OFFICIAL PROGRAM
2016 / 17

SUBJECT

Assessment in Neuropsychology: Neuropsychology

ECTS CREDITS6,00
SUBJECT CODEAS3GWNS
LANGUAGE IN WHICH IT IS GIVENCatalan  
MODULE CODEMS3GANP
MODULEAssessment in Neuropsychology
STUDIES
CODE
DEGREE
TYPE
YEAR
SEMESTER
GSIC
Grau en Psicologia
Compuls.
Third
----
WSIC
Grau en Psicologia
Compuls.
Third
----

COMPETENCIES THAT STUDENTS ACQUIRE IN THE MODULE

1. Know the principles and procedures for psychological assessment and intervention in neuropsychology.

2. Assess, compare and take decisions on the selection of the most suitable assessment methods and tools for each situation and assessment context.

3. Analyse and interpret data in the framework of the established disciplinary knowledge.

4. Know how to formulate and compare hypotheses, as well as to obtain and organise relevant information on recipients’ demands and needs.

5. Know how to set forth the results of the assessment, research or requested services both orally and in writing.

6. Communicate their own assessments critically and with good reasoning, respecting the ethical commitment required to disseminate psychological learning.

7. Know the procedures and techniques applied to the construction and adaptation of psychological assessment tools in neuropsychology.

The critical skills to assess this module are 2, 4 and 5.

LEARNING OUTCOMES

Knowing the characteristics of the evaluation in the field of neuropsychology

Knowing the assessment instruments and how they are managed

Decide evaluation strategies from clinical cases

 

PREREQUISITES

There are no prerequisites for taking this subject.

CONTENT LEARNING MODULE

The Assessment in Neuropsychology subject, along with the module of Biological Bases of Behaviour, shape an area of knowledge with an integrated outlook of human psychology from a biological, psychological and social perspective. In this regard, given that students have attained knowledge on the biological bases of behaviour in the first years, the essential aim of the subject matter is the knowledge of issues applied to the study of relationships between the brain and behaviour and pathologies caused by brain injuries, with special emphasis placed on knowledge referring to assessment methods in the field of neuropsychology.

Knowledge in the speciality of neuropsychology with regard to clinical issues shall be presented, both theoretically and practically. The most recent contributions in the field of neuropsychological assessment and diagnosis shall be presented, to contribute to students' clinical training and improve their skills in this area.

CONTENTS:

