ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 76.5 Hours of tutorials: 2 Expository Class: 18 Interactive Classroom: 16 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: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
PSYCHOLOGICAL INTERVENTION IN CHILDHOOD AND ADOLESCENCE
OBJECTIVES
1. To provide students with the knowledge needed to understand how child and adolescent psychological problems develop and are manifested in the family and school contexts
2. To provide skills to identify, define an analyze the emotional and behavioral disturbances in the family and school contexts
3. To know the psychological consequences for children and adolescents in risk situation and possible strategies for prevention and treatment on these circumstances
4. To instruct the professional skills to plan and develop programs of psychological intervention for children and adolescents, including evaluation of needs and objectives to consider, as well as the available resources
5. To be able to develop an appropriate evaluation of the effects or intervention programs and to do an adequate follow up.
Conceptual approach, ethical issues and particularities linked to assessment and psychological intervention in childhood and adolescence
Assessment and intervention on conduct problems
Assessment and intervention on anxiety problems
Assessment and intervention on afective problems
Intervention strategies for psychological well-being of at-risk children and adolescents
Basic bibliografy
Buendía, J. (2005). Psicopatología en niños y adolescentes: Desarrollos actuales. Madrid: Pirámide
Ortigosa, J.M., Méndez, F.J. y Riquelme, A. (2014). Procedimientos terapéuticos en niños y adolescentes. Madrid: Pirámide
Complementary bibliography
Barkley, R.A. (2006). Niños hiperactivos: Cómo comprender sus necesidades especiales. Barcelona: Paidós.
Cerezo, F. (1999). Conductas agresivas en la edad escolar: Aproximación teórica y metodológica, propuestas de intervención. Madrid: Pirámide.
Ezpeleta, L. (Ed.) (2005). Factores de riesgo en psicopatología del desarrollo. Barcelona: Masson
Fernández-Zúñiga, A. (2014). Habilidades del terapeuta de niños y adolescentes. Madrid: Pirámide
Frick, P.J., Barry, C.T., & Kaumphaus, R.W. (2010). Clinical assessment of child and adolescent personality and behavior. Nueva York: Springer.
Kazdin, A. E., & Weisz, J.R. (Eds.)(2003). Evidence-based psychotherapies for children and adolescentes. Nueva York: Guilford.
Méndez, F.X., & Maciá, D. (Eds.) (1995). Modificación de conducta en niños y adolescentes. Madrid: Pirámide.
Méndez, F.X., Espada, J.P., & Orgilés, M. (Coord.) (2006). Terapia Psicológica con niños y adolescentes: Estudio de casos clínicos. Madrid: Pirámide.
Moreno, I. (2002). Terapia de conducta en la infancia: Guía de intervención. Madrid: Pirámide
Romero, E., Villar, P., Luengo, M.A., Gómez-Fraguela, J.A., & Robles, Z. (en prensa). EmPeCemos: Programa para la intervención en problemas de conducta infantiles. Madrid: TEA.
Sells, C.P. (1998). Treating the tough adolescent. A family-based, step-by-step guide. Nueva York: Guilford.
GENERAL/BASIC
CG4 - To know in deep the psychosocial factors linked to health/illness problems
CG7 - To plan, to execute, and if appropriate, to supervise the process of psychological assessment of human behaviour, as well of the health-linked psychosocial factors, in order to conduct a well-founded assessment of them
CG8 - To design, develop and, if appropriate, to supervise plans and programs of psychological intervention, accordingly to the psychological assessment process and to the individual and social variables involved in each specific case.
CB6 - To acquire and to understand knowledge able to provide a basis or an opportunity to be original in the development and/or application of ideas, often in an research context.
CB7 - Make the students be able to apply their knowledge and their problem-solving capacities in new or not well-known surroundings within wider (or multi-disciplinary) contexts related to their study field.
CB10- Make the students be able to apply their knowledge and their problem-solving capacities to new or not well-known surroundings within wider (or multi-disciplinary) contexts related to their study field.
CROSS-SECTIONAL
CT3 - To know how to critically analyze and use the sources of clinical information
CT7 - To know how to adopt an ethical perspective to analyze problems and possible solutions
SPECIFIC
CE1 - To know how to apply the major theories on etiology of behavioural disorders to conceptualize each specific case
CE3 - To know how to select and to apply the assessment techniques and instruments which fit better to each case according to their characteristics and their context
CE4 - To know how to analyze and intepret results from psychological assessment processes
CE5 - To know how to choose and administer the best-fitting psychological techniques according to the involved purposes (prevention, rehabilitation, counseling, consulting).
CE6 - To know how to plan and develop a psychological intervention, setting the proper objectives, which should also be realistic according to the characteristics of both the problem and the context.
CE7- To know how to monitor the process of psychological intervention, according to the objectives which were proposed, in order to introduce, if needed, the adequate changes for its development.
