Risk and Developmental Disorders

Code: PSI14121M

6 ECTS

Duration: 15 weeks/156 hours

Scientific Area: Educação Especial, Psychology

Teaching languages: Portuguese

Languages of tutoring support: Portuguese

Regime de Frequência: Presencial

Presentation

This UC seeks to give teachers and other professionals in the educational field a comprehensive view of developmental disorders in childhood and adolescence, as well as skills to address and identify situations of risk for development.

Sustainable Development Goals

Erradicar a pobreza - Acabar com a pobreza em todas as suas formas, em todos os lugares

Saúde de qualidade - Assegurar uma vida saudável e promover o bem-estar para todos, em todas as idades.

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Reduzir as desigualdades - Reduzir as desigualdades dentro dos países e entre eles.

Learning Goals

To know and to identify the main developmental disabilities
To know the most usual indicators of developmental delays
To identify risk factors, as well as biological and environmental conditions that can threaten development
To identify health and security risks, and abuses

1. Perspectives of diagnosis and classification of developmental disorders
1.1. Diagnostic characterization (etiology, syndromes and functionality)
1.2. ODIP, an organizational instrument of diagnosis
2. Development, critical periods and warning signs
2.1. Warning signs
2.2. Observation of functional symptoms and their qualitative analysis
2.3. Observation of environment and of child-adult interactions
3. Risk and protective factors
3.1. Risk factors: heredity and environment
3.2. Risk factors and influences on development
3.3. Protective factors and resilience
3.4. Emotional attachment between child and care-giver
4. Developmental disorders
4.1. Cognitive developmental disorders
4.2. Sensory and motor disorders
4.3. Autism Spectrum Disorders
4.4. Multi-disabilities

Teaching Methods

The theoretical approach of the different contents will be complemented with the realization and presentation of thematic and bibliographic review works, the discussion of cases and group work.
The articulation between informative and conceptual contents and the practical and executive competences (identification of signs and organization of diagnoses) leads to the emphasis on continuous assessment, encompassing all tasks, in person, at a distance, and autonomous work. The work done or presented in classes will have a weight of 30% and there will be a thematic individual work with a weight of 70%.
The evaluation by final exam will include both theoretical questions and a practical and application dimension and will represent 100% of the final classification.