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Modelos transdiagnósticos para la comprensión de la psicopatología en jóvenes

Enviado por gfernandez el Sáb, 05/11/2024 - 12:34
Título del seminario optativo: 
Modelos transdiagnósticos para la comprensión de la psicopatología en jóvenes
Descripción: 
Los trastornos mentales han sido conceptualizados como categorías definidas en sistemas de clasificación como el Manual diagnóstico y estadístico de los trastornos mentales (DSM). Sin embargo, en los últimos años se observa un cambio de paradigma. Diversos autores están comenzando a pensar a los trastornos mentales desde un enfoque transdiagnóstico que implica pensar la psicopatología como un continuo, considerando la comorbilidad entre los trastornos. En este sentido se han comenzado a indagar los mecanismos subyacentes comunes que atraviesan las distintas categorías. Esto es particularmente importante en población joven, a las elevadas tasas de prevalencia de trastornos mentales que se observan en esta etapa. En este seminario se abordará el concepto de juventud, las características que tiene la psicopatología en esta etapa. Se presentará una nueva perspectiva para abordar la psicopatología (Modelos Transdiagnósticos) y desde allí se presentarán algunos de los factores transdiagnósticos más importantes (regulación emocional, variabilidad afectiva, entre otros).
Año: 
2024
Ciclo: 
Graduación: 8vo semestre
Módulo: 
Psicología
Créditos: 
5
Grupos: 
Día (sugerido)Hora (sugerida)Cant. estudiantesDocentesSalón
Viernes
15:15 a 17:30
40
Docente

Perfil docente profile for gfernandez

Nombre: 
MARIA GABRIELA
Apellido: 
FERNANDEZ THEODULOZ
Salón 4
Código de la materia: 
OG878
Objetivos formativos: 

Introducir a los estudiantes en las conceptualizaciones vinculadas a los modelos transdiagnósti cos de lapsicopatología
Abordar las característi cas de la población joven en relación a los trastornos mentales
Profundizar en los factores transdiagnósti cos subyacentes a la psicopatología en jóvenes

Contenidos del curso - Bibliografía básica: 

Módulo 1: Jóvenes: definiciones y características

Obligatoria

Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties.American psychologist, 55(5), 469.

Arnett, J. J., Žukauskienė, R., & Sugimura, K. (2014). The new life stage of emerging adulthood at ages 18–29 years: Implications for mental health. The Lancet Psychiatry, 1(7), 69-576.

Arnett, J. J. (2015). Introduction to the special section: Reflections on expanding the cultural scope ofadolescent and emerging adult research. Journal of Adolescent Research, 30(6), 655-660.

Blakemore, S. J., & Choudhury, S. (2006). Development of the adolescent brain: implications for executivefunction and social cognition. Journal of child psychology and psychiatry, 47(3‐4), 296-312.

Blakemore, S-J., (2018). La invención de uno mismo. La vida secreta del cerebro adolescente. Public Affairs.Cap 1, Cap 4, Cap 5, Cap 6

Casas Rivero, J., Ceal González-Fierro, M. J., del Rosal Rabes, T., Jurado Palomo, J., & de la SernaBlázquez, O. (2006). Conceptos esenciales de la adolescencia. Criterios cronológicos, físicofuncionales,psicológicos y sociales. Medicine - Programa de Formación Médica Continuada Acreditado, 9(61), 3931–3937.
https://doi.org/10.1016/S0211-3449(06)74357-0

Fernández-Theoduloz, G., Brunet, N., Godoy, J. C., Steinberg, L., & López-Gómez, A. (2023). Risk SexualBehaviors in Uruguayan Adolescents: the Role of Self-Regulation and Sex-Gender. Trends in Psychology, 1-20.