BLOCK I. INTRODUCTION TO NEUROPSYCHOLOGY

Topic 1. History and concepts

1.1. Definition of Neuropsychology

1.2. Historical background and the development of neuropsychology

1.3. Clinical neuropsychology as a specialisation in psychology

BLOCK II. CEREBRAL ORGANISATION AND FUNCTIONING AND NEUROIMAGING TECHNIQUES

Topic 2. Brain organisation and function

2.1. Frontal lobes

2.2. Temporal lobes

2.3. Parietal lobes

2.4. Occipital lobes

2.5. Lateralisation of cerebral functions

Topic 3. Neuroimaging techniques

3.1. Lesion methods

3.2. Functional methods

3.3. Instrumental methods

BLOCK III. BRAIN PATHOLOGIES AND NEUROPSYCHOLOGY

Topic 4. Brain pathology

4.1. Vascular pathology

4.2. Cranioencephalic traumas

4.3. Tumours: neuropsychological alterations

BLOCK IV. NEUROPSYCHOLOGICAL SYNDROMES

Topic 5. Attention, confused states and negligence

5.1. Orientation concepts, alertness, attention and concentration

5.2. Encephalic structures involved in attention

5.3. Confusional states as alterations in attention

5.4. Unilateral heminegligence

Topic 6. Memory and amnesia

6.1. Brain structures related to memory

6.2. Conceptual dichotomies of memory

Topic 7. Language, aphasias and communication disorders

7.1. Historical introduction

7.2. Cerebral location of language: aphasia types

7.3. Alexia, agraphia and acalculia

Topic 8. Voluntary movement disorders: apraxia

8.1. Concept

8.2. Types of apraxia

Topic 9. Perception disorders: agnosia

9.1. Concept

9.2. Agnosia types

BLOCK V. THE FRONTAL LOBE

Topic 10. Neuropsychology in the frontal lobe

10.1. Anatomo-functional organisation

10.2. Frontal lobe syndromes

10.3. Cognitive and emotional functions of the prefrontal cortex

10.4. Frontal alterations and psychiatric pathology

BLOCK VI. AGEING AND DEMENTIA

Topic 11. Neuropsychology and ageing

11.1. Deterioration of functions

11.2. Physiopathological, anatomo-pathological and neuroimaging changes

11.3. Neuropsychological functions in ageing

Topic 12. Dementia and other degenerative processes

12.1. Definition and classification

12.2. Alzheimer’s disease

12.3. Pick’s disease

12.4. Vascular dementia

12.5. Subcortical dementias

12.6. Other dementias

BLOCK VII. CHILD NEUROPSYCHOLOGY

Topic 13. Child Neuropsychology

13.1. Development of children’s central nervous system

13.2. Abnormal development of children’s brains

13.3. Neuroplasticity

13.4. Child neurological disorders

13.5. Attention deficit disorder and hyperactivity

13.6. Specific learning disabilities

BLOCK VIII. NEUROPSYCHOLOGICAL ASSESSMENT AND REHABILITATION

Topic 14. Neuropsychological exploration

14.1. Purposes

14.2. Assessment interview and anamnesis

14.3. Assessment tools

14.4. Neuropsychological profile for different diseases

14.5. Final feedback interview and report.

Topic 15. Neuropsychological rehabilitation and intervention

15.1. Recovery mechanisms in the nervous system

15.2. Recovery factors

15.3. Neuropsychological rehabilitation and intervention principles

15.4. Assistance of family members in patients affected by brain damage

LEARNING METHODOLOGY

Teaching and learning methodology:

a) Work done in class

• Large group classes

- Lectures

- Presentation of topics for neuropsychological assessment

• Small group classes

- Case studies

- Problem solving. Problem-based learning (PBL)

- Group tutoring

- Theory/presentation classes and providing greater information for specific module contents.

- Group works

- Drafting of neuropsychological reports

b) Assignments outside class

Students will have to do group and individual assignments for the exercises assigned, with personal attention provided by the teaching staff. The teaching staff will help and guide the development of students’ group assignments and projects, to facilitate doing the exercises assigned.

c) Students’ individual work

Students will have to do reading and study exercises for work documents, bibliographies, as well as writing reports, both individually and in groups.

ASSESSMENT SYSTEM FOR THE ACQUISITION OF SKILLS AND CREDIT RECOVERY STRATEGIES

The assessment of this subject centres on skills 2, 4 and 5, which are considered critical in order to pass the module. The assessment method for each skill is described below:

Skill 2. Assess, compare and take decisions on the selection of the most suitable assessment methods and tools for each situation and assessment context.

Assessed in: LARGE GROUP

This skill will be assessed by an exam on the module’s contents. To pass this skill, students’ mark must be greater than or equal to 5.

Recovery strategies. In the exam sitting in July, students will be examined on the subject they did not pass, with the same criteria as for the first exam sitting.

Skill 4. Know how to formulate and compare hypotheses, as well as to obtain and organise relevant information on recipients’ demands and needs.

Assessed in: SMALL GROUP

There will be continuous assessment through different integrated and interdisciplinary exercises and activities assigned in the module, particularly in group work on a topic that will be selected by students based on their interests.

Recovery strategies. Students who do not pass this skill will have to do a specific project assigned by the teacher of the module in the July resit exam.

Skill 5. Know how to set forth the results of the assessment, research or requested services both orally and in writing.

Assessed in: SMALL GROUP

Students will have to administer neuropsychological assessment tools and then write a final feedback report on the results.