CE8- To know how to provide the clients with adequate and accurate feedback, in order to involve them in the process of of psychological assessment and intervention.
CE9 - To know how to design programs for prevention and promotion of psychological health, taking into account the relevant risk/protection factors and the available resources.
At every week session, time will be distributed for both the presentation of the theoretical contents (expositive teaching) and the discussion/practical work on case study (seminar interactive teaching)
The expositive section of classes will include, for each topic, the introduction (specifying contents to deal with, basic readings and objectives to fulfill), and the explanation of the basic topics of the program, as well as the approaching to the questions formulated by the students. Besides this, questions or problems will be proposed in class in order to motivate and reinforce the students' interest and to promote the active involvement of students in each topic.
The interactive section will include a variety of activities, such as reflection on proposed cases or on audiovisual materials, as well as design and planning of interventions on different problems in the child/adolescent mental health. By their own nature, such activities will be developed in group, and they will involve cooperative learning techniques. A individual essay will be also proposed as a voluntary activity outside the classroom. The aim of this activity is that students deepen into the applications of the subject for their profession. Note that, even if it is an optional activity, it is not a free work; its development requires orientation and supervision by professors. Students will be told to do a brief public presentation of their work, so that a discussion with the whole class can be generated, and questions and comments about it may be dealt with.
As a support for the subject, students will have access to a virtual classroom at the USC Campus Virtual (http://www.usc.es/campusvirtual/)
For grading, the knowledge acquired by students as well as the continuous evaluation of their learnings will be considered. The exam will be weighted as 60% in the final scoring (highest score for exam will be 6). The remaining 40% will be scored based on the classroom activities (25%, highest score 2,5) and the optional work (15%, highest score 1,5). The "Not presented" qualification is reserved for students who had complied with less than half of the classroom assignments.
This is a 4,5 ECTS subject, which involves 112,5 hours of work for the students, distributed as follows:
- Attendance to expositive lectures and interactive sessions, beyond the 36 expositive presential hours
- Attendance to tutorships for small groups: 2 hours
- Non presential work: Time needed for personal work required by this subject is estimated as 76,5 hours (readings and study: 31,5h; preparing seminars and reports of interactive sessions: 30 hours; development of group assays/works: 15h).
The success in this subject involves the skills to understand, differentiate and relate concepts and principles. For that aim, it is recommended to benefit from all the methodological resources accessible for the students, i.e., attendance to expositive classes and daily reviewing and study of contents, as well as active involvement in interactive classes and in supplementary activities.
“PLAN DE CONTINGENCIA”
Metodología de la enseñanza:
Dada la incerteza ocasionada pola situación sanitaria actual, parte de los contenidos podrán ser trabajados de manera autónoma por el/la estudiante, lo que será debidamente informado a través del Campus Virtual.
En el caso de que ciertos contenidos teóricos no puedan tratarse en clases expositivas presenciales, serán impartidos a través del Aula Virtual, utilizando recursos telemáticos asincrónicos (p. ej., presentaciones narradas, textos y/o cuestionarios de autoevaluación). En cuanto a la docencia interactiva que deba impartirse telemáticamente, las actividades a realizar se propondrán a través del Aula Virtual, y serán organizadas en función de una programación de entregas y seguimiento con la oportuna retroalimentación. De ser necesaria la presentación telemática del trabajo voluntario en grupo, se recurrirá a la plataforma Microsoft Teams.
Sistema de evaluación:
Dependiendo de las circunstancias sanitarias, el examen teórico-práctico podrá tener lugar de forma telemática. En este caso, ante la realización fraudulenta de ejercicios o pruebas será de aplicación lo recogido en la Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións.
Así mismo, en los escenarios de docencia semipresencial o telemática, parte de los contenidos, aunque serán trabajados en la materia, podrán no ser objeto de evaluación, lo que será debidamente informado con tiempo suficiente a través del Campus Virtual.
Recomendaciones para el estudio de la materia:
Dada la incerteza ocasionada pola situación sanitaria actual, se recomienda llevar al día los contenidos y hacer seguimiento continuado de la actividad que se registre en el Aula Virtual, pues ciertos temas y tareas que serán objecto de evaluación pueden ser propuestos para trabajarse por medios telemáticos.
Estrella Romero Triñanes
- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813921
- estrella.romero [at] usc.es
- Category
- Professor: University Professor
Paula Villar Torres
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813920
- paula.villar [at] usc.es
- Category
- Professor: University Lecturer
| Wednesday | |||
|---|---|---|---|
| 18:00-19:30 | Grupo /CLE_01 | Spanish | Classroom 9 |
| 19:30-20:30 | Grupo /CLIS_01 | Spanish | Classroom 9 |
| 01.14.2022 16:00-18:00 | Grupo /CLE_01 | Classroom 9 |