Godoy, J. C. (2017). Cerebro Adolescente. En: Un libro sobre drogas. Arrieta E., (ed.). Ciudad Autónoma deBuenos Aires: El Gato y la Caja. ISBN 978-987-45866-2-9.
https://elgatoylacaja.com/cerebro-adolescente

Núñez, V., Fernández Theoduloz, G. & González, N. (2022). Cerebro Adolescente. En Adolescencias hoy:una mirada integral. Felicita Alonso, Patricia Ferreiro & Nancy González (Coord). Raymondo: Montevideo

Patton, G. C., Olsson, C. A., Skirbekk, V., Saffery, R., Wlodek, M. E., Azzopardi, P. S., ... & Sawyer, S. M.(2018). Adolescence and the next generation. Nature, 554(7693), 458-466.

Quintero, J. (Ed.). (2020). ¿Qué es la adolescencia? In El cerebro adolescente. Una mente en construcción.Shackleton Books.

Sawyer, S. M., Azzopardi, P. S., Wickremarathne, D., & Patton, G. C. (2018). The age of adolescence. TheLancet Child & Adolescent Health, 2(3), 223–228.
https://doi.org/10.1016/S2352-4642(18)30022-1

Steinberg, L. (2008). A social neuroscience perspective on adolescent risk-taking. Developmentalreview, 28(1), 78-106.

Steinberg, L. (2010). A dual systems model of adolescent risk‐taking. Developmental Psychobiology: TheJournal of the International Society for Developmental Psychobiology, 52(3), 216-224.

Steinberg, L., Icenogle, G., Shulman, E. P., Breiner, K., Chein, J., Bacchini, D., ... & Takash, H. M. (2018).Around the world, adolescence is a time of heightened sensation seeking and immature self‐regulation. Developmental science, 21(2), e12532.

Complementaria

Arnett, J. J. (2014). Emerging adulthood: The winding road from the late teens through the twenties. OxfordUniversity Press.

Arain, M., Haque, A., Johal, L., Mathur, P., Nel, W., Rais, A., Sandhu, R., & Sharma, S. (2013). Maturationof the adolescent brain. Neuropsychiatric Disease and Treatment, 449.
https://doi.org/10.2147/NDT.S39776

Banati, P., & Lansford, J. E. (2018). Introduction: Adolescence in a Global Context. In J. E. Lansford & P.Banati (Eds.), Handbook of Adolescent Development Research and Its Impact on Global Policy (pp. 1–23).Oxford University Press.

Dow-Edwards, D., MacMaster, F. P., Peterson, B. S., Niesink, R., Andersen, S., & Braams, B. R. (2019).Experience during adolescence shapes brain development: From synapses and networks to normal andpathological behavior. Neurotoxicology and Teratology, 76, 106834. https://doi.org/10.1016/j.ntt.2019.106834

Larsen, B., & Luna, B. (2018). Adolescence as a neurobiological critical period for the development ofhigher-order cognition. Neuroscience & Biobehavioral Reviews, 94, 179–195. https://doi.org/10.1016/j.neubiorev.2018.09.005

Lee, N. C., Hollarek, M., & Krabbendam, L. (2018). Neurocognitive Development During Adolescence. In J.E. Lansford & P. Banati (Eds.), Handbook of Adolescent Development Research and Its Impact on GlobalPolicy (pp. 46–67). Oxford University Press.

Luciana, M., Wahlstrom, D., Porter, J. N., & Collins, P. F. (2012). Dopaminergic modulation of incentivemotivation in adolescence: age-related changes in signaling, individual differences, and implications for thedevelopment of self-regulation. Developmental psychology, 48(3), 844.

Luna, B., & Wright, C. (2016). Adolescent brain development: Implications for the juvenile criminal justicesystem.

Murty, V. P., Calabro, F., & Luna, B. (2016). The role of experience in adolescent cognitive development:Integration of executive, memory, and mesolimbic systems. Neuroscience & Biobehavioral Reviews, 70, 46-58.

Paus, T. (2005). Mapping brain maturation and cognitive development during adolescence. Trends inCognitive Sciences, 9(2), 60–68. https://doi.org/10.1016/j.tics.2004.12.008

Romer, D., Reyna, V. F., & Satterthwaite, T. D. (2017). Beyond stereotypes of adolescent risk taking: Placingthe adolescent brain in developmental context. Developmental cognitive neuroscience, 27, 19-34.

