Curricular Unit:			Code:
Psychopathology of Child and Adolescent			783PCA
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:
Integrate knowledge of Psychopathology in their genealogy historical-epistemological, as the approaches, practice pioneers, developments and developments up to the present day. 2- Be able to identify different "levels" of psychopathologic analysis and establish relations between models nosological different. 3- To Know the clinical pictures more relevant to the psychopathology of Children and Adolescents and to articulate them to the analysis of cases, with application of differentials criteria and concepts. 4 - Develop skills of analysis and preparation diagnosis by integrating different levels and psychopathological dimensions and different grids and templates in psychopathology of children and adolescents.
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- Classification Models in psychopathology of children and adolescents. Dynamic and structural Model and descriptive and nosographic model of psychiatry (DSM V). Lecture Unit 4- Anxiety disorders and neurotic organizations in the child and adolescent. Clinical Cases. Lecture Unit 5- Border-line disorders in children and adolescents. Clinical cases. L.U. 6- Depressive disorders in the child and adolescent. Clinical Examples. Lecture Unit 7- Psychotic disorders in children and adolescents. Clinical Cases. Lecture Unit 8- Other disturbances and examples. Evolutionary disharmony in the child and adolescent.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In Teachingt Units 1 e 3 the syllabus focuses on the acquisition of references constituents of the Psychopathology of children and adolescents, as well as to the origins and evolution of approaches theoretical-clinical and methodological. This epistemological knowledge is structuring of knowledge and skills of analysis and diagnosis in psychopathology. In Teaching Units 2, 4, 5, 6,7 and 8 are being used to promote the knowledge of the main psychopathological profiles of the child and the adolescent in the light of various approaches and dimensions and the elaboration of diagnostics in the light of models in psychopathology of children and adolescents. The analysis of clinical cases (bibliography, and observation of consultations) contributes to optimize the acquisition of content and the achievement of the objectives.
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 Letivas 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 Letivas Units 2, 4, 5, 6, 7and 8, the exposure in class by the professor and the bibliographical study by students about the upheavals of child and adolescence as well as the exercises (theoretical or clinical cases) proomvem the integration of character clinical and psychopathological disturbances in the light of different grids and models, the integration of concepts differentials and the aquiisção skills of analysis and diagnosis in case studies.
Reading:
A.P.A., DSM V (2014) : Manual de diagnóstico e estatística das perturbações mentais, Lisboa, Climepsi, Luyten, P., Mayes, L., Fonagy P., Blatt, J.B. et al. (2015). Handbook of Psychodynamic Approaches to Psychopathology (1st Ed.), Kindle Edition. The Guilford Press. GUENICHE, K. (2005), Psicopatologia descritiva e interpretativa da criança. Climepsi. Houzel, D., Emmanuelli, M., e Moggio, F. (Coord., 2004), Dicionário de Psicopatologia da Criança e do Adolescente. Lisboa:Climepsi. MARCELLI, D. (2005). Infância e Psicopatologia. Lisboa:Climepsi. MAZET, Ph. & STOELERU, S.(2003). Psicopatologia do bebé e da criança pequena. Lisboa:Climepsi. MONTEIRO, P. (Coord., 2014). Psicologia e Psiquiatria da Infância e Adolescência. Lisboa: Lidel. PASCO FEARON, R.(2017) Child psychology and psychiatry - using science to make a difference. In Journal of Child Psychology and Psychiatry 58(4):335-337. DOI: 10.1111/jcpp.12722 STRECHT (P.), Interiores, Assírio & Alvim, 2013, 2ªed.