Recovery strategies. Students who do not pass this skill will have to do a specific project assigned by the teacher of the module in the July resit exam.

Final mark for the module. This will be the average of all three critical skills for the module, using these percentages:

Mark on skill 2 (exam): 60% of total mark.

Mark for skills 4 and 5 (average of the two marks): 40% of total mark.

The average of the three skills can be calculated provided that the mark for skill 2, assessed in the exam, is greater than or equal to 5.

• According to the systems prepared for this purpose and the period set by the faculty, the student will have to evaluate the module. This evaluation is part of the teaching and learning process and is very important for the development of the subject as it will help teachers to improve the quality of their teaching plan.

BASIC BIBLIOGRAPHY

BASIC BIBLIOGRAPHY

Junqué, C. i Barroso, J. (2009). Manual de Neuropsicología. Madrid: Editorial Síntesis.

Bruna, O., Roig, T., Puyuelo, M., Junqué, C. i Ruano, A. (2011). Rehabilitación neuropsicológica: intervención y práctica clínica. Barcelona: Elsevier-Masson.

Tirapu Ustárroz, J.,  Ríos Lago, M. y Maestú Unturbe, F. (2008). Manual de Neuropsicología. Barcelona: Viguera Editores.

 

Complementary bibliography

Agüera Ortiz, L.F., Martín, M., Cervilla, J. (2002). Psiquiatría Geriátrica. Barcelona: Masson.

Brooker, D. (2013). Atención centrada en la persona con demencia. Mejorando los recursos. Barcelona: Octaedro.

Enseñat, A., Roig, T. i García-Molina, A. (coord.) (2015).  Neuropsicologia pediátrica, Madrid: Editorial Síntesis.

Fernández-Ballesteros, R. (2009). Envejecimiento activo. Contribuciones de la psicología. Madrid. Pirámide.

Fernández-Ballesteros, R. (Dirs.).(2009). Psicología de la vejez. Una psicogerontología aplicada. Madrid: Psicología Pirámide.

Jauset, J.A. (2013). Cerebro y música, una pareja saludable. Editorial Círculo Rojo.

Jodar, M., Redolar, D., Blázquez, J.L., González, B., Muñoz, E., Periañez, J.A. y Viejo, R. (2013). Neuropsicología. Barcelona: Editorial UOC.

Junqué, C., Bruna, O., Mataró, M. (1998). Traumatismos craneoencefálicos. Un enfoque desde la Neuropsicología y la Logopedia. Guía práctica paraprofesionales y familiares.  Barcelona: Masson.

Junqué, C., Bruna, O.  y  Mataró, M. (2004). Neuropsicología del lenguaje. Funcionamiento normal y patológico. Recuperación.  Barcelona: Masson.

Jurado, MA., Mataró, M. Y Pueyo, R. (2013). Neuropsicología de las enfermedades neurodegenerativas. Madrid: Editorial Síntesis.

Molina,,S., Sinués, A., Deaño, M., Puyuelo, M. y Bruna, O. (1998). El fracaso en el aprendizaje escolar (II). Dificultades específicas de tipo neuropsicológico. Málaga: Ed. Aljibe.

Muñoz Marrón, E. (cood.) (2009). Estimulación cognitiva y rehabilitación neuropsicológica. Barcelona: Editorial UOC.

Peña-Casanova, J. (2007). Neurología de la conducta y neuropsicología. Madrid: Editorial Médica Panamericana.

Pérez, C. (comp.) (2002). Familia: nuevas aportaciones. Grupo de estudios e investigación de la Familia  GERF. Facultat de Psicologia i Ciències de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Ed. Edebé.

Tirapu Ustárroz, J., García Molina, A., Ríos Lago, M. y Ardila Ardila, A. (2012). Neuropsicología de la corteza prefrontal y las funciones ejecutivas. Barcelona: Viguera Editores.

DATE OF THE LAST REVIEW20/09/2016