Spear, L. P. (2010). The behavioral neuroscience of adolescence. Norton.

UNICEF. (2017). The Adolescent Brain: A second window of opportunity. A compendium (N. Balvin & P.Banati (Eds.)). Office of Research – Innocenti.

Módulo 2: Psicopatología en jóvenes

Obligatoria

APA. (2004). Manual estadístico de los trastornos mentales. DSM-IV-TR.

Atkinson, E. A., & Finn, P. R. (2019). Sex differences in trait anxiety’s association with alcohol problems inemerging adults: The influence of symptoms of depression and borderline personality. Journal of Substanceuse, 24(3), 323-328.

Berry, D. (2004). The relationship between depression and emerging adulthood: Theory generation.Advances in Nursing Science, 27(1), 53-69.

Blakemore, S-J., (2018). La invención de uno mismo. La vida secreta del cerebro adolescente. Public Affairs.Cap 10

Cohen, J. R., Thomsen, K. N., Racioppi, A., Ballespi, S., Sheinbaum, T., Kwapil, T. R., & Barrantes-Vidal,N. (2019). Emerging adulthood and prospective depression: a simultaneous test of cumulative risktheories. Journal of youth and adolescence, 48, 1353-1364.

Dow-Edwards, D., MacMaster, F. P., Peterson, B. S., Niesink, R., Andersen, S., & Braams, B. R. (2019).Experience during adolescence shapes brain development: From synapses and networks to normal andpathological behavior.

Jones, S. A., Morales, A. M., Lavine, J. B., & Nagel, B. J. (2017). Convergent neurobiological predictors ofemergent psychopathology during adolescence. Birth Defects Research, 109(20), 1613-1622.

Lynch, S. J., Sunderland, M., Newton, N. C., & Chapman, C. (2021). A systematic review of transdiagnosticrisk and protective factors for general and specific psychopathology in young people. Clinical PsychologyReview, 87. https://doi.org/10.1016/J.CPR.2021.102036

Mennigen, E., & Bearden, C. E. (2020). Psychosis risk and development: what do we know from population-based studies?. Biological psychiatry, 88(4), 315-325.

Whiteford, H. A., Ferrari, A. J., Degenhardt, L., Feigin, V., & Vos, T. (2015). The global burden of mental,neurological and substance use disorders: an analysis from the Global Burden of Disease Study 2010. PloSone, 10(2), e0116820.

Complementaria

Dunlop, B. W., & Nemeroff, C. B. (2007). The role of dopamine in the pathophysiology ofdepression. Archives of general psychiatry, 64(3), 327-337.

Fernández-Theoduloz, G., Paz, V., Nicolaisen-Sobesky, E., Pérez, A., Buunk, A. P., Cabana, Á., & Gradin, V.B. (2019). Social avoidance in depression: A study using a social decision-making task. Journal of abnormalpsychology, 128(3), 234.

Hirschfeld, R. M. A., Montgomery, S. A., Keller, M. B., Kasper, S., Schatzberg, A. F., Moller, H.-J., ...Bourgeois,M. (2000). Social Functioning in Depression: A Review. The Journal of Clinical Psychiatry, 61(4),268-275. https://doi.org/10.4088/JCP.v61n0405
Joiner, T. E. (2006). Depression’s Vicious Scree: Self-Propagating and Erosive Processes in DepressionChronicity. Clinical Psychology: Science and Practice, 7(2), 203-218.
https://doi.org/10.1093/clipsy.7.2.203

Jordan, C. J., & Andersen, S. L. (2017). Sensitive periods of substance abuse: Early risk for the transition todependence. Developmental cognitive neuroscience, 25, 29-44.

Keane, L., & Loades, M. (2017). Low self‐esteem and internalizing disorders in young people–a systematicreview. Child and Adolescent Mental Health, 22(1), 4-15.

Kessler, R.C. &Bromet, E.J. (2013). The Epidemiology of Depression Across Cultures. Annual Review ofPublic Health, 34(1), 119-138.

