Acquisition of a scientific model for the clinical practice with children and teenagers and their context.Thispattern has four central characteristics:
1. The model ismulti-contextual because the psychological problems of the children and teenagers must be conceptualized, for the evaluation and the intervention, in their multiple contexts (family, school, peers, social network).
2. The approach isdevelopmental, taking into account the individual development (lifespan development), the developmental psychopathology, and the family life cycle.
3. The model ismulti-prospectwith biological, behavioral, psychodynamic, cognitive, emotional, and ecological prospects. Consequently, the model focuses on the psychological interpersonal processes.
4. The modelis integrative by thevarious elements ofscientific knowledge in a case formulation.The approach is not eclectic to avoid an approach by fragments.
- Evaluation methods scientifically validated for various child and teenager disorders
- Formulation of assumptions and development of a process based on these assumptions, in collaboration with other professionals
- Learning of the psychotherapeutic interventions scientifically validated in the individual setting (child or teenager). (Interventions for the family, parents, and social network settings are learned in other courses)
- How can we scientifically evaluate the interventions in the individual setting and adapt the process.
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programmes(s) can be accessed at the end of this sheet, in the section entitled 'Programmes/courses offering this Teaching Unit'.
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
To succeed in this course, the student has (1) to pass the written exam (two open questions) and (2) to write a paper concerning a clinical case study, which will be evaluated.
(1) Formal lectures
(2) Reading
(3) Seminars
The course is divided into two parts.The first part relates to the scientific pattern described in the objectives and to the structure of a process of consultation (reception-evaluation- conclusion).
In the second part disorders that characterize each developmental phase (early childhood-medium of childhood-adolescence) are approached. The scientific pattern is used for each disorder to discuss the evaluation methods, the formulation of the assumptions, and the individual interventions. Moreover, clinical problems which are not specifically related to a developmental phase, like sexual abuse or a conflictual parental divorce, are also discussed in the second part.
Carr, A. (2006). The handbook of child and adolescent clinical psychology : A contextual approach. London : Taylor & Francis.
Weis, R. (2014). Introduction to abnormal child and adolescent psychology. Thousand Oaks, California : Sage Publications.
