Curricular Unit:			Code:
Psychopathology of Child and Adolescent			1138PCA
Year:	Level:	Course:	Credits:
2	Undergraduate	Psychology	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
1) Know the origins and evolution of Psychopathology of children and adolescents as a field of knowledge and scientific discipline. Understand historical-anthropological and epistemological, methodological and applied references that are central to the conceptual and critical foundation in the vocational and professional area. 2) Acquire the knowledge of some relevant clinical Troubles of child and adolescent psychopathology in the frame of development and structural perpective, in theorical overview and applied to case analysis. 3) Acquire knowledge and skills of multidimensional analysis and diagnosis in Child and Adolescent Psychopathology and that promote critical understanding and interpretation and problem solving. 4) Develop reading and bibliographic research, oral and written communication skills, information organization capacity, self-learning, and the integration of ethical-deontological principles.
Syllabus:
Lecture Unit 1- historical Background-epistemological the psychopathology of children and adolescents. Lecture Unit 2 - Introduction to clinical disturbances more frequent along the psychological development of children and adolescents. Lecture Unit 3- Anxiety disorders and neurotic organizations in the child and adolescent. Clinical Cases. Lecture Unit 4- Other disturbances and examples. (4.1) Depressive disorders in the child and adolescent. (4.2) Psychotic disorders in children and adolescents. (4.3) Border-line disorders in children and adolescents. (4.4) Evolutionary disharmony in the child and adolescent.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In Lectiva Unit 1, the acquisition of basic notions and constituent references of Child and Adolescent Psychopathology is privileged, regarding the origins and evolution of this field of knowledge and scientific discipline. This historical-epistemological knowledge is a structuring of knowledge and skills of analysis, reasoning and diagnosis that are central to the vocational and professional area, as well as critical analysis and awareness of ethical issues. In UL 2, 3 and 4, knowledge of the main psychopathological conditions of children and adolescents is promoted in different perspectives and conceptual and diagnostic dimensions. Increasing the theoretical bases of the diversity of typologies of psychopathology, training of skills to apply different models and bibliographies, and the analysis of cases for understanding in the psychosocial context in which they arise. Comprehensive reflection, self-learning and maturation of skills in the area of ??psychology training are promoted.
Teaching Methodologies (Including Evaluation):
Various methodologies that promote assimilation, understanding the interplay between the content as well as its implementation, including: Oral presentation of theoretical concepts in class, study the background material on the virtual platform (texts, thematic summaries, illustrative movies) analysis and discussion of texts and case reports, analysis exercises and theoretical and / or theoretical-clinical resolution, student participation in Forums (UV) to debate the contents progrmáticos, clinical observation of consultations in the CPP and its discussion of joint observations the contents of uc. The evaluation takes place continuously through written tests in two stages, oral participation and non-classroom student work in reading and analyzing texts in the bibliography of the program.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
In Units 1 and 3 the exposure and descriptive commentary, as well as the reading and discussion of literature and documentation of educational support for students, and even the display of illustrative movies (cases, concepts, methods) iconic in the history of the Psychopathology of the child and the adolescent perimte underpin the knowledge about evolution of concepts, theoretical approaches and practices and models of diagnosis in this field. In Units 2, 3 and 4, the exposure in class by the professor and the bibliographical study by students about the psychopathological troubles of child and adolescence as well as the exercises and clinical studies, promotes the knowledge of psychopathological disturbances in the light of different approaches and models, the integration of differentials concepts and skills of analysis and diagnosis on childhood and adolescence.
Reading:
A.P.A., DSM 5 (2014). Manual de diagnóstico e estatística das perturbações mentais. Lisboa: Climepsi. ESSAU, C. et al. (2017). Emotion Regulation and Psychopathology in Children and Adolescents. Oxford: Oxford University Press. LUYTEN, P., MAYES, L., FONAGY, P., BLATT, J.B., et al. (Eds, 2017). Handbook of Psychodynamic Approaches to Psychopathology. NY: Guilford Publications. GUENICHE, K. (2005). Psicopatologia descritiva e interpretativa da criança. Lisboa: Climepsi. MARCELLI, D. (2005). Infância e Psicopatologia. Lisboa:Climepsi. RUSTIN, Margaret & RUSTIN, Michael (Eds, 2019). New Discoveries in Child Psychotherapy Findings from Qualitative Research. London: Routledge. SALLIS, H., SZEKELY, E., NEUMANN, A. (2019). General psychopathology, internalising and externalising in children and functional outcomes in late adolescence. Journ.of Child Psychol. and Psychiatr. and Allied Discipl., V.60, 11 (2019). STRECHT, P.(2012). Interiores. Assírio & Alvim, 2ªed.
Lecturer (* Responsible):
Marta Matos (mmatos@ufp.edu.pt)