EATING DISORDERS (COURS GUIDE)

Transcription

1 1 EATING DISORDERS (COURS GUIDE) Psychology Degree Department of Personality, Assessment and Therapeutic Intervention FACULTY OF PSYCHOLOGY Valencia Catholic University Saint Vincent Martyr Academic Year

2 2 COURSE GUIDE TO EATING DISORDERS MODULE: OPTIONAL ITINERARY :CLINICAL PSICHOLOGY AND HEALTH FIELD: ECTS Subject: EATING DISORDERS 6 YEAR: Third and Fourth Type of learning: OPTIONAL Semester: First Department: Personality, Teacher: Assessment and Therapeutic José Heliodoro Marco Ph.D. Intervention Fátima Lorca joseheliodoro.marco@ucv.es fatima.lorca@ucv.es SUBJECT ORGANIZATION 30 Eating Disorders Nº ECTS: 6 Duration and temporal location within the curriculum: This field is located in the first half of the second, third and fourth year degree in Psychology. This field belongs to the optional itinerary in the module Clinical Psychology and health. The program provides an approach to eating disorders, diagnosis, evaluation, treatment and investigation. Subjects and Courses Subject ECTS Courses ECTS Course/ semester OPTIONAL ITINERARY : CLINICAL PSICHOLOGY AND HEALTH 12 EATING DISORDERS 6 3,4/1 COURSE GUIDE TO THE SUBJECT: Eating Disorders

3 3 Prerequisites: no prerequisites GENERAL GOALS a) Knowing the psychopathology of eating disorders, its etiology, course and comorbidity. b) Understand different methods of psychological diagnosis, assessment and treatment in eating disorders. c) Knowing the factors predisposing, precipitating and maintainers of eating disorders. d) Knowing the biological, psychological and social aspects of eating behavior. e) Know the major prevention and intervention programs for eating disorders. CROSS-SECTIONAL COMPETENCES Competence measuring scale Instrumental Capacity to organize and plan (CT2) 2. Ability to manage information(ct6) Interpersonal 3. Capacity to work in team (CT9) 4. Understanding multicultural and diverse environment (CT13) Systemic Capacity to develop and update competences, skills and knowledge following professional standards (CT16) 6. Being able to obtain information effectively from others(ct37) SPECIFIC COMPETENCES Conceptuals Analyzing and measuring variables (personality, intelligence and other aptitudes) and cognitive, emotional, psychobiological and behavioral processes (CE4) 8. Diagnosing following professional principles (CE6) 9. Choosing adequate psychological intervention techniques(ce16) 10. Writing oral and written reports(ce26) 11. Understand different methods of assessment, diagnosis and psychological treatment(ce34)

4 4 Skills Defining objectives and devising action plans according to action goals. (prevention, treatment, rehabilitation, insertion, support) (CE15) 13. Putting into practice direct intervention strategies and methods: psychological advice, therapy, negotiation mediation.(ce18) 14. Analyzing and interpreting assessment results (CE24) Professionals Knowing and adapting to the psychology code of ethics(ce27) LEARNING OUTCOMES COMPETENCES R-1. Describe the theory, concept, and main models of clinical psychology and health R-2. Learn to design preventions programs in psychology accorded to the needs of the specific areas, based in the theory models studied. 5,7,10,11,14 1,2,3,4,6, 8, 9, 12, 13, 15 Psychology Degree: On Campus Study Mode ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS ON-CAMPUS CLASS Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. 1.6 ECTS PRACTICAL CLASSES Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of 0.24 ECTS

5 5 knowledge through interaction and student activity. LABORATORY Activities carried out in spaces with specialized equipment ECTS OFFICE ASSISTANCE Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc ECTS ASSESSMENT Set of oral and/or written tests used in initial, formative or additive assessment of the student 0.08 ECTS Total 2,4 ECTS INDEPENDENT WORK ACTIVITIES ACTIVITY GROUP WORK Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Relationship of Course with Learning Outcomes ECTS 1.2 ECTS Work done on the university e-learning platform ( ) INDEPENDENT WORK Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented 2.4 ECTS

