Class Advanced Studies in Clinical Cognitive-behavioral Assessment

This course aims to promote cognitive-behavioral assessment skills through different methodologies, according to which students will be able to develop transdiagnostic case formulation skills, as well as to learn to coordinate the assessment process and the therapeutic plan while promoting a reflection on the potential ethical issues inherent in different cognitive-behavioral assessment methodologies.

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C1: Cognitive behavioral models: Conceptual basis and clinical and developmental assessment implications. C2: The goals of the cognitive-behavioral assessment. C3: Basics of the clinical assessment procedures. C4: In-depth issues on the selection and implementation of clinical assessment methods. C5: New developments in cognitive-behavioral assessment: - Evaluation of cognitive products - Evaluation of cognitive processes - Assessment of cognitive structures C6: New developments in cognitive-behavioral models: - Clinical assessment within the third-wave cognitive-behavioral therapies - Integration of cognitive-behavioral assessment with new advances in transdiagnostic psychopathology C7: Cognitive behavioral assessment using digital systems and serious games: Procedures, challenges and clinical and ethical implications. C8: Cognitive-behavioral formulation and its articulation with the intervention plan.

The innovative methodologies to support the teaching-learning process used in this UC will allow the development of various skills such as autonomy, problem-solving skills and cognitive and socio-emotional skills with implications for clinical practice and personal development. The teaching of the UC will rely on interactive exposure, interspersing the disclosure of information with individual and group practical activities. Problem-based learning will be promoted by presenting clinical cases whose clinical evaluation will be worked on by students in groups, facilitating shared learning. The role-play exercises and the realization and presentation of the evaluation work will allow student-centred teaching, where the student will have space to explore, conduct and challenge the themes, obtain feedback and train the contents' applicability.  

Barak, A. (2010). Internet-based psychological testing and assessment. In R. Kraus, G. Stricker, & C. Speyer (Eds.), Online counseling: A handbook for mental health professionals (pp. 225-256). London: Academic Press. Beck, J. (2011). Cognitive behavior therapy. NY: Guilford. Frank, R., & Davidson, J. (2014). The transdiagnostic roadmap to case formulation and treatment planning. Oakland: New Harbinger. Grant, A., Townend, M., Mills, J., & Cockx, A. (2016). Assessment and case formulation in cognitive behavioural therapy. London: SAGE.  Pearson, J. (2012). The case formulation approach to cognitive-behavior therapy (guides to individualized evidencebased). New York: Guilford. Roberts, A., Yeap, Y., Seah, H., Chan, E., Soh, C., & Christopoulos, G. (2019). Assessing the suitability of virtual reality for psychological testing. Psychological Assessment, 31, 318-328. Westbrook, D., Kennerley, H., & Kirk, J. (2010). An introduction to cognitive behaviour therapy. London: Sage.