Guide in PDF format
Logo

Assessment and Intervention in Child and Adolescent Mental Health

Code: 43419
Credits: 6
2026/2027
Degree programme Type Course
General Health Psychology OB 1

Contact lecturer

Name :
Estel Gelabert Arbiol
Email :
estel.gelabert@uab.cat

Teaching staff

Joaquim Punti Vidal
Estrella Ferreira Garcia

Group languages

You can consult this information at the end of the document.

Prerequisites

Basic knowledge of the cognitive-behavioral model and evidence-based psychology.

Objectives

The objective of this module is to perform an in-depth examination of the biological and psychosocial factors associated with mental health problems in childhood and adolescence, as well as the procedures to evaluate them and to intervene in them at an individual, family and / or community level, or, if necessary, refer them to a corresponding specialist.

The module aims to address the most prevalent problems and disorders in childhood and adolescence, as well as those which, although appearing less frequently, the general health psychologist should know and identify to be able to refer to a specialist.

Each study unit will comprehensively analyse:

·         the clinical practice guide

·         the developmental and sex/gender characteristics

·         the ethical issues that arise in this area

·         the risk and protection factors

·         the assessment, diagnosis and differential diagnosis

·         evidence-based treatments

·         the multidisciplinary coordination the problem entails

·         the specialist referral criteria

·         Monitoring and evaluation of the effectiveness of the intervention

Learning outcomes

  1. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  2. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  3. Identify ethically inappropriate professional actions in the field of children's mental health.
  4. Help families to decide between treatment options.
  5. Identify, choose and critically analyse the relevant clinical documents for professional activity in the field of children's mental health.
  6. Identify cases in the field of children's mental health that call for the involvement of an appropriate specialist or healthcare unit, or for an interdisciplinary approach to be adopted, and describe the procedures to be applied.
  7. Identify the advances in knowledge of mental disorders in children and adolescents (definition and classification, epidemiological trends, causal processes and comorbidity).
  8. Know the clinical characteristics of disorders at different ages and gender differences, in order to engage in clinical practice from a perspective of evolution and gender.
  9. Identify the resources and mechanisms for responding to mental health problems and illness.
  10. Identify and analyse the impact of mental health problems and illness on the family and psychosocial environment.
  11. Identify risk and protection factors regarding children's mental health problems, depending on age and gender.
  12. Identify the mechanisms of action and the impact of risk and protection factors for mental disorders in childhood and adolescence.
  13. Know the protocols for acting in the face of particular risk factors in childhood and adolescence.
  14. Know the evidence-based techniques, procedures and protocols for evaluating mental problems and disorders in children and adolescents.
  15. Integrate the information from the evaluation so as to make diagnoses, including the differential diagnosis of mental disorders in children and adolescents.
  16. Integrate the information from the evaluation of mental disorders in children and adolescents to offer guidance on treatment that includes priority objectives.
  17. Know the evidence-based techniques, procedures and protocols for evaluating mental problems and disorders in children and adolescents.
  18. Design individual treatment programmes for children and adolescents that include measures to prevent relapses.
  19. Formulate guidelines for parents to promote the development of children and adolescents.
  20. Evaluate the effectiveness of psychological intervention in children and adolescents.
  21. Formulate questions, objectives and research hypotheses appropriately for problem solving in the field of children's mental health.
  22. Identify the most suitable research methods and designs for responding to a particular problem in the field of children's mental health.
  23. Gather and analyse information consistently with the research objectives and hypotheses, and interpret the results obtained appropriately, acknowledging the impact on individuals and communities in the field of children's mental health.

Contents

1.     Detection and treatment of developmental problems in childhood


2.     Assessment and intervention of stressful life events and other risky situations and behaviors


3.     Assessment and treatment of attention deficit disorder/hyperactivity disorder


4.     Assessment and treatment of learning disorders


5.     Assessment and treatment of autistic spectrum disorders


6.     Assessment and treatment of behavioural disorders


7.     Assessment and treatment of anxiety disorders


8.     Assessment and treatment of obsessive-compulsive disorder


9.     Assessment and treatment of depressive disorder


10.   Assessment and treatment of non-suicidal self-injurious behaviors and suicidal behaviors


11.   Assessment and treatment of eating disorders

Learning activities and methodology

Title Hours ECTS Learning outcomes
Workshop lectures 25.5 1.02
E3. PBL 12 0.48
PBL working 18 0.72
Supervision of works and reports 7.5 0.3
PBL materials preparation 43.5 1.74
Study 43.5 1.74

Seminars

Seminars of clinical problems (Problem-based learning-PBL)

 

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
E1. Exam 40% 0 0 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 20
E2. Multiple choice exam 30% 0 0 7, 8, 9, 10, 11, 12, 13, 14, 17
E3. PBL 30% 0 0 1, 2, 3, 4, 5, 6, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23

Continuous assessment consists of 3 assessment components:

E1: Open-book exam (Individual) (week 19)

E2: Multiple-choice exam (Individual) (week 19)

E3: Clinical case resolution through Problem-Based Learning (PBL) (Group work) (weeks 8 and 14)

The final continuous assessment grade will be calculated as the weighted average of the three assessment components. The module will be passed with a weighted average grade of ≥ 5 (on a scale from 0 to 10), provided that a minimum grade of 4 points (on a scale from 0 to 10) has been obtained in each assessment component (E1, E2, and E3). If these requirements are not met, the maximum grade that may be recorded in the academic transcript will be 4.5 points.


