Psychopathology I

Objectives of the subject
1. To know the theoretical foundations and the specific terminology of Psychopathology.
2. To know the different psychological disorders that may arise during the life cycle.
3. To learn the theoretical bases for the different disorders and know the most recent research lines in Psychopathology.
4. To be able to describe and explore normal behaviour.

THEORETICAL

I. Introduction to Psychopathology: conceptual grounds for abnormality.
1. Definition. Criteria for defining abnormal behaviour. Explanatory models.
2. Classification systems. Conceptual issues. Development of classification systems. DSM and CIE.

II. Psychopathology of adulthood
3. Depressive and bipolar disorders. Classification. Clinical features and diagnostic criteria. Assessment and differential diagnosis. Epidemiology. Explanatory psychological theories.
4. Schizophrenia and other psychotic disorders Classification. Clinical features and diagnostic criteria. Assessment and differential diagnosis. Epidemiology.
5. Disorders related to basic needs. Classification and Clinical features.

II. Psychopathology of childhood and adolescence
6. Conceptual and historical issues related to the diagnosis of psychological problems in children and adolescents. Normal and problematic psychological development. The diagnostic process in child and adolescent psychopathology.
7. Emotional and behavioral disorders in children and adolescents. Descriptive, etiologic and clinical aspects.
8. Other psychological disorders with incidence in childhood. Descriptive, clinical and etiological aspects.

PRACTICAL
1. Reading of papers and/or book chapters concerned with the topics taught in the lectures.
2. Acquisition of theoretical and practical knowledge of the organization and characteristics of current classification systems.
3. Analysis of clinical cases illustrating the lecture contents, with special emphasis on the identification and labelling of symptoms, diagnostic justification and differential diagnosis.

Basic Bibliography

-Asociación Americana de Psiquiatría (2014). Manual diagnóstico y estadístico de los trastornos mentales, DSM-5 (5ª ed.). Washington: APA.
-Belloch, A., Sandín, B. & Ramos, F. (Eds.) (2020, 2024). Manual de psicopatología. Volúmenes I y II. Madrid: McGraw-Hill; 3ª 4ªed.
-Caballo, V., Salazar, I.C. & Carrobles, J.A. (2014). Manual de psicopatología y trastornos psicológicos. Madrid: Pirámide; 2ª edición. Edición versión digital (Kindle).
-Ezpeleta, L. & Toro, J. (2014). Psicopatología del desarrollo. Ed. Pirámide.
-Talarn, A. & Jarne, A. (2015). Manual de psicopatología clínica. Barcelona: Herder. 1ª edición versión digital (Epub).

Complementary Bibliography

-Artigas-Pallarés, J & Narbona, J (Eds) (2011). Trastornos del neurodesarrollo. Barcelona: Viguera.
-Asociación Americana de Psiquiatría (2014). Guía de consulta de los criterios diagnósticos del DSM-5. Washington, London: APA. -Beauchaine, T.P., Hinshaw, S.P. (2017). Child and Adolescent Psychopathology (3rd ed, pp. 346–386). New York, Wiley.
-Butcher, J.N., Mineka, S., Caballo, V.E. Salazar, I.C. & Carrobles, J.A. (Dirs.) (2011). Manual de psicopatología y trastornos psicológicos. Madrid: Pirámide.
-Caballo, V.E. & Simon, M.A. (2002). Manual de psicología clínica infantil y del adolescente. Trastornos específicos. Madrid: Pirámide
- Carragher, N., Krueger, R.F., Eaton, N.R., & Slade, T. (2015). Disorders without borders: current and future directions in the meta-structure of mental disorders. Social psychiatry and psychiatric epidemiology, 50(3), 339-350.
- Caspi, A., Houts, R.M., Belsky, D.W. … Moffitt, T.E. (2014). The p Factor: One general psychopathology factor in the structure of psychiatric disorders? Clinical Psychological Science, 2(2), 119-137.
- Clark, L.A., Cuthbert, B., Lewis-Fernández, R., Narrow, W.E., & Reed, G.M. (2017). Three Approaches to Understanding and Classifying Mental Disorder: ICD-11, DSM-5, and the National Institute of Mental Health's Research Domain Criteria (RDoC). Psychol Sci Public Interest,18(2),72-145.
- Conway, C.C., Forbes, M.K., Forbush, K.T. … Eaton, N.R. (2019). A hierarchical taxonomy of psychopathology can transform mental health research. Perspectives on Psychological Science, 14(3):174569161881069.
- Hankin, B.L., Davis, E.P., Snyder, H., Young, J.F., Glynne, L.M., & Sandman, C.A. (2017). Temperament factors and dimensional, latent bifactor models of child psychopathology: Transdiagnostic and specific associations in two youth samples. Psychiatry Research, 252, 139–146.
- Hartung, C. M., & Lefler, E. K. (2019). Sex and gender in psychopathology: DSM–5 and beyond. Psychological Bulletin, 145(4), 390–409.
- Kotov, R., Krueger, R. F., Watson, D. … Zimmerman, M. (2017). The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies. Journal of Abnormal Psychology, 126(4), 454-477.
-López-Soler, C. & Romero, A. (2014). TDAH y trastornos del comportamiento en la infancia y la adolescencia. Pirámide. Colección: Psicología; 1ª edición. Formato: Digital, PDF.
-Lorenzo Pontevedra, M.C. (2015). Trastorno bipolar. Madrid: Síntesis
-Maddux, J.E. & Winstead, B.A. (Eds, 2016). Psychopathology. Foundations for a contemporary understanding. Fourth Edition. Taylor & Francis.
- McDonough-Caplan, H., Klein, D.N., & Beauchaine T.P. (2018) Comorbidity and continuity of depression and conduct problems from elementary school to adolescence. Journal of Abnormal Psychology, 127 (3), 326-337. DOI: 10.1

