Psychopathology - theoretical approaches [D]

Introduction and cross-disciplinary elements

The course aims to introduce and integrate the different parts of the teaching unit. It also addresses various transversal theoretical concepts.

This part includes the overall introduction of the course, integration models and integration exercises based on clinical vignettes or theoretical elements. It also includes a theoretical section on various cross-cutting concepts (e.g., motivation, culture, suicide risk).

 

Psychopathology: perspective life span

The course adopts a lifespan perspective and aims to broaden clinical analysis to a vision that encompasses the different phases of the life cycle. One part of the course will focus on the specific aspects of psychopathology in children and adolescents, while another will address psychopathology in older adults.

With regard to the section dedicated to childhood and adolescence, it will provide an introduction to certain typical manifestations of these developmental stages, including neurodevelopmental disorders (such as autism and ADHD), common forms of anxiety at these ages, as well as pain-related symptomatology and associated psychosocial factors.

As for the section dedicated to older adults, the course will explore the specificities of psychotherapeutic support: do they seek it? What are the barriers to such interventions? What adaptations are necessary and useful to consider (e.g., the notion of therapeutic neutrality, etc.)? What is their ultimate purpose (notably the maintenance of quality of life)? Building on these questions, the course will address certain mental health difficulties arising in later life, such as depressive disorders, anxiety disorders (e.g., fear of falling), and loneliness.

Particular attention will also be given to fostering development, prevention, and the maintenance of quality of life.


 

Psychological trauma

This course will present the psychological caractheristics of psychotraumatism: history, diagnosis, traumatical events, traumatism in childhood, secondary psychotraumatism, factors of protection and risk, assessment and intervention methods

Relational psychopathology

Description

This course aims to introduce students to the fundamental principles of the complex hypothesis in psychopathology, according to the systemic psychology approach. The course consists of 20 hours of theoretical teaching that will cover the main concepts of relational psychopathology, accompanied by the presentation of clinical cases.


Contents

• Psychopathology from the perspective of the systemic approach
• Analysis of interactions, relationship types, and pathological communication in human systems
• The representational and historical-temporal axis in understanding psychopathology
• Systemic theoretical models of pathological functioning
• Resource analysis of human systems

Introduction and cross-disciplinary elements

At the end of the course sessions, students will have to master the first notions of integration in psychology (foundations, interests, models). They will have to be able to mobilize different theoretical knowledge from this section (e.g., motivation, culture, suicide risk) and from the approaches seen in the course, to promote a transversal understanding of a clinical vignette/clinical elements.

Psychopathology: perspective life span

Illustrate the specificity and challenges of the clinical approach across different stages of life. Raise awareness of the particular requirements, as well as the evaluation and intervention methods used in the context of mental disorders at different ages of life (children, adolescents, older adults).

Psychological trauma

The purpose of this course is that at the end, students have a clinical knowledge about psychotraumatisms and can assess and give a diagnosis as well as apply appropriate psychological intervention

Relational psychopathology

At the end of this course the student will be able to consider and analyze psychological suffering within its relational context. The acquired knowledge will help guide the student in formulating hypotheses about the role of relational factors in the prevention, development and maintenance of psychopathology.

Integrative psychopathology

This course will begin with (i) introductory lectures explaining the basic concepts and approaches of psychopathology, followed by (ii) illustrations of these concepts through certain psychopathological conditions (addictions, psychoses, anxiety-depression). Here are some examples (non-exhaustive list) from part (i): 

 

Scientific approach: It is necessary to use scientific methods based on scientific knowledge. The use of scientifically validated assessment tools is essential. Furthermore, methodological pluralism is important, i.e. adopting a non-dogmatic and open attitude towards potentially usable rigorous scientific methods (experimental methods, longitudinal studies, group studies, case studies, multiple case studies, single symptom approach, group/categorical approach, etc.). Interventions and theoretical models must also be scientifically tested and validated.

 

Integrative approach: An approach that aims to integrate as many levels and perspectives as possible, such as cognitive, social, behavioural, relational, emotional, biological, cultural, systemic, contextual, etc. The understanding and treatment of psychopathological problems must be approached from various perspectives and levels, with none taking precedence over the other.

 

Theoretical approach: An approach based on theoretical models. Theoretical models are devices that aim to explain a 'phenomenon' in the most optimal way by describing it as precisely and in as much detail as possible. The 'phenomenon' here can refer to several things: a condition, a complaint, a disorder, a syndrome, a disease, a symptom, etc. The best theoretical models present a phenomenon in a comprehensive manner (for example, by including all the levels and perspectives mentioned in the 'integrative approach') and provide clear avenues for intervention. These models also make it possible to test their various components through rigorous scientific studies.

 

Dimensional approach: A dimensional approach refers to the concept of 'dimensions' within which individuals are 'ordered' according to the intensity of different characteristics/symptoms. Dimensions are no longer considered discrete entities but rather continuous states that are not differentiated from one another in essence but in terms of a spectrum ranging from, for example, normal to pathological. Among other things, the dimensional approach has the advantage of allowing for more subtle distinctions and provides the possibility of describing psychopathological states in a very detailed and complex manner. Another advantage is that the dimensional approach recognises other characteristics such as comorbidity and heterogeneity of psychopathological disorders.

 

Single symptom approach: An approach that aims to study phenomena, symptoms, complaints, etc. themselves rather than studying devices such as diagnostic categories. One main reason for adopting such an approach is the heterogeneity of disorders and psychopathological states. Diagnoses group together very different patients. It may therefore be more appropriate to change the level of analysis and examine specific symptoms rather than trying to understand a diagnostic category.

