in adults.
· To integrate previously acquired knowledge in other subjects, as well as in practices.
· Critical evaluation of the limitations and benefits of these intervention programs.
Competences/Learning outcomes of the degree programme
- 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.
- 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.
- CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- CB05 - Students must have developed the necessary learning skills to undertake subsequent studies with a high degree of autonomy.
- CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
- CG02 - The ability to make critical and well-founded judgements and assessments as part of the decision-making process.
- CG03 - The ability to read scientific literature in a critical, well-founded manner, take into account its provenance, situate it within an epistemological framework and identify and contrast its contributions in relation to the disciplinary knowledge available.
- CG04 - The ability to respect and enforce the code of ethics and act ethically in all activities related to the practice of the profession.
- CG05 - Understanding of the limitations of the psychological analysis of human behaviour and the ability to incorporate concepts and analytical techniques from other disciplines.
- CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
- CG07 - The ability to adapt to the setting, task or context, handle new tasks and responsibilities and generate processes of change.
- 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.
- CG10 - Sensitivity to the needs and expectations of others.
- CG11 - Recognition, understanding and respect for the complexity of multicultural diversity.
- CG12 - The ability to create the conditions necessary for effective communication and a good relationship of help and support.
- CG13 - The ability to use information and communication technologies for distinct purposes.
- CT01 - The capacity to organise and plan.
- CT02 - The capacity to solve problems.
- CT03 - The capacity for analysis and synthesis.
- CT04 - The capacity to work in a team
- CT05 - The ability to reason and assess situations and results from a critical, constructive point of view.
- CT06 - The ability to develop interpersonal skills
- CT07 - The capacity to learn autonomously
Learning outcomes of the subject
- Acquire the theoretical knowledge necessary to carry out psychoeducation to inpatients.
- Be able to plan a coordinated treatment plan with other healthcare professionals.
- To know what behavioral and cognitive aspects have to be changed to improve the disease process.
- To know what psychological intervention programs that can be implemented and / or carried out in the hospital setting.
Syllabus
General content:
• Subject presentation.
• Introduction to the relationship between psychological factors and health.
• Behavioral medicine, what are we talking about?
• Economic impact of psychological intervention: Spending or saving on health?
• Functional Analysis and intervention design in the hospital setting.
Specific content block perinatal and prematurity:
• Perinatal.
• Prematurity.
Specific content block Behavioral Medicine / Child-adolescent Interconsultation:
• General child-adolescent consultation & Mental disorder in infant-adolescent patient admitted to other specialties.
• Asthma and other respiratory diseases.
• Pain (children and adults).
• Mellitus diabetes.
• Renal patient care.
Specific content block Behavioral Medicine / Adult Interconsultation:
• Psychological intervention in the transplant process.
• Behavioral Medicine applied to cancer patients.
• Hypertension and cardiovascular disease: Intervention and prevention.
• Future lines that arise in the literature / Conclusions.
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| 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. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. 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. A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. One-on-one relationship between the tutor and student, in which the former answers the latter’s questions and facilitates and provides guidance with regards to the educational process. This model of tutoring or guidance promotes self-reflection and helps the students to improve and develop as people and professionals. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. |
Evaluation systems and criteria
In person
Continuous evaluation will be carried out: 50% of the grade will be 5 written works (scored on 1 point each work). The remaining 50% will be an type tests exam.
To pass the subject you must have passed the exam with a 5.
For the second call, the note of the continuous evaluation will be maintained, and a new multiple choice exam will be carried out.
To pass the subject it is necessary to have at least a 5 in the final grade.
In case of repeating the subject, the mark of the continuous evaluation is not maintained, and the work must be repeated the following year.
"The evaluation will always respect the general regulations established in the Degree".
Bibliography and resources
General
Ahijado, Z.; Alonso, R.; Avellón, M.; Bacelar, K.; Báez, M.; Barriocanal, E.;... & Uría, T. (2016). Revista Cuadernos de Psiquiatría y Psicoterapia del Niño y del Adolescente Número 62. Madrid: Sociedad Española de Psiquiatría y Psicoterapia del niño y del adolescente.
