Class Psychological and Neuropsychological Assessment and Diagnosis

  • Presentation


    Introduction to the principles and methods of Psychological and Neuropsychological Assessment and Diagnosis

  • Code


  • Syllabus


    S1. Psychological and Neuropsychological Assessment and Diagnosis: a. Definition and relevance for psychological practice b. Relationship and Therapeutic Context. S2. General aspects in psychological assessment: a. Clinical history b. Behavioral observation c. Self-report and self-reporting tools d. Assessment using computerized means S3. Main fields of neuropsychological assessment: a. Cognitive b. Functional c. Behavioral d. Affective (emotional) S4. Assessment of the main cognitive functions: a. Perception and Attention b. Memory c. Language d. Front functions and executive functioning e. Neuropsychological exploration in aphasias, agnosias, alexias and apraxias S5. General measures for psychopathological evaluation a. Administration b. Psychometric qualities c. Interpretation and analysis of results S6. Elaboration of the clinical report: a. Clinical inference process b. Format and structure S7. Ethical and deontological aspects in the evaluation and diagnosis


  • Objectives


    This UC has as main objective to generate knowledge, skills and competences in the evaluation and psychological and neuropsychological diagnosis (LO1). Thus, the respective definition and relevance for the psychological practice in the context and scope of the therapeutic relationship is analyzed. The main aspects related to psychological assessment are LO2, being LO3 related to neuropsychological evaluation and the main cognitive functions whose alterations are identified in LO4. In addition, the main tests and batteries of psychological and neuropsychological evaluation and diagnosis (LO5) are presented and aspects related to the preparation of the evaluation report (LO6) are analyzed. Finally, ethical and deontological issues related to evaluation and diagnosis (LO7) in the fields of psychology and neuropsychology are discussed.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    To facilitate the learning process, the teaching methodology assumes a theoretical and practical character. After the theoretical exposition
    of the syllabus, we will approach contents in a practical aspect that includes handling tests, roleplay and application exercises, quotation
    and interpretation of results, and training in preparing neuropsychological evaluation reports.

  • References


    Bowden, S. C. (2017). Neuropsychological assessment in the age of evidence-based practice: diagnostic and treatment evaluations. New York: Oxford University Press. Hodges, J. R. (2007). Cognitive Assessment for Clinicians (2ª ed.). New York: Oxford University Press. Marnat-Groth, G., & Wright, A. J. (2016). Handbook of Psychological Assessment (6ª ed.) New Jersey: John Wiley & Sons. Cohen, R. J., & Swerdlik, M. E. (2018). Psychological Testing and Assessment (9ª ed.). New York: McGraw-Hill Education. Suhr. J. A. (2015). Psychological Assessment: A Problem-Solving Approach (Evidence-Based Practice in Neuropsychology). New York: The Guildford Press.


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