Kessler, R. C., Aguilar-Gaxiola, S., Alonso, J., Chatterji, S., Lee, S.,Ormel, J., ... Wang, P. S. (2009). Theglobal burden of mental disorders: An updatefrom the WHO World Mental Health (WMH) Surveys.Epidemiologia e psichiatria sociale, 18(1), 23-33.

Miret, M., Ayuso-Mateos, J. L., Sanchez-Moreno, J., & Vieta, E. (2013). Depressive disorders and suicide:epidemiology, risk factors, and burden. Neuroscience & Biobehavioral Reviews, 37(10), 2372-2374.

Papakostas, G. I., Petersen, T., Mahal, Y.,Mischoulon, D., Nierenberg, A. A., & Fava, M. (2004). Quality oflife assessments in major depressive disorder: a review of the literature. General Hospital Psychiatry,26(1),13-17. https://doi.org/10.1016/j.genhosppsych.2003.07.004

Paz, V., Chirullo, V., Montero, F., Ruiz, P., Selma, H., & Fernández-Theoduloz, G. (2022). Mental healthduring the COVID-19 outbreak in Uruguay: The impact of lifestyle behaviors and sociodemographic factors.Minerva Psychiatry (manuscrito aceptado).

Shin, L. M., & Liberzon, I. (2010). The neurocircuitry of fear, stress, and anxietydisorders. Neuropsychopharmacology, 35(1), 169-191.

Modulo 3: Modelos transdiagnósticos

Obligatoria

Belloch Fuster, A. (2012). Propuestas para un enfoque transdiagnóstico de los trastornos mentales y del comportamiento: Evidencia, utilidad y limitaciones = Proposals for a transdiagnostic perspective of mental and behavioural disorders: Evidence, usefulness, and limitations. Revista de Psicopatología y Psicología Clínica, 17(3), 295. https://doi.org/10.5944/rppc.vol.17.num.3.2012.11845

Clark, L. A., Cuthbert, B., Lewis-Fernández, R., Narrow, W. E., & Reed, G. M. (2017). Three Approaches toUnderstanding and Classifying Mental Disorder: ICD-11, DSM-5 , and the National Institute of MentalHealth’s Research Domain Criteria (RDoC). Psychological Science in the Public Interest, 18(2), 72-145. https://doi.org/10.1177/1529100617727266

González Pando, D., Cernuda Martínez, J. A., Alonso Pérez, F., Beltrán García, P., & Aparicio Basauri, V.(2018). Transdiagnóstico: origen e implicaciones en los cuidados de salud mental. Revista de la AsociaciónEspañola de Neuropsiquiatría, 38(133), 145-166.

Insel, T., Cuthbert, B., Garvey, M., Heinssen, R., Pine, D. S., Quinn, K., Sanislow, C., & Wang, P. (2010).Research Domain Criteria (RDoC): Toward a New Classification Framework for Research on MentalDisorders. American Journal of Psychiatry, 167(7), 748-751. https://doi.org/10.1176/appi.ajp.2010.09091379

Krueger, R. F. (1999). The Structure of Common Mental Disorders. Archives of General Psychiatry, 56(10),921-926.
https://doi.org/10.1001/archpsyc.56.10.921

Lynch, S. J., Sunderland, M., Newton, N. C., & Chapman, C. (2021). A systematic review of transdiagnosticrisk and protective factors for general and specific psychopathology in young people. Clinical PsychologyReview, 87. https://doi.org/10.1016/J.CPR.2021.102036

McGorry, P. D., Hickie, I. B., Yung, A. R., Pantelis, C., & Jackson, H. J. (2006). Clinical Staging ofPsychiatric Disorders: A Heuristic Framework for Choosing Earlier, Safer and more Effective Interventions.Australian & New Zealand Journal of Psychiatry, 40(8), 616-622. https://doi.org/10.1080/j.1440-1614.2006.01860.x

Nees, F., Deserno, L., Holz, N. E., Romanos, M., & Banaschewski, T. (2021). Prediction Along aDevelopmental Perspective in Psychiatry: How Far Might We Go? Frontiers in Systems Neuroscience, 15,670404. https://doi.org/10.3389/fnsys.2021.670404

Sandín, B., Chorot, P., & Valiente, R. M. (2012). Transdiagnóstico: nueva frontera en psicología clínica.Revista de Psicopatología y Psicología Clínica, 17(3), 1785-203

Complementaria

Insel, T., Cuthbert, B., Garvey, M., Heinssen, R., Pine, D. S., Quinn, K., ... & Wang, P. (2010). Researchdomain criteria (RDoC): toward a new classification framework for research on mental disorders. AmericanJournal of psychiatry, 167(7), 748-751.