6 6 or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) Total 3.6 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated Percentage Assistance and active participation: to class sessions, group work and tutorials. R-3, R-4. R-5 20% Presentation of practical activities R-3, R-4, R-5 10% Oral presentation of work R-3, R-4, R-5 10% Final evaluation with eam R-3, R-4, R-5 60% Note: In order to pass the subject the student must pass both the theoretical and the practical content separately. MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved a score equal to or greater than 9.5. The number of Distinctions granted will not eceed 5% of students enrolled in a subject in the corresponding academic year unless enrollment is under 20, in which case only one Distinction may be granted. (Royal Decree 1125/2003).

7 7 Psychology Degree: Online Study Mode SYNCHRONOUS COMMUNICATION TRAINING ACTIVITIES ACTIVITY SYNCHRONOUS VIRTUAL SESSION Methodology of teaching and learning Eposure of contents by the teacher, proficiency analysis, eplanation and demonstration of skills, abilities and knowledge in the virtual classroom. Relationship with the course learning outcomes R-3, R-4, R-5, R-11 ECTS 1 (25hr) SYNCHRONOUS VIRTUAL PRACTICAL SESSION Workgroup in group's session through moderated chat by the teacher. Case studies, both truthful and fictional, for construction of knowledge through interaction and student activity. Critical analysis of values and social commitment. R-3, R-4, R-5, R-6, R-7, R-8, R (12,5hr) SEMINAR AND SYNCHRONOUS VIRTUAL VIDEO CONFERENCE FACE OR SYNCHRONOUS VIRTUAL ASSESSMENT Monograph throughout the course sessions, aimed at topical aspects and applications of the subject. Set of oral and/or written tests used in the initial, formative or additive assessment of the student. R-3, R-4, R-5 R-3, R-4, R-5, R-6, R (6,25h) 0.1 (2,5 hr) (30,83%): 46,25 hr Total 1,85

8 8 TRAINING ACTIVITIES WITH ASYNCHRONOUS COMMUNICATION ACTIVITY Methodology of teaching and learning Relationship with the course learning outcomes ECTS INDIVIDUAL ASYNCHRONOUS WORK ACTIVITIES Student s study: personal preparation of some readings, trials, resolution of problems, seminars, memories, etc. in order to discuss or send them in electronic format. Work made on the university platform ( R-3, R-4, R-5, R-6, R-7, R-8, R-9, R-10 y R-11 2 (50hr) INDIVIDUAL TUTORIALS TEAM WORK DISCUSSION FORUMS CONTINUOUS ASSESSMENT ACTIVITIES Individual tutor's attention to monitor and guide the learning process whose aim is to review and discuss materials and topics, seminars, readings, papers, etc. Team preparation of readings, trials, resolution of problems, seminars, memories, etc. in order to discuss or send them in electronic format. Work made on the university platform ( Participation and contributions to discussion forums related to the subject, moderated by the subject teacher. Problem resolution, comments and memorandums to be committed in different terms all along the course. R-3, R-4, R-5, R-6 y R-7 R-3, R-4, R-5, R-8 y R-9 R-2, R-3, R-4 y R-10 R-3, R-4, R-5, R-6 y R-10 (69,17% ): 103,75 hr Total 0,15 (7,5h) 1,6 (40h) 0,2 (5h) 0,2 (5h) 4,15

