Universitat Internacional de Catalunya
Assessment and Diagnosis in Adults
Other languages of instruction: Catalan, English
Teaching staff
Introduction
It is of vital importance that psychologists know how to evaluate, diagnose and treat the main mental health problems encountered in the population. This course will therefore provide the knowledge and skills necessary to carry out this task.
Objectives
- Psychological evaluation in anxiety disorders and affective disorders.
- Diagnostic classification of anxiety disorders and affective disorders.
- Methods for evaluating anxiety disorders and affective disorders.
- Evaluation of bio-psycho-social factors in case analyses.
- Establishment of the therapeutic demand and objectives.
- Intervention in anxiety disorders and affective disorders.
- Existing psychotherapeutic intervention guidelines in the approach to anxiety disorders and affective disorders.
- Psychopathology and the life cycle.
- Reflective case analysis that takes into account the gender perspective.
- Self-observation as a therapist.
- Interdisciplinary approach in the care network.
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.
- CB8 - Students should be able to integrate their knowledge and cope with the complexity of formulating judgements based on information that, being incomplete or limited, includes reflection on the social and ethical responsibilities linked to the application of their knowledge and judgements.
- CB9 - Students should be able to communicate their conclusions and the knowledge and arguments supporting these conclusions in a clear and unambiguous manner to specialised and non-specialised audiences.
- CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
- CE12 - Extensive understanding of the psychological nature of human behaviour, as well as the social and biological factors that can affect it.
- CE13 - Extensive understanding of the psychological nature of human behaviour disorders.
- 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.
- CE16 - Extensive understanding of the different evaluation and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived therefrom to address behavioural disorders and the psychological factors associated with health problems in different contexts (private, primary care, community, crisis and emergency situations).
- 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.
- CE4 - Analyse critically and use clinical information sources.
- CE5 - Use information and communication technologies in professional practice.
- CE6 - Correctly write psychological reports to the recipients.
- CE9 - Develop their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance.
- CG1 - Ability to use the different information and communication technologies in professional performance 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.
- CG4 - Know how to work and interact in multidisciplinary groups 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.
- CT5 - Analyse work done in a critical and constructive way, valuing the strengths and weaknesses in the practice of their profession.
- CT7 - Show critical ability in assessing one’s own work as well as that of other professionals using clinical information sources.
- CT9 - Ability to integrate psychological knowledge and developments in the practice of their profession.
Learning outcomes of the subject
Upon completion of this subject, students should:
- Know how to apply the relevant psychological evaluation process to anxiety disorders and affective disorders.
- Be familiar with the different disorders and psychopathologies in cases of anxiety and depression among adults.
- Be familiar with the main methods for evaluating anxiety disorders and affective disorders.
- Know how to apply, correct and interpret the results of assessment techniques in anxiety disorders and affective disorders.
- Know how to evaluate the context of the case and relevant bio-psycho-social factors.
- Be able to adequately write psychological reports, responding to the demand or evaluation objective.
- Be able to establish functional case hypotheses that help guide the intervention.
- Be able to apply the necessary therapeutic techniques with individuals, couples and families.
- Be able to address individual, family and/or couple difficulties, as well as the different problems that may appear at different times in the life cycle, taking into account the gender perspective.
- Be able to reflect on and select the appropriate clinical interventions for each case.
- Be familiar with the interventions with the greatest clinical evidence in anxiety disorders and affective disorders.
- Be familiar with positive psychology interventions and other appreciative psychosocial models, interactions and systems for promoting individual and community mental health.
- Understand the different milestones of the life cycle.
- Identify problems associated with the life cycle (pregnancy, job loss, widowhood, mourning...).
- Be able to design psychoeducational programmes that take into account the gender perspective in problems associated with the life cycle.
- Know how to apply intervention techniques for the different problems that appear throughout the life cycle.
- Promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
- Know how to take care of themselves as therapists, to ensure adequate clinical practice.