Wade, M., Zeanah, C. H., Fox, N. A., & Nelson, C. A. (2020). Global deficits in executive functioning aretransdiagnostic mediators between severe childhood neglect and psychopathology inadolescence. Psychological medicine, 50(10), 1687-1694.

Módulo 4: Factores transdiagnósticos: regulación emocional.
Obligatoria

Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217-237. https://doi.org/10.1016/j.cpr.2009.11.004

Barlow, D. H., Farchione, T. J., Fairholme, C. P., Ellard, K. K., Boisseau, C. L., Allen, L. B., & Ehrenreich-May, J. (2016). Protocolo unificado para el tratamiento transdiagnóstico de los trastornos emocionales. Alianza editorial.

Bullis, J. R., Boettcher, H., Sauer‐Zavala, S., Farchione, T. J., & Barlow, D. H. (2019). What is an emotional disorder? A transdiagnostic mechanistic definition with implications for assessment, treatment, and prevention. Clinical psychology: Science and practice, 26(2), e12278.

Fernández-Álvarez, J., Díaz-García, A., González-Robles, A., & Botella, C. (2017). La regulación emocional en los trastornos emocionales, una piedra nodal para los abordajes transdiagnósticos: una revisión de la literatura. Agora de Salut. 4(12), 111-121

Grierson, A. B., Hickie, I. B., Naismith, S. L., & Scott, J. (2016). The role of rumination in illness trajectories in youth: Linking trans-diagnostic processes with clinical staging models. Psychological Medicine, 46(12), 2467-2484. https://doi.org/10.1017/S0033291716001392

Gross, J. J., & Jazaieri, H. (2014). Emotion, Emotion Regulation, and Psychopathology: An Affective Science Perspective. Clinical Psychological Science, 2(4), 387-401. https://doi.org/10.1177/2167702614536164

Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348-362. https://doi.org/10.1037/0022-3514.85.2.348

Joormann, J., & Stanton, C. H. (2016). Examining emotion regulation in depression: A review and future directions. Behaviour research and therapy, 86, 35-49.

Larsen, R. J. (2000). Toward a science of mood regulation. Psychological inquiry,11(3), 129-141.

Nolen-Hoeksema, S., Wisco, B. E., & Lyubomirsky, S. (2008). Rethinking Rumination. Perspectives on Psychological Science, 3(5), 400-424. https://doi.org/10.1111/j.1745-6924.2008.00088.x

Paredes-Rivera, A., Coria-Palomino, G. F., Marcos-Lescano, A. Y., & Sedano-Alejandro, S. (2021). La regulación emocional como categoría transdiagnóstica a través de los problemas clínicos: un estudio narrativo. Interacciones, 7, e223. https://doi.org/10.24016/2021.v7.223.

Schaefer, J., Naumann, E., Holmes, E., Tuschen-Caffier, B., & Samson, A. (2017). Emotion Regulation Strategies in Depressive and Anxiety Symptoms in Youth: A Meta-Analytic Review. Journal of Youth and Adolescence, 46. https://doi.org/10.1007/s10964-016-0585-0

Smith, J. M., & Alloy, L. B. (2009). A roadmap to rumination: A review of the definition, assessment, and conceptualization of this multifaceted construct. Clinical Psychology Review, 29(2), 116-128. https://doi.org/10.1016/j.cpr.2008.10.003

Toro Tobar, R. A., Alfaro Medina, D. M., Juyó Mosuca, E. V., & Sandino Serrano, V. (2020). Rumiación cognitiva y afecto negativo como predictores diferenciales de los síntomas psicopatológicos internalizantes. Psychologia. Avances de la Disciplina, 14(2), 27-36.

