Psychopathology 1 2017/2018
- 5 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
At the end of the course unit, students should be able to:
1) Identify the object of study of psychopathology, demonstrating the relevance of the human development trajectories, and risk and protective factors in psychopathology etiology
2) Characterize and compare the categorical and dimensional classification models of psychopathology
3) Characterize childhood and adolescence psychopathological disorders, describing the main symptoms, and reflecting on the differential diagnosis
Knowledge in the context of human biology, psychology of motivation, developmental psychology, psychophysiology, psychological assessment and research methodology are recommended
In this course unit an active teaching methodology will be implemented, using teaching and learning strategies that provide student engagement. Expository classes will be held, with reading activities, exercises, case studies, practical works and assessment tests. As resources, the white board, computer and video projector will be used. UPT’s digital databases and the e-learning platform will also be indispensable work tools. The assessment of the course unit will be continuous, comprising written tests scheduled throughout the semester and a group assignment.
Body of Work
1.1. Foundations and definitions
1.2. Human developmental pathways
1.3. Risk and resilience
1.4. Scientific research in the area
2. Classification systems of psychopathology
2.1. Categorical and dimensional models: description and comparison
3. Classification of psychopathological disorders in childhood and adolescence
3.1. Neurodevelopmental disorders
3.2. Sleep disorders
3.3. Anxiety disorders
3.4. Depressive disorders
3.5. Elimination disorders
3.6. Trauma and stressor associated disorders
3.7. Behavior disorders
3.8. Eating disorders
Associação Americana de Psiquiatria (2014). DSM-5. Lisboa: Climepsi Editores.
Carr, A. (2011). The handbook of child and adolescent clinical psychology. Routledge: London.
Lewis, M., & Rudolph, K. D. (Eds.) (2014). Handbook of developmental psychopathology (3rd Ed.). NY: Springer.
Mazet, P., & Stoleru, S. (2003). Psicopatologia do lactente e da criança pequena. Lisboa: Climepsi Editores.
Mash, E.J. & Barkley, R. (2014). Child Psychopathology. Guilford, New York.
Soares, I. (2000). Psicopatologia do desenvolvimento: Trajectórias (in)adaptativas ao longo da vida. Coimbra: Quarteto Editores.
Beauchaine, T., & Lindshaw, S. (2013). Child and adolescent psychopathology. London:Wiley.
Cicchetti, D. & Cohen, D. (2006). Developmental psychopathology: Theory and method (vols. 1-2). New Jersey: Wiley.
Correia, D.T. (Coord.) (2014). Manual de Psicopatologia, 2ª edição. Lisboa: LIDEL
Craighead, W., Miklowitz, D., & Craighead, L. (2013). Psychopathology: history, diagnosis, and empirical foundations (2nd edition). London: Wiley.
Monteiro, P. (Coord.). (2014). Psicologia e Psiquiatria da Infância e Adolescência. Lisboa: Lidel.
W 1 – Course unit presentation. Definition of the assessment moments over the semester. Organization of group assignments. Theoretical ground and definitions of psychopathology.
W 2 – Developmental psychopathology: concept, object and contexts. Developmental trajectories. Risk and Resilience in psychopathology. Scientific research in the field of psychopathology.
Week 3 – Dimensional vs categorical psychopathological classification: advantages and disadvantages. Mini-test 1.
W 4 – Introduction to the classification of psychopathological disorders in childhood and adolescence; Neurodevelopmental disorders.
W5 - Sleep disorders.
W6 - Anxiety disorders.
W7 - Depressive disorders. Mini-test 2.
W8 - Depressive disorders; Elimination disorders.
W9 - Elimination disorders. Disorders associated with trauma and other stressors.
W10- Disorders associated with trauma and other stressors; Behavior disorders.
W11 – Mini-test; Behavior disorders.
W12 – Behavior disorders.
W13 – Eating disorders.
W14 – Mini-test 4; Presentation of group assignments.
W 15 – Presentation of group assignments; Overview of the syllabus lectured over the semester.
Demonstration of the syllabus coherence with the curricular unit's objectives
The syllabuses regarding psychopathology with allow to achieve the learning objective of “identify the object of study of psychopathology, demonstrating the relevance of the human development trajectories, and risk and protective factors in psychopathology etiology”. The syllabuses regarding the classification systems of psychopathology will allow students to “characterize and compare the categorical and dimensional classification models of psychopathology”. Lastly, the syllabuses regarding the classification of psychopathological disorders in childhood and adolescence will allow the students to “characterize childhood and adolescence psychopathological disorders, describing the main symptoms, and reflecting on the differential diagnosis”.
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
In order to “identify the object of study of psychopathology, demonstrating the relevance of the human development trajectories, and risk and protective factors in psychopathology etiology” and to “characterize childhood and adolescence psychopathological disorders, describing the main symptoms, and reflecting on the differential diagnosis”, lectures, reading activities and exercises will be performed. Likewise, lectures, reading activities and exercises will be performed in order to “characterize and compare the categorical and dimensional classification models of psychopathology”. The assessment tests and group assignments regard all the learning objectives as they will integrate all the syllabuses taught over the semester.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Balanced decision making||Yes|
|Commitment to effectiveness||Yes|
|Commitment to quality||Yes|
|Ethical and responsible behaviour||Yes||Yes|
|Event organization, planning and management||Yes|
|Foreign language proficiency||Yes||Yes|
|Information and learning management|
|IT and technology proficiency||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others|
|Understanding multiculturalism and valuing diversity||Yes|
|Written and verbal communications skills||Yes|