How to find us
|
Contacts

Psychopathology 1 2016/2017

  • 5 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

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

Recommended Prerequisites

Knowledge in the context of human biology, psychology of motivation, developmental psychology, psychophysiology, psychological assessment and research methodology are recommended.

Teaching Metodology

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 individual and group works, and evaluation forms of knowledge throughout the semester

Body of Work

1. Psychopathology
1.1. Foundations and definitions
1.2. Human development trajectories
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. Anxiety disorders
3.3. Eating disorders
3.4. Elimination disorders
3.5. Behavior disorders
3.6. Sleep disorders

Recommended Bibliography

Carr, A. (2011). The handbook of child and adolescent clinical psychology. Routledge: London.

Lazarus, A., & Colman, A. (1995). Abnormal psychology. London: Longman.

Marcelli, D. & Choen, D. (2011). Infância e psicopatologia. 8ª Ed. Porto Alegre: Armed.

Marcelli, D., & Braconnier, A. (2005). Adolescência e psicopatologia. Lisboa: Climepsi Editores.

Mash, E.J. & Berkley, R. (2003). Child Psychopathology. Guilford, New York.

Mazet, P., & Stoleru, S. (2003). Psicopatologia do lactente e da criança pequena. Lisboa: Climepsi Editores.

Soares, I. (2000). Psicopatologia do desenvolvimento: Trajectórias (in)adaptativas ao longo da vida. Coimbra: Quarteto Editores.

Complementary Bibliography

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

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.

Craighead, W., Miklowitz, D., & Craighead, L. (2013). Psychopathology: history, diagnosis, and empirical foundations (2nd edition). London: Wiley.


Figueiredo, B. (2011). Psicopatologia e psicoterapia do desenvolvimento da criança e do adolescente. Vol 1. Introdução. Lisboa:

Weekly Planning

Week 1 – Course unit presentation. Definition of the assessment moments over the semester. Organization of individual assessment work. Search in databases.

Week 2 - Fundamentals and definitions of psychopathology. Theoretical-practical lessons, with the visualization of a documentary about the history of psychopathology. Selection of articles for the individual evaluation work

Week 3 – Dimensional psychopathological classification vs categorial: advantages and disadvantages. The psychopathology of development: concept, object and contexts. Developmental trajectories. Risk and Resilience in psychopathology. Theoretical-practical lessons, with the performance of exercises.

Week 4 – Scientific research in the field of psychopathology. Theoretical-practical lessons, with the performance of exercises and reading activities.

Week 5 - Description and comparison of categorical and dimensional models. Theoretical-practical lessons, with the performance of exercises and reading activities.

Week 6 – Assessment test 1. Introduction to the classification of psychopathological disorders in childhood and adolescence. Theoretical-practical lessons, with the performance of exercises and reading activities.

Week 7 – Neurodevelopmental disorders. Theoretical-practical lessons, with the performance of exercises, case studies and reading activities.

week 8 - Study visit to the Center for Rehabilitation of Cerebral Palsy of Porto. Delivery of the individual work assignment (written).

Week 9 – Work Presentation.

Week 10 – work presentation.

Week 11 – Sleep disorders. Theoretical-practical lessons, with the performance of exercises and reading activities.
Anxiety disorders. Theoretical-practical lessons, with the performance of exercises and reading activities.

Week 12 – Elimination disorders. Theoretical-practical lessons, with the performance of exercises, case studies and reading activities.

Week 13 - Eating disorders. Theoretical-practical lessons, with the performance of exercises, case studies and reading activities.

week 14 – Assessment test 2. Behavior disorders. Theoretical-practical lessons, with the performance of exercises and reading activities.

Week 15 – 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”. At last, 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 assignments regard all the learning objectives as they will integrate all the syllabuses taught over the semester.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Analytical and synthetic skillsYesYes
Balanced decision makingYes 
Commitment to effectivenessYes 
Commitment to qualityYes 
Ethical and responsible behaviourYesYes
Event organization, planning and managementYes 
Foreign language proficiencyYesYes
Information and learning management  
IT and technology proficiencyYes 
Problem Analysis and AssessmentYesYes
Problem-solvingYes 
Relating to others  
Research skillsYesYes
Self-assessment  
Understanding multiculturalism and valuing diversity  
Written and verbal communications skillsYes 
This website uses cookies to provide better functionality and for performance measurements (European Union Directive 2009/136/EC)
Please take a few minutes do answer a few quick questions about our website.