Universitat Internacional de Catalunya

Assessment, Diagnosis and Intervention in Children and Adolescents

Assessment, Diagnosis and Intervention in Children and Adolescents
9
16451
1
First semester
OB
Main language of instruction: Catalan

Other languages of instruction: English, Spanish

Teaching staff


Mrs. GARCÍA CASANOVAS, Anna - agarciaca@uic.es

For general issues related to the course, students should contact the person responsible for course coordination: agarciaca@uic.es

For specific questions regarding course content, students should contact the lecturer responsible for each thematic block directly.

Introduction

This course provides an integrated overview of the main psychological disorders occurring during childhood and adolescence, addressing their assessment, diagnosis, and psychological intervention from a clinical, developmental, and evidence-based perspective.

Throughout the course, students will develop competencies in clinical reasoning, case formulation, and therapeutic decision-making, integrating the developmental, family, educational, and social factors involved in each clinical situation.

The course promotes a multidisciplinary approach and places particular emphasis on collaboration with families and coordination with the different professionals involved in the healthcare process, with the aim of providing comprehensive, ethical, and person-centred care tailored to the needs of children, adolescents, and their environment.

The teaching methodology combines theoretical foundations with the analysis of clinical cases, fostering the development of the professional competencies required of General Health Psychologists.

Pre-course requirements

Students must hold a Bachelor’s Degree in Psychology, have knowledge of evolutionary psychology and and be familiar with psychopathology in childhood and adolescence to know the different disorders that can appear in the child and adolescent population.

Objectives

  • To understand the main psychological disorders occurring during childhood and adolescence, including their clinical, developmental, and diagnostic characteristics.
  • To analyse the procedures, techniques, and psychological assessment methods used in the clinical evaluation of children and adolescents, integrating information obtained from multiple sources.
  • To develop the ability to formulate diagnostic hypotheses and evidence-based clinical formulations, taking into account the individual, family, school, and social factors involved in each case.
  • To understand the main evidence-based psychological interventions for the most prevalent childhood and adolescent disorders, together with the criteria guiding their implementation.
  • To recognise the importance of interdisciplinary collaboration and coordination with families, educational settings, and healthcare professionals throughout the assessment and intervention process.
  • To develop skills for communicating assessment findings and providing appropriate guidance to families and other professionals involved in the child's or adolescent's care.
  • To integrate acquired knowledge in order to make evidence-informed clinical decisions while promoting ethical, person-centred, and developmentally sensitive professional practice.

Competences/Learning outcomes of the degree programme

  • CN01 - Identify advanced knowledge that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context.
  • CN03 - Distinguish in depth the psychological nature of human behavior and its disorders, as well as the biological, social, and psychosocial factors influencing health and illness, with special attention to their impact on mental health.
  • CN04 - Identify in detail the different models of evaluation and intervention in General Health Psychology, as well as the techniques and procedures derived from them, for addressing behavioral disorders and psychological factors associated with health problems in various contexts, such as the private sector, primary care, community settings, and crisis and emergency situations.
  • CP01 - Communicate one's own conclusions, as well as the knowledge and rationale underpinning them, to specialized and general audiences in a clear, precise, and unambiguous manner, taking into account cutting-edge information and communication technologies in the clinical and healthcare field.
  • CP02 - Work from the perspective of quality and continuous improvement, demonstrating autonomous and self-critical learning skills for responsible and effective professional performance in the clinical and healthcare field.
  • CP03 - Work in multidisciplinary groups in the clinical and healthcare field, critically and constructively evaluating one's own work and that of other professionals, and identifying both personal and professional strengths and limitations in professional practice.
  • CP04 - Implement strategies and mechanisms in the clinical and healthcare field to promote gender equality, equity, and respect for diversity, using inclusive and non-discriminatory language in professional practice.
  • CP05 - Apply an integral health concept, including its biopsychosocial components, in accordance with the guidelines established by the World Health Organization (WHO).
  • CP06 - Apply the fundamentals of bioethics and the method of deliberation in professional practice, ensuring that practice as a healthcare professional complies with the provisions of Law 44/2003, of November 21, on the regulation of healthcare professions.
  • CP07 - Apply information and communication technologies in professional performance, implementing digital tools for better patient care and management.
  • CP08 - Create psychological reports adapted to the characteristics and needs of the recipients, using clear and accessible language.
  • CP09 - Manage referral to the corresponding specialist professional, demonstrating knowledge of the role of the general health psychologist in different contexts.
  • CP10 - Communicate effectively with other professionals, demonstrating skills necessary for teamwork and multidisciplinary groups.
  • CP11 - Manage the process of psychological evaluation of human behavior and psychological factors related to health problems, establishing a precise and effective assessment of them.
  • CP12 - Generate psychological intervention programs based on psychological evaluation and relevant individual and social variables, applying them in different contexts such as the private sector, primary care, community settings, and in crisis and emergency situations.
  • CP13 - Implement promotion and education activities for psychological health, at both individual and community levels, promoting mental well-being and the prevention of psychological disorders.
  • CP14 - Apply the principles of human rights, democratic values, and sustainable development in professional practice, promoting a culture of peace and ensuring inclusive and sustainable environments that respect the dignity of all people in the healthcare field.
  • HB01 - Apply acquired knowledge to address problems in multidisciplinary contexts, interpreting information that is often incomplete or limited, and identifying ethical aspects and social responsibilities linked to the application of their knowledge and judgments.
  • HB03 - Integrate in a critical, synthetic, and rigorous manner the knowledge and advances of clinical psychology within the clinical and healthcare field for their effective application in professional practice.
  • HB04 - Demonstrate advanced interpersonal communication and emotion management skills with patients, relatives, and caregivers, ensuring person-centered care throughout the entire process of psychological evaluation, diagnosis, intervention, and follow-up.
  • HB05 - Use previously critically examined clinical information sources, evaluating their relevance and validity for professional practice.
  • HB06 - Demonstrate solid knowledge of current regulations in the Spanish healthcare field, ensuring that psychological practices align with established regulations and standards.
  • HB07 - Demonstrate a solid ethical and professional commitment by assuming civic and social responsibilities, contributing to the construction of a more just and equal society from the field of health psychology.

