Clinical psychology 1 WF-PS-N-PK1
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.
(in Polish) E-Learning
(in Polish) Grupa przedmiotów ogólnouczenianych
Subject level
Learning outcome code/codes
Type of subject
Course coordinators
Learning outcomes
1. Student describes classifications of mental and behavioural disorders ICD, DSM, identifies other classifications systems
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.
Assessment criteria
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
Bibliography
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.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: