ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 76.5 Hours of tutorials: 2 Expository Class: 22 Interactive Classroom: 12 Total: 112.5
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Clinical Psychology and Psychobiology
Areas: Personality, Assessment and Psychological Treatments
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | (Yes)
- To be able to identify and differentiate differents clinical manifestations of anxiety.
- To be able to formulate a suitable model for each clinical psychopathology case.
- To know how to select the psychological assessment techniques to each case and interpret the results.
- To be able to plan and carry out psychological intervention, depending on assessment and concurrent variables.
- To be able to follow the intervention, and , if necessary, to introduce the appropriate changes.
-To be able to obtain specialized information on anxiety disorders, interpret it critically and know formulate relevant proposal research.
. Anxiety disorders clasification
. Diagnostic issues.
. Comorbidity.
. Etiology and related factors.
. Assessment of anxiety disorders.
. Psychological intervention in anxiety disorders.
. Lines of research related to anxiety disorders.
Basic bibliography :
Vallejo, M.A. (2012). Manual de terapia de conducta. Tomo I. Madrid: Dykinson
Complementary bibliography:
Andrews, G., (2003). The treatment of anxiety disorders. Clinician guides and patient manuals, 2ª. ed. Cambridge: Cambridge University Press.
Antony, M. M. & Barlow, D. H. (2010). Handbook of assessment and treatment planning for psychological disorders. New York: The Guildford Press.
Antony, M. M., Orsillo, S. M. & Roemer, L. (2001). Practitioner's guide to empirically- based measures of anxiety. Nueva York: Kluwer Academic Publishers.
Bados, A. (1995). Agorafobia. Vols. I y II. Barcelona: Paidós.
Bados, A. (2001). Fobia social. Madrid: Síntesis.
Bados, A. (2000). Agorafobia y ataques de pánico. Madrid: Pirámide.
Barlow, D. H. (2002). Anxiety and its disorders. The nature and treatment of anxiety and panic. New York: The Guildford Press.
Barlow, D. H. & Craske, M. G. (2007). Mastery of your anxiety and panic. Oxford: Oxford University Press.
Barlow, D. H., Farchione, T. J., Fairholme, Ch. P., Ellard, K. K., Boisseau, Ch. L., Allen, L. B. & Ehrenreich, J. T. (2010). Unified Protocol for Transdiagnostic Treatment of Emotional Disorders. Oxford: Oxford University Press.
Botella, C., Baños, R. M., & Perpiñá, C. (2003). Fobia social: avances en la psicopatología, la evaluación y el tratamiento psicológico del trastorno de ansiedad social. Barcelona: Paidós.
Belloch, A., Sandin, B., & Ramos, F. (Eds.). (1995). Manual de psicopatología. Vol. II. Madrid: McGraw-Hill.
Caballo, V. (Ed.). (2002). Manual para el tratamiento cognitivo-conductual de los trastornos psicológicos. Vol. I: Trastornos de ansiedad, sexuales, afectivos y psicóticos. Madrid: Siglo XXI.
Caballo, V. (Ed.). (2005). Manual para la evaluación clínica de los trastornos psicológicos: estrategias de evaluación, problemas infantiles y trastornos de ansiedad. Madrid: Pirámide.
Clark, D. A. & Beck, A. T. (2010). Terapia cognitiva para trastornos de ansiedad. Bilbao: Desclée de Brouwer.
Craske, M. G. & Barlow, D. H. (2007). Mastery of your anxiety and panic: therapist guide, 4ª ed. Oxford: Oxford University Press.
Craske, M. G., Antony, M. M. & Barlow, D. H. (2006). Mastery your fears and phobias: therapist guide,2ª ed. Oxford: Oxford University Press.
Cruzado, J. A. (1993). Tratamiento comportamental del trastorno obsesivo- compulsivo. Madrid: Fundación Universidad-Empresa.
Echeburúa, E. (1992). Avances en el tratamiento psicológico de los trastornos de ansiedad. Madrid: Pirámide
Echeburúa, E. (1993). Ansiedad crónica: evaluación y tratamiento. Madrid: Eudema.
Echeburúa, E. (1993). Evaluación y tratamiento psicológico de los trastornos de ansiedad. Madrid: Fundación Universidad-Empresa.
Echeburúa, E. (1993). Fobia social. Barcelona: Martínez Roca.
Echeburúa, E. (2004). Superar un trauma: el tratamiento de las víctimas de sucesos violentos. Madrid: Pirámide.
Emmelkamp, P. e Ehring, T. (2014). The Wiley handbook of anxiety disorders. John Wiley & Sons Inc.
Foa, E. B., Keane, T. M., & Friedman, M. J. (Eds.). (2003). Tratamiento del estrés postraumático. Barcelona: Ariel.
Foa, E. B., & Wilson, R. (1992). Venza sus obsesiones. Madrid: Robin.
García-Vera, M. P., Labrador, F. J. & Larroy, C. (Eds.). (2008). Ayuda psicológica a las víctimas de atentados y catástrofes. Guía de autoayuda y pautas de intervención psicológica elaboradas tras los atentados del 11-M. Madrid: Editorial Complutense.
Marks, I. M. (1991). Miedos, fobias y rituales. Vol. I y II. Barcelona: Martínez Roca.
Mclean, P. D. (2001). Anxiety disorders in adults: an evidence-based approach to psychological treatment. Oxford: Oxford University Press.
Olatunji, B. O. (Ed.) (2019). The Cambridge Handbook of Anxiety and Related Disorders. Cambridge University Press
Pérez, M., Fernández, J. R., Fernández, C., & Amigo, I. (Eds.). (2003). Guía de tratamientos psicológicos eficaces I. Adultos. Madrid: Pirámide.
Peurifoy, R. Z. (2007). Venza sus temores. Ansiedad, miedo y pánico. Barcelona: Robinbook.
Sosa, C. D. & Capafóns, J. (2005). Estrés postraumático. Madrid: Síntesis.
Turner, S. M. & Beidel, D. C. (1994). Tratamiento del trastorno obsesivo-compulsivo. Barcelona: Martínez Roca.
Basics and generals
CB10 – The students should have learning skills that allowed them to continue studying in an autonomous and self-directed way.
CG6 - The students should be able to know in depth the different models of evaluation and intervention in the field of General Sanitary Psychology, as well as the techniques and procedures that derive from them for the management of behavioral disorders and the psychological factors associated with health problems.
CG7 – The students should be able to plan, conduct, and, if necessary, to supervise the psychological assessment process of human behavior and psychological factors associated with health problems with the aim of assessing them.
CG8 – The students should be able to design, develop, and, if necessary, to supervise and assess psychological intervention plans and programs according to the psychological assessment and individual and social variables.
CG9 - The students should be able to show interpersonal communication skills and emotions management for an effective interaction with patients, relatives and caregivers in the process of identification of the problem, assessment, diagnosis, intervention, and follow-up.
CG10 - The students should be able to apply bioethics fundamentals and deliberation method in the professional practice adjusting its professional practice according to 44/2003 Law.
CG11 - The students should be able to conform with the deontological duties of Psychology.
TRANSVERSE
CT2 - The students should be able to manage sources of internationally standardized bibliographic and digital scientific documentation.
CT4 - The students should be able to formulate hypotheses in research and collect and critically value information for problem solving, applying the scientific method.
SPECIFIC
CE1 - Know how to apply the main theories on the etiology of human behavior disorders in the conceptualization of each case.
CE3 -The students should be able to select and apply the most appropriate evaluation techniques and instruments for each case according to their characteristics and context.
CE4 - The students should be able to analyze and interpret the results of a psychological assessment.
CE5 - The students should be able to choose and apply the most appropriate psychological intervention techniques according to their purpose (prevention, rehabilitation, counseling, etc.).
CE6 - The students should be able to plan and develop a psychological intervention, establishing relevant and realistic objectives based on the characteristics of the problem and the context.
CE7 - The students should be able to follow up on a psychological intervention, in accordance with the set goals, to introduce changes in it during its development.
CE8 - The students should be able to provide feedback to the recipients in an appropriate and precise way in order to involve them in the different phases of the process of psychological evaluation and intervention.
1.- Expository lessons.
The objective is to organize and introduce relevant contents of the program.
2. Interactive lessons.
The interactive classes are structured around the description, analysis and discussion of clinical cases. These practical activities are carried out in small groups. In addition, practical aspects of intervention will be dealt with by problems of anxiety and stress. These interactive activities will take place in the last part of the clases.
3. We also use the Virtual Campus to improve communication between the teacher and the student.
Depending on the health situation, the methodology may undergo changes that allow it to be adapted to telematic or blended learning scenarios (see Observations).
Written exam (objective test): 70%
Presentation of papers and projects: 30%
NOT PRESENTED will be used when the student does not perform any of the activities considered as works and does not take the exam.
Expository lessons: 20 hours
Interactive lessons: 12 hours
Tutorials in small groups: 2 hours
Formative assessment activities: 2 hours
Study activities: 22 hours
Preparation of seminars: 20 hours
Development activities (individual and / or group): 20 hours
Development reports: 14.5 hours
Keep the material up to date and carry out the activities within the indicated deadlines.
Contingency plan
Respect for the basic bibliography, in the case of having to work in a non-presential system, students will be provided with the necessary material to prepare the subject.
Respect for the teaching methodology, given the uncertainty caused by the current health situation, part of the content may be worked on autonomously by the student, who will be duly informed through the Virtual Campus of the subject. The different resources of the Virtual Campus (Moodle) and other available instruments for non-attendance teaching will be used as tools, in the case that telematic teaching is required. Resources such as the activity delivery schedule, participation lists, etc. will be used to monitor non-attendance activities.
With respect to the evaluation system, in the case of scenario 2 (blended learning) or 3 (telematic teaching), the distribution will be as follows Written examination 40% of the final mark, papers, projects and reports 60% of the final mark. In the case of fraudulent exercises or tests, the rules set out in the "Regulations on student academic performance and review of grades" will apply.
Hipolito Merino Madrid
- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813742
- hipolito.merino [at] usc.es
- Category
- Professor: University Lecturer
Ana López Durán
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813774
- ana.lopez [at] usc.es
- Category
- Professor: University Lecturer
Carmela Martinez Vispo
- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813734
- carmela.martinez [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor