Cognitive- Behavioral Assessment in Clinical Context

Recommended Prerequisites

It is recommended that students have prior knowledge in the areas of Psychopathology and Clinical and Health Psychology.

Teaching Methods

The expository method will be used to present the syllabus. Whenever it is necessary to exemplify specific content, methodologies such as role play and case presentation will be used. Students will be able to train the application of different assessment methods (e.g., semi-structured interviews, self-report questionnaires) in groups or through role play. The presentation of examples and clinical cases will allow the student to consolidate the contents and acquire practical skills to evaluate the different parameters of the clinical history.

Learning Outcomes

Goal: This course unit is intended for students to acquire in-depth knowledge about different clinical assessment methodologies and develop practical skills of cognitive behavioral assessment in a clinical context.

Skills to be acquired:

1. To reflect on the objectives of the clinical evaluation and the challenges that may arise throughout the therapeutic process;

2. To know in depth the different methodologies of clinical evaluation (observation, clinical interview and complementary methods);

2. To develop practical cognitive behavioral assessment skills using different methodologies;

3. To learn to correctly describe the different parameters of cognitive behavioral clinical history.

Work Placement(s)

No

Syllabus

1. Objectives of the cognitive-behavioral assessment in the clinical context (throughout the therapeutic process: early phase, during the course of therapy, at the end of therapy);

2. Obstacles and difficulties in the clinical evaluation process;

3. Methods of cognitive-behavioral assessment in the clinical context:

3.1. Direct observation in clinical context

3.1.1. Observation of pragmatics in clinical context

3.1.2. Observation through role playing

3.1.3. Observation through exposure strategies

3.2. Clinical interview

3.2.1. Parameters of the Clinical History

(a) Biographic data

(b) Reason for consultation

(c) Current difficulties

(d) Beginning and development of difficulties

(e) History of development and prior learning

3.3. Complementary methods:

3.3.1. Interview with significant others

3.3.2. Semi-structured interviews

3.3.3. Self-reported measures

3.3.4. Self-monitoring records

3.4. Organization of the collected data and elaboration of the Clinical History.

Head Lecturer(s)

Maria Cristina Cruz Sousa Portocarrero Canavarro

Assessment Methods

Assessment
Frequency: 50.0%
Synthesis work: 50.0%

Bibliography

Antony, M. M., & Barlow, D. H. (Eds.). (2010). Handbook of assessment and treatment planning for psychological disorders (2nd ed.). New York, NY: The Guilford Press.

 

Corrie, S., Townend, M., & Cockx, A. (2016). Assessment and case formulation in cognitive behavioural therapy. London, UK: Sage Publications.

 

Dobson, K. S. (Ed.). (2010). Handbook of cognitive-behavioral therapies (3rd ed.). New York, NY: The Guilford Press.

 

Dobson, D., & Dobson, K. S. (2018). Evidence-based practice of cognitive-behavioral

therapy (2^nd ed). New York, NY: Guilford Press.

 

First, M. B., Williams, J. B. W., Karg, R. S., Spitzer, R. L. (2016). Structured Clinical Interview for DSM-5 Disorders, Clinician Version (SCID-5-CV). Arlington, VA, American Psychiatric Association.