Class Clinical Assessment and In tervention in Children and Adolescents II

This course unit complements Assessment and Intervention with Children and Adolescents I, allowing students to deepen their knowledge of the main mental health disorders that may emerge during childhood and adolescence. It aims to develop skills in psychological assessment, as well as in the planning and implementation of intervention strategies appropriate to different clinical presentations and the specific needs of each developmental stage. In this context, the course unit addresses assessment protocols and instruments, as well as evidence-based models and intervention strategies, promoting an integrated understanding of the needs of children and adolescents and the different contexts in which they are embedded. Therefore, this course unit is particularly relevant within the study cycle, contributing to the consolidation of knowledge and skills that are essential for professional practice in the field of clinical psychology and child and adolescent mental health.

Not applicable

CP1 Anxiety, Mood, and Externalizing Disorders: Clinical Features, Assessment, and Cognitive-Behavioral Intervention Separation Anxiety and Social Anxiety Mood Disorders Externalizing Disorders CP2 Elimination and Eating Disorders: Assessment and Cognitive-Behavioral Intervention Enuresis and Encopresis Eating Disorders CP3 Personality Disorders and Emotional Dysregulation in Adolescence: Assessment and Cognitive-Behavioral Intervention CP4 Third-Wave Cognitive-Behavioral Therapies for Children and Adolescents

The teaching and learning process combines teacher-led sessions with active and student-centered methodologies, promoting participation and the practical application of knowledge. Group activities and practical case discussions foster collaborative learning and critical thinking, while the viewing and analysis of videos bring students closer to real clinical situations. Role-play activities also allow students to simulate assessment and intervention situations in a safe environment. These activities are complemented by direct and immediate feedback from the instructor, promoting reflection and progressive development of clinical skills. This combination of methodologies supports a more active, experiential, and applied learning process.

Andrews, J. J. W., Shaw, S. R., Domene, J. F., & McMorris, C. (Eds.). (2022). Mental health assessment, prevention, and intervention: Promoting child and youth well-being. Springer.  Kendall, P. C. (Ed.). (2011). Child and adolescent therapy: Cognitive-behavioral procedures (4th ed.). Guilford Press. Steele, R. G., & Roberts, M. C. (Eds.). (2020). Handbook of evidence-based therapies for children and adolescents: Bridging science and practice. Springer. Weisz, J. R., & Bearman, S. K. (2020). Principle-guided psychotherapy for children and adolescents: The FIRST program for behavioral and emotional problems. Guilford Press. Weisz, J. R., & Kazdin, A. E. (Eds.). (2017). Evidence-based psychotherapies for children and adolescents (3rd ed.). Guilford Press.