Competences of the program to which the subject contributes

1. To know the contributions and limitations of the diverse theoretical models for Psychology.
2. To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
3. To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
4. To conform with the deontological duties of Psychology.

Specific competences of the subject:

1. To be able to describe and analyse the basic symptoms of the different mental disorders.
2. To be able to identify the different mental disorders according to existing scientific classifications.
3. To be able to formulate diagnostic hypotheses in response to specific clinics.
4. To be able to formulate differential diagnoses.
5. To know Psychopathology in the framework of human development and, especially, as regards early childhood and adolescence disorders.
6. To be able to relate theory and empirical evidence for each type of metal disorder.
7. To prepare and interpret a clinical report with the aid of classification and diagnostics systems.
8. To know and comply with the ethical rules of professional practice and research in Psychology.

1. Lectures:
Lectures are intended to present the most salient contents of the programme units.

2. Interactive classes:
Interactive classes will be used to describe, analyse and discuss clinical cases illustrating selected disorders previously presented in the lectures. These activities will include whole-group or small-group sessions, as well as individual work by the students.

In addition, as a complement to the face-to-face classes, different continuous assessment activities will be proposed through the Virtual Classroom of the subject that must be delivered on the date programmed by this same means.

The evaluation of learning will take into account both the evaluation of the knowledge acquired in relation to the theoretical and practical contents of the program, as well as the continuous evaluation of the tasks and activities proposed during the course.

The evaluation computation will be distributed as follows: The theoretical-practical exam will account for 60% of the qualification, and will consist of a multiple choice test (45%) and a reasoned commentary on a clinical case (15%). The remaining 40% will correspond to continuous assessment based on the activities proposed and reports made, as well as attendance at interactive sessions.

To pass the subject, it is necessary to pass the theoretical-practical exam (reaching at least 60% of the total possible qualification in the exam) and attend 75% of the face-to-face interactive sessions. These conditions will remain unchanged in any circumstance, including in the case of exemption from attendance.

IN-CLASS ACTIVITIES:

* Lectures: 25 hours

* Interactive classes: 13.5 hours

* Assessment: 2 hours

Total in-class workload: 40.5 hours


OUT-OF-CLASS ACTIVITIES:

*Review of content and readings related to expository and/or interactive classes: 26 hours

*Carrying out continuous assessment activities: 8 hours

* Preparation of the exam: 40 hours

Total out-of-class workload 74 hours

It is recommended to attend class regularly and actively participate in the classroom. It is also recommended to update the contents of the subject and regularly monitor the activities, materials and announcements through the Virtual Classroom, since certain tasks that will be subject to evaluation can be proposed and/or worked on electronically.

The tutoring schedule for each teacher will be established at the beginning of the course. Default tutoring hours: Tuesday from 15:00 to 18:00. If necessary, it is posible to arrange a face-to-face or online tutoring appointment at another time to be previously agreed.