 

Person-centred approach: A deeply human approach with the objectives of recovery, re-engagement in an active life, optimisation of daily living and social conditions, and the future of the person (and, for example, secondarily, healing, symptomatic remission, improvement of other medical parameters, etc.). This work is done with the person at the centre, and health professionals (such as psychologists) are at the service of that person. The role of professionals in this context is therefore, for example, to carry out their work in the most rigorous, sophisticated, thoughtful, etc. manner possible. Another priority in this approach is to take into account the characteristics, goals, values, etc. of the person. Furthermore, it is a positive, non-normative (personalised) and holistic approach to the concept of life and the individual. The individual is an expert on themselves, their life and their experiences. On the other hand, professionals (e.g. psychologists) are only experts in a very narrow and limited field (the psychological aspects of the individual).

 

The general approach to adopt is always one of the greatest possible sophistication and complexity, placing the individual at the centre (see 'person-centred approach'). Examples of this sophistication already mentioned include adopting an integrative, scientific, theoretical approach, etc.

 

Furthermore, it is crucial to integrate factors that contribute to both the development and maintenance of psychopathological states. Still within the framework of sophistication and complexity, it is also essential to take into account interindividual differences and the heterogeneity of psychopathological states. Similarly, understanding psychopathological states as the product of developmental trajectories, determined by complex interactions between endogenous and exogenous processes, is vital.

 

Another example of an approach that respects the sophistication of psychopathological phenomena is the network approach, which views psychopathological disorders as complex dynamic systems. Similarly, the transdiagnostic/process-oriented approach is relevant in this context. This strategy focuses on the psychological mechanisms and processes common to several distinct mental disorders, rather than limiting itself to a single specific diagnosis. This approach therefore aims to identify and treat the underlying mechanisms and processes shared by various disorders. Two examples of these processes will be discussed: cognitive and affective processes.

 

Research Domain Criteria (RDoC) is a research framework developed by the US National Institutes of Mental Health to study mental disorders. It focuses on transdiagnostic dimensions rather than traditional diagnostic categories in order to better understand the underlying mechanisms of psychopathologies. This framework aims to encourage a more integrative and scientific approach to mental health research.

 

Hierarchical Taxonomy of Psychopathology (HiTOP) proposes a flexible classification of psychological disorders based on dimensions rather than distinct categories. It incorporates a hierarchy of factors that reflect the diversity and complexity of symptoms, allowing for a better understanding of the relationships between them. This approach aims to improve the diagnosis and treatment of disorders by focusing on transdiagnostic traits rather than rigid diagnoses.

 

Clinical staging will also be discussed. This approach aims to better understand the trajectories of psychopathology, thereby contributing to more sophisticated diagnoses by defining different phases of psychopathology-not only the phases preceding the symptomatic phase, but also the subsequent phases.

Psychopathology: perspective life span

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Psychological trauma

Bachelor in psychology

Relational psychopathology

The theoretical fundamentals of systemic psychology.

A reading portfolio covering the main authors and concepts from the Systemic Psychology course (PSYC1010 - Bachelor's degree in Psychology) will be provided to students via eCampus.

Introduction and cross-disciplinary elements

Theoretical material seen in ex-cathedra class.

Proposal of exercises at each session carried out in subgroups.

Psychopathology: perspective life span

The courses will alternate between traditional content and clinical vignettes (case studies).

Occasionally, and depending on availability, external speakers will be invited to share their expertise on a given topic (for example, loneliness) or on ethical issues specific to the different stages of life.

Relational psychopathology

In-person lectures

Introduction and cross-disciplinary elements

Blended learning

Psychopathology: perspective life span

Blended learning


Further information:

Classes in person or in the form of podcasts depending on circumstances or students' preferences.

Psychological trauma

Face-to-face course

Relational psychopathology

Face-to-face course

Introduction and cross-disciplinary elements

Platform(s) used for course materials:
- eCampus

Psychopathology: perspective life span

Platform(s) used for course materials:
- MyULiège


Further information:

Course subject: Oral presentation during in-person or online sessions + Slides posted online

Psychological trauma

Articles and PPT slides will be given at the course and on myulg

Relational psychopathology

Platform(s) used for course materials:
- eCampus


Further information:

Required readings :

• Slides and personal notes;
• Reference chapters and papers will be provided to students.

Introduction and cross-disciplinary elements

Exam(s) in session

Any session

- In-person

written exam

Psychopathology: perspective life span

Exam(s) in session

Any session

- In-person

written exam

Psychological trauma

Exam(s) in session

Any session

- In-person

written exam

Relational psychopathology

Exam(s) in session

Any session

- In-person

written exam

Introduction and cross-disciplinary elements

Please use the discussion forum on ecampus for your questions so that other students can respond and benefit from the answers. The discussion will be regularly reviewed and supplemented by the teaching staff. Contact the persons listed below for specific questions.

Coordinating professor:

Aurélien Cornil - Courriel : aurelien.cornil@uliege.be

Assistant :

Chloé JEANNE - Mail : chloe.jeanne@uliege.be

Psychopathology: perspective life span

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Psychological trauma

Assistants:  laetitia.dipiazza@ulg.ac.be   

Professor: Adelaide.Blavier@ulg.ac.be

Relational psychopathology

Professor: Maria Elena BRIANDA Contact: Mariaelena.Brianda@uliege.be