Werner, K., & Gross, J. J. (2010). Emotion regulation and psychopathology: A conceptual framework. En Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment (pp. 13-37). The Guilford Press.

Complementaria

Gross, J. J., & Muñoz, R. F. (1995). Emotion Regulation and Mental Health. Clinical Psychology: Science and Practice, 2(2), 151-164. https://doi.org/10.1111/j.1468-2850.1995.tb00036.x

Hayes, Wilson, Gifford, Follette & Strosahl. (1996). Experiential avoidance and behavioral disorders: A functional dimensional approach to diagnosis and treatment. - PsycNET. Journal of Consulting and Clinical Psychology, 64(6), 1152-1168. https://doi.org/10.1037/0022-006X.64.6.1152

Papadakis, A. A., Prince, R. P., Jones, N. P., & Strauman, T. J. (2006). Self-regulation, rumination, andvulnerability to depression in adolescent girls. Development and psychopathology, 18(3), 815–829. https://doi.org/10.1017/s0954579406060408

Siu, A. M. H., & Shek, D. T. L. (2010). Social Problem Solving as a Predictor of Well-being in Adolescentsand Young Adults. Social Indicators Research, 95(3), 393-406.
https://doi.org/10.1007/s11205-009-9527-5

Módulo 5: Factores transdiagnósticos: variabilidad afectiva.

Obligatoria

aan het Rot, M., Hogenelst, K., & Schoevers, R. A. (2012). Mood disorders in everyday life: A systematicreview of experience sampling and ecological momentary assessment studies. Clinical psychologyreview, 32(6), 510-523.

Houben, M., Van Den Noortgate, W., & Kuppens, P. (2015). The relation between short-term emotiondynamics and psychological well-being: A meta-analysis. Psychological bulletin, 141(4), 901.

Schoevers, R. A., Van Borkulo, C. D., Lamers, F., Servaas, M. N., Bastiaansen, J. A., Beekman, A. T. F., ... &Riese, H. (2021). Affect fluctuations examined with ecological momentary assessment in patients withcurrent or remitted depression and anxiety disorders. Psychological Medicine, 51(11), 1906-1915.

Stanton, K., & Watson, D. (2014). Positive and negative affective dysfunction in psychopathology. Socialand Personality Psychology Compass, 8(9), 555-567.


Complementaria

Ebner-Priemer, U. W., Eid, M., Kleindienst, N., Stabenow, S., & Trull, T. J. (2009). Analytic strategies forunderstanding affective (in) stability and other dynamic processes in psychopathology. Journal of abnormalpsychology, 118(1), 195.

Mohr, C. D., Arpin, S., & McCabe, C. T. (2015). Daily affect variability and context‐specific alcoholconsumption. Drug and Alcohol Review, 34(6), 581-587.


Módulo 6: Otros factores transdiagnósticos.

Obligatoria

Appelhans, B. M., & Luecken, L. J. (2006). Heart rate variability as an index of regulated emotionalresponding. Review of general psychology, 10(3), 229-240.

Beauchaine, T. P., & Thayer, J. F. (2015). Heart rate variability as a transdiagnostic biomarker ofpsychopathology. International journal of psychophysiology, 98(2), 338-350.

Harvey, A. G. (2009). A transdiagnostic approach to treating sleep disturbance in psychiatric disorders.Cognitive behaviour therapy, 38(S1), 35-42.

Kemp, A. H., & Quintana, D. S. (2013). The relationship between mental and physical health: insights fromthe study of heart rate variability. International journal of Psychophysiology, 89(3), 288-296.

Paniccia, M., Paniccia, D., Thomas, S., Taha, T., & Reed, N. (2017). Clinical and non-clinical depression andanxiety in young people: A scoping review on heart rate variability. Autonomic Neuroscience, 208, 1-14.