Amigo, I. (2012). Manual de Psicología de la Salud. Madrid: Ediciones Pirámide
Gastaminza, X. A., & Rubio, B. (2014). La interconsulta y la psiquiatría de enlace en Pediatría. Madrid: Editorial Selene
Manuel, J., Riquelme, A. & Quiles, O. (2019). Intervención psicológica en hospitalización infantil. 2ª Edición actualizada. FOCAD ISSN 1989-3906
Pérez Álvarez, M. (2018). Guía de tratamientos psicológicos eficaces II. Madrid: Ediciones Pirámide
Vallejo, P. (2012). Manual de Terapia de conducta. Volumen II. Madrid: Dykinson S.L.
Wicks-Nelson, R. (2010). Psicopatología del niño y del adolescente. Madrid: Esdiciones Pirámide
Prematurity and perinatal mental health
Cuéllar, F. I. & Valle, T. M. (2017). Programa de atención psicológica en neonatología: experiencia del Hospital Clínico San Carlos de Madrid. Revista Clínica Contemporánea, 8, e28, 1-12. https://doi.org/10.5093/cc2017a18
García-Esteve, L. & Valdés, M. (2016). Manual de Psiquiatría Perinatal. Guía para el Manejo de los Trastornos Mentales durante el Embarazo, Posparto y Lactancia. Editorial Médica Panamericana S.A.
González, S. F. (2009). Nacer de nuevo: La crianza de los niños prematuros: La relación temprana y el apego. Cuadernos de Psiquiatría y Psicoterapia del niño y del adolescente, 2009; 48, 61-80. crianza-ninos-prematuros-gonzalez-serrano.pdf
González, S. F. (2010). Nacer de nuevo: la crianza de los niños prematuros: aspectos evolutivos. Atención y acompañamiento al bebé y la familia. Cuadernos de Psiquiatría y Psicoterapia del niño y del adolescente, 133.
Organización Mundial de La Salud (2004). Guía Método Madre Canguro. Guía. Organización Mundial de la Salud. http://whqlibdoc.who.int/publications/2004/9243590359.pdf?ua=1
Stern, D. N. (1997). La constelación maternal. La psicoterapia en las relaciones entre padres e hijos. Barcelona: Paidós.
Valle, M.; Mateos, R. & Gutiez, P. (2012). Niños de Alto Riesgo al Nacimiento: Aspectos de Prevención. Atención Temprana Neonatal y Programas de Seguimiento en Niños Prematuros. Psicología Educativa,18, 135 143. https://doi.org/10.5093/ed2012a14
Izzedin-Bouquet de Durán, R. (2011). El papel del psicólogo en el servicio de neonatología. Revista Perinatología y reproducción humana, 25(3), 188-190.
High blood pressure and cardiovascular disease: Intervention and prevention
Pérez-Álvarez, M., Fernández-Hermida, J. R., Fernández-Rodríguez, C., & Amigo-Vázquez, I. (2003). Capítulo 3. Guia de tratamientos psicológicos eficaces en los trastornos cardiovasculares. En Guia de tratamientos psicologicos eficaces. Psicologia De La Salud: Vol. II (1.a ed., pp. 93–113). Ediciones Pirámide.
Amigo-Vázquez, I. (Ed.). (2015). Capítulo III. Enfermedades crónicas: prevención y tratamiento. Enfermedades cardiovasculares. En Manual de Psicología de la Salud (2a Edición ed., pp. 181 - 191). Ediciones Pirámide.
Attention to the patient with Diabetes Mellitus
Alderete, C., Arroyo, C. & Villarruel, M. B. (2014). Medicina Conductual en Pediatría. En Reynoso, L. & Becerra, A.L. (Coord), Medicina Conductual: Teoría y Práctica (1.a ed., pp. 296–298). Hermosilla: Qartuppi.
Anguiano, S. (2014). El tratamiento de la Diabetes Mellitus tipo 2 en el campo de la Medicina Conductual. En Reynoso, L. & Becerra, A.L. (Coord), Medicina Conductual: Teoría y Práctica (1.a ed., pp. 147–163). Hermosilla: Qartuppi.
Comeche, M.I. & Domingo, L. (2016). Enfermedades crónicas en la infància: Asma bronquial y diabetis infantojuvenil. En Comeche, M.I. & Vallejo, M.A., Manual de Terapia de Conducta en la Infancia (3ª Edición, 605-629). Madrid: Dykinson.
