Clinical psychology 1

intermediate

K_W12

K_W13

K_U04

K_K02

K_K04

Level of course : Basic

Objectives: The main aim of the lectures is supplied - connection of basic knowledge , taking into account the most important contemporary world and Polish achievements in clinical psychology , selected areas of practical uses , theoretical models and concepts, relationships with psychopathology , and current problems and dilemmas in this field of psychology.

The effect of education : Formation of therapeutic positive attitudes towards the mentally ill and to gain practical expertise in the field of clinical psychology .

Prerequisites: General knowledge regarding the biological, psychological and social determinants of human behavior .

1. Mental and behavioural disorders. Systems of classification and diagnosis (DSM, ICD, PDM).

2. The etiology of mental disorders - risks and resilience factors.

3. The etiology of mental disorders - genetic factors: polymorphism of genes, endophenotypes, the interaction of genes and

environment.

4.The etiology of mental disorders - effects of stress.

5. The etiology of mental disorders - epigenetics.

6. The etiology of mental disorders - early childhood development, attachment.

7. Clinical aspects of attachment - attachment patterns and styles.

8. Clinical aspects of attachment - attachment disorganization as a risk and resilience factor for mental disorders.

9. Clinical aspects of attachment - biological and psychological aspects of attachment disorganization (concepts of A.

Schore , E. Tronick, P. Fonagy).

10. Clinical diagnosis - structure of diagnostic investigation.

11. Clinical diagnosis - communication with the patient, the most common problems and how to solve them.

12. Clinical diagnosis - interview and examination of mental state part. 1

13. Clinical diagnosis - interview and psychological assessment. part 2.

14. Clinical diagnosis - an interview and assessment of mental status (examples: a depressive patient, schizophrenic

patient).

15. Clinical diagnosis - imaging and neurophysiological methods in the clinical diagnosis.

Basic literature:

(lectures)

1. S. Pużyński, J. Rybakowski, J. Wciórka - Psychiatria t.1-3, Elsevier, Urban & Partner, Wrocław 2011, (wybrane rozdziały)

2. H. Sęk - Psychologia kliniczna, t 1-2, PWN, Warszawa 2016.

3. J, Allen, P. Fonagy, A. Bateman - Mentalizowanie w praktyce klinicznej, WUJ, Kraków,2014.

4. D. J. Siegel - Rozwój umysłu, WUJ, Kraków 2009.:

Basic literature:

(lectures)

Aleksandrowicz J.: Zaburzenia nerwicowe. WL PZWL, Warszawa 1998.

Jakubik A.: Zaburzenia osobowości. Wyd. 3. uaktualnione, WN PZWL, Warszawa 2003.

Sęk H.: Wprowadzenie do psychologii klinicznej. WN Scholar, Warszawa 2001.

Sęk H. (red.): Psychologia kliniczna. T. 1-2, WN PWN, Warszawa 2005.

Bizoń Z.: Społeczność lecznicza. W: H. Wardaszko-Łyskowska (red.): Terapia grupowa w psychiatrii. Wyd. 2, PZWL, Warszawa 1980, s. 358-404.

Bilikiewicz A., Psychiatria, PZWL, Warszawa 2007

Carson, R.C ,Butcher, J.Nl ,Mineka, S., Dietrich, W, Psychologia zaburzeń, GWP, Gdańsk 2003

Meyer R. G, Psychopatologia, GWP, Gdańsk 2003

Seligmann E.P., Walker E.F., Rosenhan D.L., Psychopatologia, Zysk i S-ka, Poznań 2003

Sęk H., Psychologia kliniczna T.1 i 2, PWN, Warszawa 2005

Sęk, H., Wprowadzenie do psychologii klinicznej, Scholar, Warszawa 2001

Stemplewska- Żakowicz, Wywiad psychologiczny, EMU, Warszawa

Literatura ćwicznia

Cierpiałkowska L. (red.): Psychologia zaburzeń osobowości. Wybrane zagadnienia. UAM, Poznań 2004.

Grzesiuk L. (red.): Psychoterapia. T. 1-3, ENETEIA, Warszawa 2005.

Klasyfikacja zaburzeń psychicznych i zaburzeń zachowania w ICD-10. UWM Vesalius – IPiN, Kraków-Warszawa 1997.

Millon T., Davis R.: Zaburzenia osobowości we współczesnym świecie. IPZ, Warszawa 2005.

Paluchowski W. J.:Diagnoza psychologiczna. Podejście ilościowe i jakościowe.WN "Scholar", Warszawa 2001.

Stepulak M.:Podejście systemowe we współczesnej psychologii polskiej. RW KUL, Lublin 1995.

Simon F. B., Stierlin H.: Słownik terapii rodzin. GWP, Gdańsk 1998.

1. Student describes classifications of mental and behavioural disorders ICD, DSM, identifies other classification systems such as PDM.

2. Student can use the classification systems ICD-10 and DSM-5, defines and distinguishes the concept of mental illness and mental disorder, discusses concepts of mental health, is sensitive to the phenomenon of stigma and exclusion.

3. Student can describe the risk factors and resilience factors for mental disorders, defines the concepts of vulnerability, resilience (resilience), explains the interaction between biological and environmental factors in the development of disorders, describes the action of the axis of the stress .

