Class Pscyhopathology I

This CU offers a multidimensional perspective, allowing students to think broadly on psychopathological phenomena by taking into account their cultural, social, psychological and biological dimensions. Different types of classification and diagnostic systems, their evolution, research and associated limitations will also be approached. Students are expected to acquire knowledge about its clinical characteristics and diagnostic criteria, epidemiology, comorbidity, differential diagnosis and associated theoretical models. It is also expected students to develop critical thinking around the boundaries between normal and pathological dimensions. Finally, it will be analyzed thinking-like errors that often occur in assessment contexts. Despite operating independently from other courses, it articulates concepts previously studied (Personality and Individual Differences) and allows students to acquire knowledge that will be useful throughout the course (Psychopathology II).  

Not applicable

S1| Categorical classifications of mental disordersFicha de Unidade Curricular 2023-24: [12991] Psicopatologia I 5/9 DSM classification - clinical characteristics and main theoretical models, classification, epidemiology, differential diagnosis, cultural, social, psychological and biological aspects 1.1.1 Anxiety Disorders, Obsessive-Compulsive Disorders, and Trauma-Related Disorders 1.1.2 Depression, Bipolar and Mood Disorders 1.1.3 Personality Disorders .1.4 Schizophrenia Spectrum Disorders and Other Psychotic Disorders 1.1.5 Addition Disorders (gambling, alcohol, drugs) S2 | Dimensional classifications of mental disorders 2.1. Limitations of categorical models: comorbidity and heterogeneity 2.2 Conceptualization and research around the main dimensional systems. 2.2.1 HiTOP 2.2.2 RDoC S3 | Clinical decision-making in psychopathology: heuristics and error bias in clinical reasoning

There are different teaching methodologies used in this Curricular Unit. The teaching methodology for the theoretical classes is expositive supported by the use of slides. Interrogative teaching methodologies are used to promote student participation, namely through dialogue and debate among students. The active methodology is reflected in the development of application exercises, enabling the acquisition of basic knowledge inherent to the UC through viewing and analysing clinical cases. 

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5thEd.). USA: American Psychiatric Publishing Incorporated Kotov, R., Krueger, R. F., Watson, D., Achenbach, T. M., Althoff, R. R., Bagby, R. M., ... & Zimmerman, M. (2017). The Hierarchical Taxonomy of Psychopathology (HiTOP): A dimensional alternative to traditional nosologies. , (4), 454 Journal of abnormal psychology 126 Kozak, M. J., & Cuthbert, B. N. (2016). The NIMH research domain criteria initiative: background, issues, and pragmatics. , (3), 286-297. Psychophysiology 53