 | Study programme 2022-2023 | Français | |
 | Approche fonctionnelle de l'intervention auprès des populations à risque | ||
Programme component of Master's in Clinical Orthopedagogy (MONS) (day schedule) à la Faculty of Psychology and Education |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UP-M1-MORTHC-103-M | Optional UE | RINALDI Romina | P319 - Orthopédagogie clinique |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 30 | 0 | 0 | 0 | 0 | 5 | 5.00 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| P-SEOC-203 | Double diagnostic - Déficience intellectuelle et trouble de santé mentale | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| P-SEOC-222 | Psychoéducation et réhabilitation psycho-sociale | 15 | 0 | 0 | 0 | 0 | Q1 | 50.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
At the end of this unit, the student will be able to
- Identify the founding principles and modalities of psychoeducational techniques
- Identify the principles of psychosocial prevention centered on the family systems of persons with disabilities and on the person him/herself
- Apply the principles of psychosocial prevention centered on the family systems of persons with disabilities and on the person him/herself in proposed clinical situations
- To identify the founding principles of psychosocial rehabilitation
- Identify psychosocial and behavioral risk factors in relation to dual diagnosis
- Apply the principles of differential diagnosis in the context of dual diagnosis
UE Content: description and pedagogical relevance
This course will address the principles of the approach to severe behavioral and mental health disorders in intellectual disabilities (particularly in terms of differential diagnosis), but also benchmarks for psycho-education, principles of prevention and psychosocial rehabilitation for the public with neurodevelopmental disorders.
Prior Experience
Not applicable
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| P-SEOC-203 |
|
| P-SEOC-222 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| P-SEOC-203 |
|
| P-SEOC-222 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| P-SEOC-203 | PPT of the course and scientific articles provided by the teacher. |
| P-SEOC-222 | - Powerpoint presentations - Guralnick, M. J. (2017). Early Intervention for Children with Intellectual Disabilities: An Update. Journal of Applied Research in Intellectual Disabilities, 30(2), 211-229. https://doi.org/10.1111/jar.12233 - Claveau et al. (2018). Les problématiques sexuelles chez les personnes présentant une DI ou un TSA.SQETGC : identifier les chapitres et répartir les étudiants en fonction du chapitre |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| P-SEOC-203 | Not applicable |
| P-SEOC-222 | Ashworth, S., Jansen, K., Bullock, L., & Mooney, P. (2017). Mind Matters: a psychoeducation programme for individuals with intellectual disabilities and co-morbid diagnoses of mental disorder. Journal of Intellectual Disabilities and Offending Behaviour, 8(1), 34-40. https://doi.org/10.1108/JIDOB-07-2016-0011 DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2018). Transitioning Together: A Multi-family Group Psychoeducation Program for Adolescents with ASD and Their Parents. Journal of autism and developmental disorders, 48(1), 251-263. https://doi.org/10.1007/s10803-017-3307-x Ericson, S., Hesla, M. W., & Stadskleiv, K. (2021). Gaining super control: Psychoeducational group intervention for adolescents with mild intellectual disability and their parents. Journal of intellectual disabilities : JOID, 1744629521995373. Advance online publication. https://doi.org/10.1177/1744629521995373 Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18(4), 313-324. https://doi.org/10.1111/j.1468-3148.2005.00270.x Guralnik, M. J. (1998). Effectiveness of Early Intervention for Vulnerable Children: A Developmental Perspective. American Journal of Mental Retardation, 102(4), 319-345. |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| P-SEOC-203 | Not applicable |
| P-SEOC-222 | Bibliography presented at the end of each module |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| P-SEOC-203 | Unauthorized |
| P-SEOC-222 | Unauthorized |
Term 1 Assessment - type
| AA | Type(s) and mode(s) of Q1 assessment |
|---|---|
| P-SEOC-203 |
|
| P-SEOC-222 |
|
Term 1 Assessment - comments
| AA | Term 1 Assessment - comments |
|---|---|
| P-SEOC-203 | Oral presentation (clinical case's analysis): 30% Written exam (material course and clinical case's analysis): 70% |
| P-SEOC-222 | The evaluation of this A.A. will be structured in two parts-1) productions related to the pedagogical activities according to a calendar provided to the student at the beginning of the semester, 2) written exam |
Resit Assessment - Term 1 (B1BA1) - type
| AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
|---|---|
| P-SEOC-203 |
|
| P-SEOC-222 |
|
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| P-SEOC-203 |
|
| P-SEOC-222 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| P-SEOC-203 | Written exam on material course and clinical case's analysis. |
| P-SEOC-222 | The evaluation of this AA will be structured in two parts-1) productions related to pedagogical activities according to instructions provided to the student, 2) written exam |