4. Student describes the role of genetic factors in the development of disorders, defines terms epigenetics, gene polymorphism, gives examples.

5. Student describes attachment styles and their manifestations in clinical contact with the patient.

6. Student can conduct clinical interview with the patient, pre-assess the mental state, defines the elements of the diagnostic process.

1) the effect of education No. 1 student describes a systems of classification of mental disorders and behavioral ICD, DSM,

identifies other classification systems such as PDM.

- Grade 2: : student can not provide the definition of classification systems ICD and DSM, can not describe the aims of the

classification of mental disorders,

- Grade 3: student can define of the classification system, it can not replace the fundamental differences between the DSM

and ICD

- Grade 4: student provides a definition of classification systems, lists the differences between the DSM and ICD, commits

minor mistakes in the general description of the contents of the ICD-10 system,

- Grade 5: student defines classification systems, lists the differences between ICD - DSM can describe the content of

ICD-10 (the main group of disorders), describes the different diagnostic systems such as PDM,

2) the effect of education No. 2, student can use the classifications as ICD-10 and DSM-5, defines and distinguishes the

concept of mental illness and mental disorder, discusses concepts of mental health, is sensitive to the phenomenon of

stigma and exclusion.

- Grade 2: student can not use of ICD-10 and DSM-5, does not distinguish between concepts of mental disorder and

mental illness, can not discuss different concepts of mental health, does not include the phenomena of stigma and exclusion

in terms of performance people with mental disorders,

- Grade3 : students can use the DSM-IV TR and ICD-10, makes mistakes in defining mental disorder and mental illness, can

not discuss different concepts of mental health, does not include the stigma and exclusion phenomena in terms of social

functioning of patients with the mental disorders, or does it briefly,

- Grade 4 : student efficiently uses the DSM-5 and ICD-10, properly define the concept of mental illness and mental

disorder, discusses various concepts of mental health, is sensitive to the stigma and exclusion, makes small errors in

defining the particular concepts,

- Grade 5 : student effectively uses the DSM-5 and ICD-10, properly define the concept of mental illness and mental

disorder, effectively discuss various concepts of mental health, is sensitive to the stigma and exclusion,

3) the effect of education No. 3 as students can describe the risk factors and resilience factors for mental disorders, defines

the concepts of vulnerability, resilience, explains the interaction of biological and environmental factors in the development of

disorders, describes the action of the stress axis.

- Grade 2 : student can not name the risk factors and resilience, incorrectly defines the susceptibility and resistance to

psychiatric disorders, can not explain the interaction of biological and environmental factors in the development of disorders,

can not describe the action of stress axis,

- Grade3 : student can properly describe the following three elements - risk factors and resilience, flexibility and resistance to

mental disorders, the interaction of biological and environmental factors, the action of stress axis

- Grade 4 : student can properly describe all the elements of the following (make minor mistakes) - risk factors and

resilience, flexibility and resistance to mental disorders, the interaction of biological and environmental factors, the action of

stress axis,

- Grade 5 : student can properly describe all of the following elements - risk factors and resilience, flexibility and resistance

to mental disorders, the interaction of biological and environmental factors, the action of stress axis,

4) the effect of education No. 4 as student describes the role of genetic factors in the development of disorders, defines the

term epigenetics, polymorphism of genes, gives examples.

- Grade 2 : student can not define these terms, incorrectly describes the contribution of genetic factors in the development of

disorders

- Grade3 : student can describe genetic factors involved in the development of disorders, can not define the concepts of

gene polymorphism and / or epigenetics,

- Grade 4 : student correctly describes the genetic factors involved in the development of mental disorders, defines

epigenetics and gene polymorphism, making small mistakes,

- Grade 5 : student correctly describes the genetic factors involved in the development of mental disorders, defines

epigenetics and gene polymorphism,

5) the effect of education No. 5 as student describes attachment styles and their manifestations in clinical contact with the

patient.

- Grade 2 : Student can not describe the styles of attachment,

- Grade3 : student can describe attachment styles, but can not describe the specific contact with a patient with a particular

style,

- Grade 4 : student can describe attachment styles, specific contact with a patient with a specific attachment style, makes

small errors in the description,

- Grade 5 : student can describe attachment styles, describes specific contact with a patient with a specific attachment style,

gives examples.

6) the effect of education No. 6 as student is able to perform a clinical interview with the patient, pre-assess the mental state,

defines the various elements of the diagnostic process.

- Grade 2 : student can not perform a clinical interview with the patient, pre-assess the mental state, he can not describe the

individual components of the diagnostic process,

- Grade3 : the student can perform a clinical interview with the patient is able to assess the pre-mental state, he can not

describe the elements of the diagnostic process,

- Grade 4 : students can carry out clinical interview with the patient, pre-assess the mental state, defines the various

elements of the diagnostic process (making small errors),

- Grade 5 : the student can perform a clinical interview with the patient, pre-assess the mental state, defines the various

elements of the diagnostic process.

Criteria for assessment:

- The presence of the lecutres and classes ( 2 absences allowed )

- Preparation and presentation of selected topics in clinical psychology

- Written exam covering material from exercise