- Know how to intervene from an interdisciplinary perspective and in coordination with the healthcare network.
Syllabus
Demand analysis, data collection and hypothesis formulation
Diagnosis
- Semi-structured interview
- Biographical History
- Functional Analysis
- Motivational interview
Therapist skills
Intervention throughout the life cycle
Evaluation, diagnosis and intervention:
- Anxiety disorders
- Affective disorders
- Obsessive-compulsive disorders and related disorders
- Disorders related to trauma and stress factors
- Psychotic disorders
- Dissociation
Differential diagnosis and transdiagnosis: evaluation and intervention
Teaching and learning activities
In person
The teaching methodology will be based on the presentation of content by the teacher in face-to-face classes, the participation of the students in collaborative learning activities and guidance and tutoring from the teacher.
The work methodology will combine lectures, practical exercises, case studies, role-playing, group work, debates, real-life experiences, implementation activities and questions to encourage an active and reflective attitude on the part of the students.
Evaluation systems and criteria
In person
Attendance is mandatory.
Final evaluation of the subject will consist of 2 parts:
70% of the final exam consists of a multiple choice test with 30 questions and 3 answer options. Only one of them is correct. Incorrect questions score negatively.
30% of the final exam will consist of a practical case to carry out both its evaluation and intervention.
Assessment criteria:
The final exam must be passed to pass the subject.
Both parts of the exam must obtain a minimum grade of 5.
The final grade for the subject will be the average between the two parts of the final exam.
Important regulatory aspects:
-
Attendance at classes is mandatory.
- The works must follow the APA format
- Spelling mistakes or grammatical errors in the assignments or in the final exam deduct points.
- Exam dates are not changed or exams are repeated
- If a student is observed cheating on an exam, the penalty is repetition of the subject the following year. It is considered a very serious offense.
- The works must follow the APA format
- Spelling mistakes or grammatical errors in the assignments or in the final exam deduct points.
- Exam dates are not changed or exams are repeated
- If a student is observed cheating on an exam, the penalty is repetition of the subject the following year. It is considered a very serious offense.
Bibliography and resources
American Psychiatric Association (2024). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5-TR) (Quinta edición). Madrid: Editorial Médica Panamericana.
Bados, A. (2015) Trastorno de ansiedad generalizada: guía para el terapeuta. Madrid: Síntesis.
Bados, A. (2006) Tratando...pánico y agorafobia. Madrid: Pirámide.
Barlow, D. H., Sauer-Zavala, S., Farchione, T. J., Murray Latin, H., Ellard, K. K., Belloch, A., Sandín, B., & Ramos, F. (2020). Manual de psicopatología, vol. II. Nueva York: Mc Graw Hill.
Barlow, D.H., Farchione, T.J., Sauer-Zavala, S.,Murray, H., Ellard, K., Bullis, J., Bentley, K., Boettcher, H. T., Cassiello-Robbins, C., Osma, J., & Crespo, E.(2019). Protocolo unificado para el tratamiento transdiagnóstico de los trastornos emocionales. Manual del terapeuta (2.ª ed.). (J. Osma & E. Crespo, Trad.). Alianza Editorial.
Beyebach, M. & Herrero de Vega, M. (2016). 200 tareas en terapia breve (2ªed.). Barcelona: Herder.
Beck, A.T.; Rush, A.J.; Shaw, B.F.& Emery, G. (1983 [1979]). Terapia cognitiva de la depresión. Bilbao: Desclée de Brower.
Fernández-Ballesteros, R. (2004). Evaluación psicológica. Conceptos, métodos y estudio de casos. Madrid: Pirámide.
González Vázquez, A. (2013). Trastornos disociativos. Madrid: Ediciones Pléyades.
González Vázquez, A. (2024). Entender y evaluar el apego. De las experiencias tempranas al modelo mental. A Coruña: Imaya editorial.
Greenberg, L., & Paivio, S. (2000). Trabajar con las emociones en psicoterapia. Barcelona: Paidós.
