Class Pscyhopathology II

  • Presentation


    This discipline pretends to be the first approach to psychopathology in childhood and adolescence, helping students understand the dynamics that characterize the continuum between normativity and pathology. In this context, students learn not only the basics of psychopathological diagnostics but also to analyze cases in light of contextual, dimensional, dynamic, interactive, and developmental approaches.

  • Code


  • Syllabus


    1 Classification specificities in children and adolescents
    1.1.Defining concepts of the developmental perspective of psychopathology: Mutual interaction between normality and psychopathology, Contextual influences, developmental trajectories
      1.2. Risk and protective factors
    2. Presentation of disorders (description, classification, diagnosis, epidemiology, comorbidity, differential diagnosis):
    2.1. Neurodevelopment
    2.2. On the Schizophrenia Spectrum
    2.3. Bipolar and other related disorders
    2.4. Depressive
    2.5. Anxiety
    2.6. Obsessive-compulsive
    2.7. Telated to the trauma
    2.8. Dissociative
    2.9. Somatic and associated symptoms
    2.10. From food and intake
    2.11. Elimination
    2.12. Disruptives and impulse control
    2.13. Substance Consumption
    2.14. Sleep
    2.15. Personality
    2.16. Sexuality

  • Objectives



    The UC has the following learning objectives:

    LO1. Reflectively identify and classify the diversity of symptoms presented in the different psychopathological conditions presented in the main psychopathology classification systems, bearing in mind the relevance of considering the referred symptoms as a whole in order to be able to consider the presence of any disorder.

    LO2. Describe its epidemiology, comorbidity, and differential diagnosis.

    LO3. Recognize specificities of psychopathological symptoms, integrating them into the contributions of the developmental approach to psychopathology for the classification of psychological disorders in childhood and adolescence.

    LO4. Analyze developmental milestones, risk and protective factors, and signs of resilience from case analysis.

    LO5. Build, formulate, and present a clinical case in the light of the knowledge acquired in class.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    Different teaching methodologies will be used: expository moments based on various support materials, small group activities in the classroom, video viewing, quizzes, teacher and peer feedback, observation grids, film viewing, and pitch of a Poster based on a clinical case formulated by the students.


  • References



    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).

    Butcher, J. N., & Kendall, P. C. (Eds.). (2018). APA handbook of psychopathology: Child and adolescent psychopathology. American Psychological Association.

    Matson, J. L. (Eds.). (2018). Handbook of Childhood Psychopathology and Developmental Disabilities Assessment. 

    International Classification of Diseases, Eleventh Revision (ICD-11), World Health Organization (WHO) 2019/2021

    Soares, I. (2000). Psicopatologia do desenvolvimento: Trajectórias (in)adaptativas ao longo da vida. Quarteto. Wilmshurst, L. (2015). Essentials of child and adolescent psychopathology. Wiley & Sons


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