Developmental Psychopathology

Code:

LP415

Acronym:

PDD

Keywords
Classification	Keyword
OFICIAL	Psychology of Children Development and Education

Instance: 2005/2006 - A

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Psychology Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	21	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

1)Provide knowledge of the clinical and empirical literature, on yhe most commonly encountered problems of children and adolescents
2)Provide students, when appropriate, with several perspectives on the types of problems, with an emphasis on developmental psychopathology.
3)Provide a sound literature base for the techniques of assessment and diagnosis.
4)Provide opportunities for the students to practice clinical assessment and diagnosis techniques, including: the Family Relations Test (J. Anthony), RATC (Roberts), Questionnaires and interview formats included in the ASEBA(Achenbach), and handling the DSM IV;
5)Provide students with criteria for evaluateing research in this domain.

Program

The introductory part of the program is devoted to the definition and perspectives of psychopathology, emphasizing the developmental approach to psychopathology. The second part deals with issues of classification and assessment, with a focus on the contributions of developmental psychopathology. The third part addresses a variety of common child and adolescent problems, including conduct disorder, anxiety and other emotional disorders, toiletting problems, eating problems and disorders and pervasive developmental disorders.
Theoretical and Practical Lessons:
Theoretical lessons offer students a synthesis of the conceptualisation on each topic, based on selected literature.
The teacher, or invited experts, also provides case illustrations for each type of problem.
Practical lessons provide opportunityies for training with techniques of clinical and developmental assessment and diagnosis. Students get extensive information on the main assessment tools, as well as training in how to use them, how to interpret results and integrate them with other sources of information to reach a diagnosis.

Main Bibliography

AMERICAN PSYCHIATRIC ASSOCIATION (1996), Manual de diagnóstico e estatística das perturbações mentais, (4ª Ed.). Lisboa: Climepsi Editores.
MASH, E. J., & BARKLEY, R. (2003) (Eds.). Child Psychopathology. 2nd ed. New York: Guilford.
ROLF, J. MASTEN, A. CICCHETTI, D. NUECHTERLEIN, K.H. & WEINTRAUB, S. (1990) (Eds.). Risk and protective factors in the development of psychopathology. Cambridge: Cambridge University Press.

Complementary Bibliography

Espada, A. A. (1992). Evaluation en psicologia clínica: Vol.1. Proceso, método y estrategias psicometricas. Salamanca: Arrami Ed.
Journal of Development and Psychopathology.
Lewis, M. & Miller, S. M. (1990) (Eds.), Handbook of developmental psychopathology. New York: Plenum.
Perris, C., Arrindel, W. A., & Eisemann, M. (1994) (Eds.), Parenting and psychopathology. New York: John Wiley.

Teaching methods and learning activities

Number of hours per week: Theoretical – 2h/Practical – 2h

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

Students must attend at least 2/3 of practical classes.

Calculation formula of final grade

The written exam weights 60% in the final classification and the practical work weights 40%.

Special assessment (TE, DA, ...)

According to general Faculty norms