Gil, J. & Ybarra, J. J. (2003). Guía de tratamientos psicológicos eficaces en diabetes. En Pérez, M.; Fernández, J. R.; Fernández, C. & Amigo, I. (Coords), Guía de tratamientos psicológicos eficaces II. Psicología de la salud (215-242). Madrid: Pirámide.
Renal patient care
Alderete, C., Arroyo, C. & Villarruel, M.B. (2014). Medicina Conductual en Pediatría. En Reynoso, L. & Becerra, A.L. (Coord), Medicina Conductual: Teoría y Práctica (1.a ed., pp. 296–298). Hermosilla: Qartuppi.
Fernández, C., & Melgosa, M. (2014). Enfermedad renal crónica en la infancia. Diagnóstico y tratamiento. Protoc diagn ter pediatr, 1, 385–401.
Torales, J. & Villalba, J. (2018) Aspectos psicosociales y psicopatológicos en niños y adolescentes con trasplante renal. En Florentín de Merech, L., Flores, J. & Ferraris, J. Guía de Trasplante Renal Pediátrico (507-514). 1ª ed. Asunción: EFACIM.
Vázquez, M. I. & Reynoso, L. (2014) El especialista en Medicina Conductual y la atención al enfermo renal. En Reynoso, L. & Becerra, A.L. (Coord), Medicina Conductual: Teoría y Práctica (1.a ed., 193–211). Hermosilla:Qartuppi.
Vidal, E. M. (2003). Intervención psicológica en pacientes con insuficiencia renal crónica. En E. Remor, P. Arranz y S. Ulla (Eds.), El psicólogo en el ámbito hospitalario (395–419). Biblioteca de Psicología. Desclée De Brower.
Psychological Intervention in the transplant process
Martínez, G. (2003). La intervención del psicólogo en el proceso de trasplante. En E. Remor, P. Arranz y S. Ulla (Eds.), El psicólogo en el ámbito hospitalario (371-393). Bilbao: Desclée de Brouwer.
Vázquez, M.I. & Reynoso, L. (2014) El especialista en Medicina Conductual y la atención al enfermo renal. En Reynoso, L. & Becerra, A.L. (Coord), Medicina Conductual: Teoría y Práctica (1.a ed., 193–211). Hermosilla:Qartuppi.
Future lines / Conclusions
Buscemi, J., Bennett, G. G., Gorin, S. S., Pagoto, S. L., Sallis, J. F., Wilson, D. K., & Fitzgibbon, M. L. (2017). A 6-year update of the health policy and advocacy priorities of the Society of Behavioral Medicine. Translational Behavioral Medicine, 7(4), 903–911. https://doi.org/10.1007/s13142-017-0507-z
Dekker, J., Amitami, M., Berman, A. H., Brown, H., Cleal, B., Figueiras, M. J., Finney Rutten, L. J., Fors, E. A., Griva, K., Gu, J., Keyworth, C., Kleinstäuber, M., Lahmann, C., Lau, J. T. F., Leplow, B., Li, L., Malmberg Gavelin, H., Mewes, R., Mo, P. K. H., . . . Nater, U. M. (2020). Definition and Characteristics of Behavioral Medicine, and Main Tasks and Goals of the International Society of Behavioral Medicine—an International Delphi Study. International Journal of Behavioral Medicine, 28(3), 268–276. https://doi.org/10.1007/s12529-020-09928-y
Dekker, J., Stauder, A., & Penedo, F. J. (2017). Proposal for an Update of the Definition and Scope of Behavioral Medicine. International Journal of Behavioral Medicine, 24(1), 1–4. https://doi.org/10.1007/s12529-016-9610-7
Freedland, K. E. (2019). The Behavioral Medicine Research Council: Its origins, mission, and methods. Health Psychology, 38(4), 277–289. https://doi.org/10.1037/hea0000731
Gorin, S.S., Davis C. L. (2020). Implementing Behavioral Medicine in a Lifestyle Medicine Practice. In Mechanick J.I., Kushner R.F. (eds) Creating a Lifestyle Medicine Center. Springer, Cham. https://doi.org/10.1007/978-3-030-48088-2_15
Evaluation period
- E1 09/11/2021 I1 08:00h