Psychopathology

Scholar Year: 2023/2024

Courses

Head Teacher Responsability Helena Maria de Jesus Germano Head Sara Lopes Ferreira Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Helena Fernandes   0,13 Sara Ferreira   1,86

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Students must be able to:
a. Recognize the human development at the adult stage
b. Recognize the boundaries between the normal and the pathological and the issues that arise there.
c. Define psychopathology and describe the respective theoretical models.
d. Identify the characteristics of psychopathological disorders of children and adults.
e. Establish relationship between psychopathology and speech and language therapy.
f. Recognize the need to adapt the therapeutic relationship to various forms of psychopathology.

Syllabus

I. Concepts of health and mental illness.
II. The object of study in Psychopathology
III. Criteria that define the existence of psychopathology.
IV. Comprehensive models. Developmental psychopathology.
V. Development of the young adult and the intermediate adult. Development Tasks.
VI. Adult Psychopathology
- Depression
- Anxiety
- Post-traumatic Stres
VII. Developmental tasks of the child (brief review)
VIII. Child Psychopathology
- Hyperactivity and attention deficit
- Children's Depression
IX. Psychopathology and Speech and Language Therapy
- Special features in communication, language and speech.
- Relational specificities in the therapeutic encounter.

Demonstration of the syllabus coherence with the UC intended learning outcomes

In this UC, which has a theoretical typology, it is intended that students acquire basic knowledge on mental health and child and adult psychopathology. At the adult level, it is the objective to analyze the human development in the adult phase and some psychopathological disorders with more probable connection to the clinical practice of the speech therapist. At the child level, focus is on expected developmental tasks and forms of psychopathological disorders which are most often associated with communication, language and speech disorders. It is intended that students understand psychopathological frameworks, allowing them to identify, during the practice of the profession, situations of psychopathology and establish an appropriate course of action, namely the referral to other professionals.

Teaching methodologies

Lecture
Document analysis (videos, articles)

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Psychopathology is a course with lectures as the main teaching methodology, but also privileges interactive methods of document analysis - illustrative videos, which involve students in the process of learning, providing them with autonomy and facilitating the definition of their learning. The curricular contents are complementary to the practical dimension of the course (courses and internships).
The evaluation aims to clearly link Psychology, Psychopathology and Speech Therapy. Students have to research scientific evidence about this link, to choose an article that will evidence it, and critically analyze it. Their knowledge and understanding of how those links applied to the profession are also assessed through a written test.

Assessment methodologies and evidences

Continuous assessment methods and criteria
Individual component * [60%]
- Written test
* [Individual component must be greater than or equal to 9.5 values.]
Group component [40%]
- Written work

Exam assessment methods and criteria
Written test [100%]

Bibliografia

American Psychiatric Association. (2014). DSM 5 Manual de diagnóstico e estatística das perturbações mentais. Lisboa: Climepsi.
Bronfenbrenner, U. (2011). Bioecologia do desenvolvimento humano: Tornando os seres humanos mais humanos. Porto Alegre: Artmed.
Cicchetti, D., & Cohen, D. J. (2006). Developmental psychopathology (2.a ed.). New Jersey: John Wiley & Sons.
Tandon, M. (2017). Early childhood mental health: Empirical assessment and intervention from conception through preschool. Child and Adolescent Psychiatric Clinics of North America, 26(3), 411–636.
Thomas, J. C., Segal, D. L., & Hersen, M. (2006). Comprehensive handbook of personality and psychopathology (Volume 1). Hoboken New Jersey: John Wiley.
Vallejo Ruiloba, J., Bulbena Vilarrasa, A., & Menchón Magriñà, J. M. (2011). Introducción a la psicopatología y la psiquiatría (7.a ed.). Barcelona: Masson.
Cohen, N. (2001). Language impairment and psychopathology in infants, children and adolescents. California : Sage.
Monteiro, P. (coord.) (2015). Psicologia e Psiquiatria da Infância e da Adolescência. Lisboa: Lidel.