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INFORMACIÓN BÁSICA

PRÁCTICA No.: 2
NOMBRE DE LA PRÁCTICA: Mental Examination

ASIGNATURA: CLINICAL PSYCHOLOGY

TEMA DE LA PRÁCTICA: Semiology and Diagnosis

LABORATORIO A UTILIZAR: GESELL CHAMBER

TIEMPO: 2 (horas) TRABAJO GRUPAL: TRABAJO INDIVIDUAL:

CONTENIDO DE LA GUÍA
(Para elaborar por el Docente)
COMPETENCIAS DISCIPLINARES. Performs the mental examination in order to contribute to the analysis of
cases and phenomena subject to clinical attention by the psychologist that contribute to the proper identification
of diagnostic classifications.

COMPETENCIAS INVESTIGATIVAS. Integrates epistemological concepts and scientific postulates in order to

achieve the construction of hypotheses that contribute to the explanation of problems and the resolution of
problems.
MARCO TEORICO.
The notions of mental illness have changed throughout history and through cultures. For example, in ancient
times magical and animist conceptions predominated to explain deviant behavior; in the middle ages mental
disorders were associated with divine punishments related to behaviors that the church pointed out as sinful;
During the nineteenth and twentieth centuries with the advent of the scientific revolution and organicist postures,
mechanistic explanations began to prevail and psychopharmacology and psychobiology emerged with force.
More recently, postmodern critics have raised serious questions about the theoretical assumptions about
psychopathology and interventions in the field of psychotherapy that have been proposed by modernism to serve
capitalist purposes (Huertas, 2014).

"Currently, in many areas, especially in the human sciences, it is required that, in addition to mastering contents
and techniques, professionals are increasingly competent" (Del Prette, Del Prette & Mendes, 1999, p. 30), in
relation to the academy and the management of different skills, mainly those of social interaction, which are the
basic nucleus to generate a therapeutic relationship. Therefore, the development of skills, not only professionals,
but skills that are transversal to clinical psychology, such as interpersonal skills, are fundamental for any clinical
psychologist to determine or achieve the main objective of a psychotherapy. which is to foster a
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psychotherapeutic relationship, where you can obtain sufficient and truthful information, which allows you to arrive
at an understanding of the behavior of the client, which helps him to generate an intervention in order to alleviate
his discomfort.

1. Elements of experiencing: This denomination refers to what has been called basic elements constitutive of the
psychic apparatus. Among the elements of experiencing, we distinguish:

2. Experiential instruments: These are general factors whose presence and operability depends on experiential
construction, being therefore necessary determinants. These are:

3. Fundamental qualities of the experiences: Corresponds to certain general qualities that only arise in human
nature and that are the result of ego functionality. Its dynamic character requires a dimensional approach that
distinguishes the following dimensions:

Fundamental
Elements of Experiential
qualities of the
experiencing instruments
experiences
• Sensation, • Awareness • Reality-unreality
perception and • Intelligence dimension
representation • Attention • Activity-passivity
• Thought • Memory dimension
• Affectivity • Orientation • Dimension
• Psychomotricity or approach-avoidance
conation • Dependency-
independence
dimension

CONSULTA PREVIA.
In groups of maximum 3 people
1. You can find the categories of semiology of Capponi (1987) or other Semiology Handbook.
2. The group will make a brief summary that includes only the symptoms or psychopathology, will present
it in Word format only. It will do so in a table that includes the following information:
a. Pathology or symptoms (name)
b. Example (image or video to illustrate)
c. Reference of the source where you got video or photo
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PALABRAS CLAVE *
Mental Examination, therapeutic frame, clinical skills, semiology
METODOLOGÍA.
In the laboratory groups (maximum 3 students):

1. Groups should assign the roles of therapist (s) and patient (s)
o Therapist (s): Must handle the considerations regarding rapport, empathy and therapeutic relationship.
o Patient (s) or consultant (s): Must assume a role that allows classmates in the classroom to see clearly verbal
and non-verbal behaviors related to the problem they are trying to show. The consultant can be a real patient, an
external collaborator or a member of the working group, ideally an external guest to improve the impact of the
work that is performed.
o Observers: Observers will be the people who are on the other side of the camera, who will be interviewed and
will take observational data about the interaction focused on both the role of patient and the role of consultant.
2. Each group will have approximately 15 to 20 minutes to develop the initial interview. It is necessary to
bear in mind that this time can be assigned differently according to the number of work groups.
3. The group must have materials for the construction of a clinical history and guarantee the handling of
the information. They must be physically: (a) informed consent prepared by the group in the prior
consultation, (b) informed consent for the use of the Gesell chamber, (c) have the relevant documentation
to form a medical history file (photocopy of cc of the consultant, health card), all this information must be
filed in a physical folder under the specifications of the management of medical records.