Learning outcomes of the subject

Students will be able to:

  • Identify the different learning difficulties and psychopathologies specific to childhood and adolescence.
  • Apply the psychological assessment process in the child and adolescent context from a health psychology perspective, identifying relevant factors for understanding and addressing psychological problems in children and adolescents.
  • Identify assessment techniques specific to childhood and adolescence for their subsequent application, and subsequently interpret the results obtained in order to tailor the intervention to the patient’s characteristics.
  • Apply interventions adapted to the specific problems of childhood and adolescence throughout the child and adolescent developmental cycle, using techniques appropriate to the specific characteristics of each situation.
  • Conduct neuropsychological assessment and intervention in childhood and adolescence, using tools and methods appropriate to each stage of development.
  • Formulate functional hypotheses about the case based on the assessment results, guiding the intervention accordingly.
  • Write psychological reports according to the assessment objectives, clarifying the intervention in the child and adolescent context.
  • Apply interventions in therapeutic work with children and adolescents, adapting strategies to the individual characteristics of service users.
  • Address difficulties within the family and school contexts, implementing interventions that promote the development and well-being of minors.

Syllabus

  • Developmental milestones, anamnesis and developmental history
  • Trauma and stressor-related disorders
  • Anxiety disorders
  • Obsessive-compulsive and related disorders
  • Mood disorders
  • Suicidal behaviour and non-suicidal self-injury
  • Attention-deficit/hyperactivity disorder (ADHD)
  • Autism spectrum disorder (ASD)
  • Specific learning disorders
  • Intelligence and cognitive abilities
  • Eating disorders
  • Sleep–wake disorders
  • Elimination disorders
  • Disruptive, impulse-control and conduct disorders

Teaching and learning activities

In person



The course is delivered entirely in a face-to-face format and combines different teaching methodologies aimed at promoting active, reflective, and evidence-based learning, fostering both independent learning and collaborative work.

  • Interactive lectures: Presentation and development of the core theoretical contents of the course through lectures delivered by the teaching staff, integrating clinical examples, case discussions, and opportunities for reflection to promote clinical reasoning and knowledge integration.
  • Individual and group practical activities: Practical activities designed to facilitate the application of theoretical knowledge to clinical situations commonly encountered in professional practice. These activities include clinical case analysis and discussion, problem-solving exercises, formulation of diagnostic hypotheses, interpretation of psychological assessment findings, and individual and collaborative clinical decision-making.

Evaluation systems and criteria

In person



Assessment will be conducted in accordance with the academic regulations of the Master's Degree in General Health Psychology.

Students must attend at least 80% of the face-to-face sessions in order to be eligible for the final assessment.

Assessment will consist of an individual final examination, accounting for 100% of the final grade, structured as follows:

  • 70%: Clinical case analysis, designed to assess competencies in psychological assessment, integration of clinical information, diagnostic reasoning, and professional decision-making.
  • 30%: Multiple-choice examination, aimed at assessing the theoretical and conceptual knowledge covered throughout the course.

