Psychological evaluation and intervention: Eating behaviour alterations

At the end of the course the student should:

• Know how to identify the essential characteristics of the various alterations in eating behavior.
• Know how to formulate a suitable psychopathological model for each case.
• Know how to choose the psychological assessment techniques appropriate to each case and know how to interpret the results.
• Be able to plan and carry out the relevant psychological intervention, depending on the evaluation and the concurrent variables in the case.
• Be able to follow up the intervention made to introduce, if necessary, the relevant changes.
• Be able to obtain specialized information on food alterations, interpret it critically and be able to formulate relevant research proposals.

THEORETICAL PROGRAM

1. Clinical features and classification of eating disturbances.
2. Diagnostic issues.
3. Risk and protective factors.
4. Comorbidity.
5. Methods and fields of psychological assessment of eating disorders.
6. Psychological intervention in eating disorders.
7. Current research in the field of eating disorders (specific populations and child and adolescent obesity).

The theoretical program is complemented by discussion sessions on articles, videos, etc., in addition to the discussion of clinical cases.

BIBLIOGRAFÍA BÁSICA:

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787
Raich, R.M. (2011). Anorexia, bulimia y otros trastornos alimentarios. Psicología. Madrid: Pirámide. Colección ojos solares.
Baile, J. & González, M. (2016). Trastorno por atracón. Diagnóstico, evaluación y tratamiento. Pirámide: Madrid.
Cortés, L., Senra, C., & Martínez, C. (2016). Guía para superar el déficit en habilidades sociales en personas con trastornos de la conducta alimentaria. Andavira: Santiago de Compostela.
Fairburn, C. (2017). La superación de los atracones de comida. Barcelona: Paidós.

BIBLIOGRAFÍA COMPLEMENTARIA

Celis, A. & Roca, E. (2011). Terapia cognitivo-conductual para los trastornos de la conducta alimentaria según la visión transdiagnóstica. Acción Psicológica, 8, 21-33
Cortés, L., Hoffmann, S., Warschburger, P., y Senra, C. (2018). Exploring the reciprocal relationships between adolescents' perceptions of parental and peer attachment and disordered eating: A multiwave cross-lagged panel analysis. International Journal of Eating Disorders, 52, 924–934.
Cortés, L., Takkouche, B., Seoane, G. y Senra, C. (2019). Mediators linking insecure attachment to eating symptoms: A systematic review and meta-analysis. PlosOne, 14(3): e0213099.
Fairburn, C., et al. (2008). Eating disorders: a Trandiagnostic Protocol. En B. Barlow (Ed.). Clinical Handbook of Psychological Disorders (4ª ed). N.Y: Guilford Press.
Ferreiro, F., Seoane, G., Senra, C. (2014).Toward understanding the role of body dissatisfaction in the gender differences in depressive symptoms and disordered eating: A longitudinal study during adolescence. Journal of Adolescence, 37, 73-84.
Godart, N. T., Perdereau, F., Rein, Z., Berthoz, S., Wallier, J., Jeammet, P., & Flament, M. F. (2007). Comorbidity studies of eating disorders and mood disorders. Critical review of the literature. Journal of Affective Disorders, 97(1-3), 37-49. doi:10.1016/j.jad.2006.06.023
Grilo, C. & Mitchel,J. (Eds.) (2010). The Treatment of Eating Disorders. New York: Guilford Press.
Harrop, E. N., & Marlatt, G. A. (2010). The comorbidity of substance use disorders and eating disorders in women: Prevalence, etiology, and treatment. Addictive Behaviors, 35(5), 392-398. doi:10.1016/j.addbeh.2009.12.016
Keel, P. K., & Forney, K. J. (2013). Psychosocial risk factors for eating disorders. International Journal of Eating Disorders, 46(5), 433-439. doi:10.1002/eat.22094
Lock, J. & Grange, D.L. (2005). Family-based treatment of eating disorders. International Journal of Eating Disorders, 37, 564-567.
Nagata, J. M., Ganson, K. T., & Murray, S. B. (2020). Eating disorders in adolescent boys and young men: an update. Current opinion in pediatrics, 32(4), 476.
Perpiñá, C., Botella, C. y Baños, R.M. (2006). La evaluación de los trastornos de la conducta alimentaria. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos (pp. 211-233). Madrid: Pirámide.
Raich, R. (2006). La evaluación del trastorno de la imagen corporal. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos (pp. 195-210). Madrid: Pirámide.
Rojo, M. et al. (2022). ENTREN-F family-system based intervention for managing childhood obesity: Study protocol for a randomized controlled trial at primary care. Obesity Research & Clinical Practice, 16, 319–329. doi: 10.1016/j.orcp.2022.07.001
Smith, J.D. et al. (2018): A Developmental Cascade Perspective of Pediatric Obesity: Conceptual Model and Scoping Review, Health Psychology Review, DOI:10.1080/17437199.2018.1457450
Smolak, L., & Levine, M. P. (2015). The Wiley handbook of eating disorders: Assessment, Prevention, Treatment, Policy, and Future Directions. John Wiley & Sons.
Treasure, J., Duarte, T. A., & Schmidt, U. (2020). Eating disorders. Lancet, 395(10227), 899–911. https://doi.org/10.1016/S0140-6736(20)30059-3
van Hoeken, D., & Hoek, H. W. (2020). Review of the burden of eating disorders: mortality, disability, costs, quality of life, and family burden. Current Opinion in Psychiatry, 33(6), 521.
Vázquez Arévalo, R., Aguilar, X., Álvarez Rayón, G. y Mancilla Díaz, J.M. (2006) La evaluación del trastorno por atracón. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos (pp. 235-246). Madrid: Pirámide.