Feedback on assessment activities:

Feedback on E1 and E2 will be provided through tutorials (week 21).

Feedback on E3 will be provided in class and during tutorials while PBL sessions are being carried out.


Resit examination:

Students who obtain a final grade (weighted average grade) between 3.5 and 4.9 points and who have completed assessment activities representing at least two-thirds of the total grade (including E3, Clinical Problem Resolution) may take the resit examination. The resit examination will be worth a maximum of 2 points, which will be added to the previous grade. Students must pass the resit examination, i.e., obtain at least 1 point, in order for the additional score to be added to their previous grade.

If assessment activities amounting to a cumulative weight of 4 points (40%) or more have been submitted, the student may not be recorded as “Not Assessed”.

This module does not provide for a single-assessment system.


Use of Artificial Intelligence (AI):

Restricted use: For this course, the use of AI technologies is permitted exclusively for support tasks, such as literature or information searches, text proofreading, or translations. Students must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced both the process and the final outcome of the activity. Lack of transparency regarding the use of AI in this assessable activity will be considered a breach of academic integrity and may result in a partial or total penalty in the activity grade, or more severe sanctions in serious cases.


The document containing the Faculty’s assessment guidelines can be found at:

https://www.uab.cat/doc/DOC_PautesAvaluacio_2026

Bibliography

Carrasco, M.A., Ramírez, I.M., & del Barrio, V. (2013). Evaluación clínica: Diagnóstico, formulación y contrastación de los trastornos psicológicos. Madrid: Sanz y Torres.

Comeche, M. I. & Vallejo, M. A. (2016). Manual de terapia de conducta en la infancia (3a. Ed.). Madrid: Dykinson.

Costas, C. (2003). Avaluació psicològica del desenvolupament infantil: des del naixement fins als sis anys. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona

Christophersen, E.R. & VanScoyoc, S. M. (Eds.) (2013). Treatments that work with children: Empirically supported strategies for managing childhood problems (2nd ed). Washington: American Psychological Association.

Ezpeleta, L. (2005). Factores de riesgo en psicopatología del desarrollo. Barcelona: Masson.

Ezpeleta, L. & Toro, J. (2014). Psicopatología del desarrollo. Madrid: Pirámide.

Friedberg, R. D., & Nakamura, B. J. (2020). Cognitive Behavioral Therapy in youth: Tradition and innovation. New York: Springer 

Garcia, N. & Noguerol, V. (2007). Infancia maltratada: Manual de Intervención. Madrid: EOS.

Guías de práctica clínica del Sistema Nacional de Salud http://portal.guiasalud.es

Guías de práctica clínica del National Institute for Health and Care Excellence http://guidance.nice.org.uk

Hunsley, J. & Mash, E.J. (2018). Assessments that works (2nd ed.). New York: Oxford University Press.

Martín, J. (2005). La intervención ante el maltrato infantil: Una revisión del sistema de protección. Madrid: Psicología Pirámide

Nathan, P.E. & Gorman, J.M. (Eds.) (2015). A guide to treatments that work (4th. Ed.). New York: Oxford University Press.

Pérez, M. (2006). Guía de tratamientos psicológicos eficaces III:Infancia y adolescencia. Pirámide. 

Pérez-Bonaventura, I. (2022). Ansiedad. A mi también me pasa. Manual práctico para jóvenes y adolescentes. Barcelona: Penguin Random House.

Pérez-Bonaventura, I. (2024). ¡Hola autoestima! Atrévete a ser tú. Barcelona: Penguin Random House.

Puntí, J. (2023). Educar en tiempos difíciles. Estrategias y recursos para afrontar los desafíos. Barcelona: Siglantana.

Youngstrom, E. A., Prinstein, M. J., Mash, E. J., & Barkley, R. A. (Eds.). (2020). Assessment of disorders in childhood and adolescence (5th ed.). Guilford Press.

Software

None

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(PAULmRD) Pràctiques d'aula (màster RD) 11 Catalan first semester afternoon
(PAULmRD) Pràctiques d'aula (màster RD) 12 Catalan first semester afternoon
(SCCmRD) Seminaris de casos clínics (màster RD) 111 Catalan first semester afternoon
(SCCmRD) Seminaris de casos clínics (màster RD) 112 Catalan first semester afternoon
(SCCmRD) Seminaris de casos clínics (màster RD) 113 Catalan first semester afternoon
(SCCmRD) Seminaris de casos clínics (màster RD) 114 Catalan first semester afternoon