The examination will be assessed using a predefined grading rubric.

To pass the course, students must obtain a minimum grade of 5.0 out of 10 in the final examination.

Students who do not pass the ordinary examination will be required to take the resit examination, in which a minimum grade of 5.0 out of 10 will also be required to pass the course.

Bibliography and resources

Basic Bibliography

  • American Psychiatric Association. (2022). DSM-5-TR. Diagnostic and Statistical Manual of Mental Disorders (5th Edition, Text Revision). Washington, DC: American Psychiatric Association.
  • World Health Organization. (2024). International Classification of Diseases 11th Revision (ICD-11): Clinical Descriptions and Diagnostic Guidelines. Geneva: WHO.
  • Caballo, V. E., & Simón, M. A. (Eds.). (2024). Manual de psicología clínica infantil y adolescente. Madrid: Pirámide.
  • Comeche, M. I., & Vallejo, M. A. (2022). Manual de terapia de conducta en la infancia. Madrid: Dykinson.
  • Díaz Marta, I., Ruiz, M. A., & Villalobos, A. (2017). Manual de técnicas y terapias cognitivo-conductuales. Bilbao: Desclée de Brouwer.
  • Ehrenreich-May, J., Kennedy, S., Sherman, J., Bilek, E., Buzzella, B., Bennett, S., & Barlow, D. (2022). Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents: Therapist Guide. Madrid: Pirámide.
  • Méndez, F. X., Orgilés, M., & Espada, J. P. (2022). Psychological Treatment of Childhood and Adolescent Problems. Madrid: Pirámide.

Complementary Bibliography

  • Achenbach, T. M., & Rescorla, L. A. (2020). ASEBA: Child Behavior Checklist, Teacher Report Form and Youth Self Report. University of Vermont.
  • Barkley, R. A. (2024). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York: Guilford Press.
  • Beck, J. S. (2021). Cognitive Behavior Therapy: Basics and Beyond. New York: Guilford Press.
  • Bishop, D. V. M. (2024). Developmental Language Disorder: Advances in Research and Clinical Practice.
  • Elices Simón, J. A., Palazuelo Martínez, M. M., & Del Caño Sánchez, M. (2013). Alumnos con altas capacidades intelectuales: características, evaluación y respuesta educativa. Madrid: CEPE.
  • Esquivel Ancona, F. (2020). Entrevista clínica infantil, adolescente, de la salud, familiar y grupal. Madrid: CEPE.
  • García López, C. (2020). Familias de niños con TEA. Programa de psicoeducación emocional y apoyo mutuo. Madrid: CEPE.
  • González Navarro, A., Martos Pérez, J., Llorente, M., Ayuda, R., & Freire, S. (2018). Los niños pequeños con autismo. Soluciones prácticas para problemas cotidianos. Madrid: CEPE.
  • Kabat-Zinn, J. (2021). Mindfulness for Health and Emotional Regulation.
  • Kazdin, A. E. (2022). Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children.
  • Kendall, P. C. (2023). Child and Adolescent Therapy: Cognitive-Behavioral Procedures.
  • Linehan, M. M. (2021). DBT Skills Training Manual.
  • Lord, C., Rutter, M., DiLavore, P., et al. (2022). ADOS-2: Autism Diagnostic Observation Schedule, Second Edition. Western Psychological Services.
  • Llopis Paret, A. M., De Pablo Marcos, C., & Fernández Baroja, F. (2017). La dislexia: origen, diagnóstico y recuperación. Madrid: CEPE.
  • Magaz Lago, A., & García Pérez, E. M. (2016). Niños y adolescentes inatentos (TDA): características, diagnóstico y tratamiento psicoeducativo. Madrid: CEPE.
  • Mendoza Lara, E. (2016). Trastorno específico del lenguaje: avances en el estudio de un trastorno invisible. Madrid: Pirámide.
  • Miller, A. L., Rathus, J. H., & Linehan, M. M. (2023). DBT Skills Manual for Adolescents. Psara Ediciones.
  • Orjales Villar, I. (2021). TDAH. Manual para padres y educadores. Madrid: CEPE.
  • Outón Oviedo, P. (2018). Programas de intervención con disléxicos: diseño, implementación y evaluación. Madrid: CEPE.
  • Portellano, J. A. (2023). Neuropsychology of Childhood Development. Madrid: Síntesis.
  • Sattler, J. M. (2022). Assessment of Children: Cognitive Foundations and Applications.
  • Snowling, M. J., & Hulme, C. (2021). Developmental Disorders of Language and Literacy.
  • Wechsler, D. (2024). WISC-V: Wechsler Intelligence Scale for Children. Pearson.
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