BASIC AND GENERAL
CB10 - Students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.
CG3 - To know in depth the psychological nature of the disorders of human behavior.
CG7 - To plan, carry out and, where appropriate, supervise the process of psychological evaluation of human behavior and the psychological factors associated with health problems in order to establish their evaluation.
CG8 - To design, develop and, if necessary, supervise and evaluate plans and programs of psychological intervention, depending on the psychological evaluation and the variables of individual and social type that concur in each case.
CG11 - To conform to the deontological obligations of Psychology in the health field, showing an ethical and professional commitment with the values ​​of equal opportunities, respect for diversity and peaceful resolution of conflicts.

TRANSVERSAL
CT1 - Know how to use information and communication technologies in professional performance.
CT2 - Know how to handle sources of scientific bibliographical and digital documentation standardized at international level.
CT4 - Know how to formulate working hypotheses in research and to collect and critically evaluate 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 - Know how to select and apply the techniques and evaluation instruments that are most convenient for each case according to their characteristics and context.
CE4 - Know how to analyze and interpret the results of a psychological evaluation.
CE6 - Know how to plan and develop a psychological intervention, establishing pertinent and realistic objectives based on the characteristics of the problem and the context.
CE7 - Know how to follow up a psychological intervention, according to the set goals, to introduce, if necessary, changes in the same during its development.
CE8 - Know how 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.

Theoretical sessions are aimed at introducing and guiding the exposition of the different topic of the syllabus and at introducing and describing the highlight of each lesson. These sessions will be conducted with the support of audiovisual media in the classroom.

The explanation of the topics is based on the material available for students from textbooks, articles, outlines, summaries, notes and through the Virtual Campus of the USC (Moodle platform).

Interactive sessions expand theoretical contents and involve elaborating comments on case studies, discussion sessions of seminars, videos and / or guest lectures by professionals.

The student's independent work will require preparation of discussion seminars, individual and/or group essays on the subjects indicated in class and reports on case studies. Off-site training will also include the hours devoted to study of the subject.

The evaluation of the course will be carry out taking into account the activities developed throughout the semester (case reports, critical comments on specialized readings, discussion sessions reports), with a weight of 40% of the final grade coming from aspects such as oral presentation capacity and / or proficiency in the use of the terminology of the discipline, and a weight of 60% coming from a final exam that will cover all the contents worked on in class.

The score on the activities will only be added to the final grade if the student passes the theory test.

All material worked on in class will be object of examination in the test.

For a good performance in the course, the student must devote approximately 22 hours to study activities, 9 hours to preparation of seminars, 13 hours to elaboration of individual and/or group essays and 7 hours to elaboration of reports.

To attend classes.
To have the material updated.
To participate actively in the sessions.