2024-2025 / PSYC5919-1

Intervention methods in child clinics: Part 1 [D]

Duration

15h Th, 15h Pr

Number of credits

 Master in psychology, professional focus in cognitive and behavioural neuroscience4 crédits 
 Master in psychology, professional focus in clinical psychology4 crédits 
 Master in psychology, professional focus in social, occupational and organizational psychology4 crédits 
 Master in psychology, professional focus4 crédits 

Lecturer

Céline Stassart

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Schedule

Schedule online

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The child clinic intervention methods course offers the study of the psychologist's "Evidence Based Practice" intervention tools in the care of children (and support for parents) in the field of health psychology 1st line mental health and pediatric physical health psychology. The intervention tools presented will mainly come from the cognitive-behavioral theoretical current.

We will begin this course with a summary of the elements of the intervention framework (posture, tools, attitude, EBP) of the psychologist.

Then, each of the other courses offers evidence-based practice interventions for various problems in the field of mental health (anxiety, depressive disorders, minor behavioral disorders, psycho-social hospitalization, etc.) and physical (chronic illness and quality of life, acute and chronic pain, humanization of care, adherence to treatment).

The course will also address several digital intervention methods (teleconsultation, virtual reality), as well as interdisciplinary intervention.

Learning outcomes of the learning unit

At the end of this course, students will be able to:

- Develop relevant EBP-type intervention plans (for the child and their parents) for various clinical situations involving children with mental and physical health problems.

More specificly:

* Build coherent intervention plans (presence of a common thread)

* Justify intervention plans in light of existing scientific literature

* Argument intervention plans with regard to specific clinical situations

* Ask questions (to the child and his parents) in order to refine the planned intervention plans (relevance, adequacy, etc.); these questions will be based on argued clinical reasoning.

At the end of this course, students will be:

*Introduced to the use of digital intervention

* Initiated to the interdisciplinary approach

Prerequisite knowledge and skills

To plan a coherent and relevant intervention plan, it is essential to master different skills of the psychologist in child psychopathology, namely assessment, diagnosis, case conceptualization.

Prior to this course, it is therefore expected that students master the different objectives of the courses "Child Psychopathology (PSYC1029)" and "Case Conceptualization and Evaluation Methods in Child Clinics (PSYC5893)".

Planned learning activities and teaching methods

This course is based in part on ex cathedra courses, presented in modular form, and augmented by discussions, as well as exercises based on clinical vignettes. A workshop for exchanging "good practices" (notably those experienced during internships) among students will also be organized.



Interfaculty initiation day to interdisciplinary intervention: students participate in an initiation day to interdisciplinary intervention in collaboration with students from the Faculty of Medicine (medicine, physiotherapy, pharmacy, etc.). During this day, students will have the opportunity to analyze a common clinical situation in an interdisciplinary manner.

Attendance at this day is mandatory because some of the learning targeted during it cannot be acquired in another context.

Mode of delivery (face to face, distance learning, hybrid learning)

Face-to-face course

Course materials and recommended or required readings

These books will allow students to complete the course notes (power points) provided after each session.

- Roskam, I. et al. (2017). La prise en charge des troubles du comportement du jeune enfant.

- Vera, L. (2014). TCC chez l'enfant et l'adolescent. Elsevier Masson: Paris.

- Turgeon, L. & Parent, S. (2012). Intervention cognitivo-comportementale auprès des enfants et des adolescents. Presses de l'Universite´ du Que´bec: Quebec. 

Exam(s) in session

Any session

- In-person

written exam ( open-ended questions )


Additional information:

The exam is done in writing. Based on a clinical case, the student will be asked to present a reflection and a coherent, EBP-type psychological intervention project for the child and his parents.

Work placement(s)

Organisational remarks and main changes to the course

Contacts

The supervisory team undertakes to be available for any questions or reflections from students (during the course break or by email cstassart@uliege.be). Nb: Given the workload outside of classes, it is possible that a response will be given to you within a week.

Interactions, whether through questions or reflections, are strongly encouraged.

Association of one or more MOOCs