Complementaria

Berntson, G. G., Thomas Bigger Jr, J., Eckberg, D. L., Grossman, P., Kaufmann, P. G., Malik, M., ... & VANDER MOLEN, M. W. (1997). Heart rate variability: origins, methods, and interpretivecaveats. Psychophysiology, 34(6), 623-648.

Prospectivelongitudinal associations between persistent sleep problems in childhood and anxiety and depressiondisorders in adulthood. Journal of abnormal child psychology, 33, 157-163.

Harvey, A. G., Murray, G., Chandler, R. A., & Soehner, A. (2011). Sleep disturbance as transdiagnostic:consideration of neurobiological mechanisms. Clinical psychology review, 31(2), 225-235.

Leyro, T. M., Buckman, J. F., & Bates, M. E. (2019). Theoretical implications and clinical support for heartrate variability biofeedback for substance use disorders. Current opinion in psychology, 30, 92-97.

Palmer, C. A., & Alfano, C. A. (2017). Sleep and emotion regulation: An organizing, integrativereview. Sleep medicine reviews, 31, 6-16.

Quach, J. L., Nguyen, C. D., Williams, K. E., & Sciberras, E. (2018). Bidirectional associations betweenchild sleep problems and internalizing and externalizing difficulties from preschool to earlyadolescence. JAMA pediatrics, 172(2), e174363-e174363.

Módulo 7.: Intervenciones transdiagnósticas para los tratornos emocionales

Obligatoria

Barlow, D. H., Farchione, T. J., Fairholme, C. P., Ellard, K. K., Boisseau, C. L., Allen, L. B., & Ehrenreich-May, J. (2016). Protocolo unificado para el tratamiento transdiagnóstico de los trastornos emocionales.Alianza editorial.

Bullis, J. R., Boettcher, H. T., Sauer‐Zavala, S., Farchione, T. J., & Barlow, D. H. (2019). What is an emotional disorder? A transdiagnostic mechanistic definition with implications for assessment, treatment, and prevention. Clinical Psychology-science And Practice, 26(2), e12278. https://doi.org/10.1111/cpsp.12278.

Carlucci, L., Saggino, A., & Balsamo, M. (2021). On the efficacy of the unified protocol for transdiagnostic treatment of emotional disorders: A systematic review and meta-analysis. Clinical Psychology Review, 87, 101999. https://doi.org/10.1016/j.cpr.2021.101999.

Norton, P. J., & Paulus, D. J. (2015). Toward a unified treatment for emotional disorders: update on the science and practice. Behavior Therapy, 47(6), 854-868. https://doi.org/10.1016/j.beth.2015.07.002.

Sauer-Zavala, S., Gutner, C. A., Farchione, T. J., Boettcher, H. T., Bullis, J. R., & Barlow, D. H. (2017). Current definitions of “transdiagnostic” in treatment development: A search for consensus. Behavior therapy, 48(1), 128-138. https://doi.org/10.1016/j.beth.2016.09.004.

 

 

 

 

Metodología: 
El seminario optativo se desarrollará de forma presencial, con clases semanales de 2 ha 15, a realizarse en el departamento de Montevideo. Las actividades previstas incluyen las presentaciones a cargo de la docente sobre los contenidos teóricos del seminario y presentación de material bibliográfico a cargos de los/as estudiantes. Se sumará además de los contenidos trabajados en los encuentros presenciales con materiales disponibles en la plataforma EVA. El/la estudiante tendrá un proceso de evaluación continuo durante todo el semestre pudiendo solicitarse tareas domiciliarias en el transcurso del semestre. ATENCIÓN: Se requiere nivel básico de comprensión lectora en idioma inglés. De todas formas, se espera que se conformen grupos de estudio entre quienes estén anotados al optativo.
Dispositivos de evaluación: 
Para la aprobación del Seminario se requiere: (i) participación activa en el curso en las actividades presenciales (80% asistencia); (ii) presentación de artículos en grupos; (iII) realización dedos evaluaciones individuales con preguntas de respuesta breve y preguntas verdadero/falso. La no aprobación de la evaluación individual tiene carácter eliminatorio. Asistencia controlada al 80% de las clases