9 9 PROFICIENCIES ACQUISITION ASSESSMENT AND RATING SYSTEM Assessment tools ASSESSED LEARNING OUTCOMES Given percentage Attendance and active participation in synchronous comunication activities. R-3, R-4 y R-5 20% Creation of activities to be committed. R-3, R-4 y R-5 5% Final eam with development question R-3, R-4, R-5, R-6 y R-7 and practical cases. Honor license plates granting Criteria: 75% Demonstrate levels of ecellence in all skills and learning outcomes. Psychology Degree: Both Study Modes DESCRIPTION OF CONTENTS COMPETENCES DIDACTIC UNIT I: INTRODUCTION TO EATING DISORDERS 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15 DIDACTIC UNIT II: MODELS OF EATING DISORDERS DIDACTIC UNIT III: BODY IMAGE DIDACTIC UNIT IV: TECHNIQUES ASSESSMENT. PREVENTION EATING DISORDERS. DIDACTIC UNIT V: CLINICAL GUIDELINES IN EATING DISORDERS 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15 1,2,3,4,5,6,7,8,9,10,11,12, 13,14,15

10 10 TEMPORAL ORGANIZATION OF LEARNING: CONTENT/TEACHING UNIT # OF MEETINGS 1 INTRODUCTION TO EATING DISORDERS 6 2 MODELS OF EATING DISORDERS 12 3 BODY IMAGE 2 4 TECHNIQUES ASSESSMENT. PREVENTION EATING DISORDERS. 4 5 CLINICAL GUIDELINES IN EATING DISORDERS 4 REFERENCES Basic Bibliography American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth ed.). Arlington, VA: American Psychiatric Publishing. Calvo, Rosa (2002). Anoreia y Bulimia. Guía para padres, educadores y terapeutas. Planeta Prácticos. Marco, H., Botella, C., Perpiñá, C. (2010) Tratamiento de la Imagen Corporal en los Trastornos alimentarios. Editorial Académica Española. National Institute for Clinical Ecellence: Eating Disorders: Core Interventions in the Treatment and Management of Anoreia Nervosa, Bulimia Nervosa and Related Eating Disorders: Clinical Guideline 9. London, National Institute for Clinical Ecellence, [G] Toro, J.(2009). Trastornos del comportamiento alimentario en adolescentes. Humanidades médicas, 39, 1-18.

11 11 Additional Bibliography APA (2006).Treatment of patients with eating disorders, third edition. Practice guidelines. Work Group on Eating Disorders. American Psychiatric Association. Carlson, N.R (2006). Fisiología de la conducta. Pearson educación, Madrid Fernández- Aranda, F. y Turón, V. (1998). Trastornos de la alimentación: Guía básica de tratamiento en anoreia y bulimia. Barcelona: Masson. Garner, D.M. y Garfinkel, P.E. (eds) (1997). Handbook of treatment for eating disorders. Guilford Press Thompson, J.K. (eds.) (2003). Handbook of eating disorders and obesity. Wilely and sons. Wilson, T.G.., Fairburn, C.G. y Agras,W.S. (1997). Cognitive-behavioral therapy for bulimia nervosa. En D.M. Garner y P.E. Garfinkel (Eds.), Handbook of treatment for eating disorders. New York: Guilford Press. Wilson, T.G. y Fairburn, C.G (2002) Treatments for Eating Disorders. In Nathan, P.E. y Gorman, J. (Eds.). A guide to treatments that work (Second Edition). New York:oford University Press. DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a special group for students who are not enrolling for the first time if they eceed the occupancy limit of the classroom and a teacher is assigned to that group. The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours each. Assessment of skills and abilities will be done through the scheduled practice sessions In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assessment of content and skills will be made during the eamination set in the official calendar for this course. TEMPORAL ORGANIZATION OF LEARNING: Second and subsequent student enrollment CONTENT/TEACHING UNIT # OF MEETINGS 1 INTRODUCTION TO EATING DISORDERS 1 2 MODELS OF EATING DISORDERS 2

12 12 3 BODY IMAGE 1 4 TECHNIQUES ASSESSMENT. PREVENTION EATING DISORDERS. 1 5 CLINICAL GUIDELINES IN EATING DISORDERS 1 * Each block corresponds to a teaching unit. The sessions are indicative and depend on the pace of learning and the needs of students and teaching dynamics, and the inclusion of new activities during the course of the field.