Kabat-Zinn, J. (2009). Mindfulness en la vida cotidiana: donde quiera que vayas, ahí estás (Vol. 256). Barcelona: Grupo Planeta (GBS).
Leonor, L. I., Vicente, C. E., & Ellis, A. (2002). Teoría y práctica de la terapia racional emotivo-conductual. Madrid: Siglo XXI.
Martell, C. R., Dimiidjian, S. & Herman-Dunn, R. (2013). Activación conductual para la depresión: Una guía clínica. Bilbao: Desclée de Brower.
Miller, W. R., & Rollnick, S. (1999). La entrevista motivacional. Barcelona: Paidós.
Nardone, G. (2012). Psicosoluciones: Cómo resolver rápidamente problemas humanos imposibles. Barcelona: Herder Editorial.
Sandín, B., Chorot, P., & Valiente, R. M. (2012). Transdiagnóstico: nueva frontera en psicología clínica. Revista de psicopatología y psicología clínica, 17(3).
Sanjuán, P. y Rueda, B. (2014). Promoción y prevención de la salud desde la psicología. Madrid: Síntesis.
Stein, D. J., & Hollander, E. (2004). Tratado de los trastornos de ansiedad. Barcelona: Psiquiatría Editores.
Shapiro, F. (2019). EMDR: Principios básicos, protocolos y procedimientos (3ª ed.). España: EMDR biblioteca.
Twohig, M., & Hayes, S. (2020). ACT en la práctica clínica para la depresión y la ansiedad. Una guía sesión a sesión para maximizar los resultados. Bilbao: Desclée De Brouwer.
Van der Hart, O., Nijenhuis, E. R. S., & Steele, K. (2006). El tratamiento de la disociación relacionada con el trauma: Un enfoque integrador y práctico (Vol. 236). Bilbao: Desclee de Brower.
Wells, A. (2019). Terapia metacognitiva para la ansiedad y la depresión (Vol. 237). Bilbao: Desclee de Brower.
Wilson, K.G. & Luciano Soriano, M.C. (2002). Terapia de aceptación y compromiso (ACT): un tratamiento conductual orientado a los valores. Madrid: Pirámide.
Expanded bibliography
Baños, R.M. y Perpiñá. C. (2002). La exploración psicopatológica. Madrid: Síntesis.
Bennett-Levy, J., Richards, D.A., Farrand, P., Christensen, H., Griffiths, K.M.,
Boon, S., Steele, K., Van der Hart, O., & Colodrón Gómez-Roxas, A. (2014). Vivir con disociación traumática: Entrenamiento de habilidades para pacientes y terapeutas (Vol. 190). Bilbao: Desclee de Brower.
Beyebach, M. y Herrero de Vega (2010). 200 tareas en terapia breve. Individual, familiar y de pareja. Barcelona: Herder.
Botella, C., Baños, R.M., & Perpiñá, C. (comps.) (2003). Fobia Social. Barcelona: Paidós.
Caballo, V. (2005). Manual para la evaluación clínica de los trastornos psicológicos. Madrid: Pirámide.
Leeds, A. M., & Castell Jiménez, M. (2012). Guía de protocolos estándar de EMDR (Vol. 178). Bilbao: Desclee de Brower.
Hensley, B. J., & Aldekoa Arana, J. (2010). Manual básico de EMDR: Desensibilización y reprocesamiento mediante el movimiento de los ojos (Vol. 164).Bilbao: Desclee de Brower.
Ministerio de Sanidad (2021). Estrategia en Salud Mental del Sistema Nacional de Salud 2022-2026. Madrid: Ministerio de Sanidad, Política Social e Igualdad.
NICE (2011). Commissioning stepped care for people with common mental health disorders . London: National Institute for Health and Clinical Excellence.
Segal, Z.V., Williams, J. M. G. & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach for preventing relapse. New York: Guilford Press.