Fuente: Elaboración propia

Note: Each of the groups is free to organize the furniture that is in the Gesell chamber since they can be adjusted
according to the therapeutic style and the theoretical model. They can bring objects for decorative purposes to
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simulate a personalized consultation, they can add or remove objects for the purposes of the exercise. They can
include elements such as music, plants, decorations of their preference that allows them to develop a personal
style. It is recommended to take into account: Furniture layout, personal space, information registration, time
management, time management (use of chronometer or clock is recommended), framing style and explanation
of ethical considerations, closing process.

Fuente: Elaboración propia

MATERIALES, EQUIPOS Y REACTIVOS A UTILIZAR (Indicar las cantidades)
Materiales y Equipos Reactivos Materiales Estudiante
Television and video system Basic Guide for mental
examination (1)
Laboratory Guide Informed consent (1), Informed
consent for Gesell chamber (1),
Folder (1). (Only if this is the first
session with the patient) Medical
Record (1)
Gesell Chamber or consultory

PRECAUCIONES Y MANEJO DE MATERIALES Y EQUIPOS. CONSULTA DE EQUIPO ESPECIALIZADO.

Appropriate management of technological equipment, such as the Gesell camera and recordings, with their due
informed consent.

RISK FACTOR'S
Role plays (with a non-real or real case) can affect the mental and psychological health of both students and
consultants. For the above, it is suggested that students keep absolute confidentiality about the topics covered
during the exercises, respect the various manifestations of those involved during them, avoid intervening if any
of the participants reacts unexpectedly and provide the teacher as a professional, take charge of the
contingencies.
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Taking into account the protection of the student and the consultant in the exercise of the practice, you must
meet the following conditions in each displacement that you make inside and outside the UMB educational
institution; that contributes the proper development of the guide; Therefore, the student and the consultant must:
- Permanently port the documents that accredit him as a student enrolled in this academic period to the
UMB or that the students, process the admission of the consultant (external) to the facilities of the UMB.
- Permanently port the health documents that certify you as a user of an EPS service, prepaid medicine
or Sisben updated to the academic period at the UMB.
- Diligence and submit, together with the guide, the informed consent in which the user is informed of the
evaluation and the uses to be made of the results obtained (academic).
- Present the emergency or referral lines (procedure) if necessary, for the consultants.
- If you are a consultant external to the university, you must request to enter the laboratory one week in
advance with full name and document number of the external person who will participate in the exercise.

PROCEDIMIENTO A UTILIZAR.

Invite an external consultant

or prepare a role play with the They will consolidate the
help of a partner outside the results report
group.

Take turns to the Gesell

Observers will rate group and
chamber to hold the initial
individual performance.
session

Each group will perform an

exercise of self-observation of
Mental examination with the
their exercise and will take
pacient (second sesion)
note of both the individual
and group performance.

BIBLIOGRAFÍA RECOMENDADA.

- APA. (2013). DSM-5: Diagnostic and statistical manual of mental disorders,. Fifth Edition.
- Bravo, I (2009). Formulaciones Clínicas en Psicoterapia. Terapia psicológica, Vol. 27, Núm. 1, julio-sin mes,
2009, pp. 93-102. Sociedad Chilena de Psicología Clínica Chile. Disponible en:
http://www.scielo.cl/pdf/terpsicol/v27n1/art09.pdf
- Compas,B y Gotlib, I. (2003). Introducción a la Psicología Clínica. México: Mc. Graw Hill.
- Codigo deontológico y ley del psicólogo (Ley 1090 de 2006)
- Caballo, V. (2014). Manual de psicopatología y trastornos psicológicos. España: Ediciones Pirámide.
- Del Prette, A., Del Prette., Z & Mendes, M. C. (1999). Habilidades sociales en la formación profesional del
psicólogo: Análisis de un programa de intervención. Psicología Conductual, 7, (1), pp. 27-47
- Hernández, A. (2007). Familia, ciclo vital y psicoterapia sistémica breve. Bogotá: Editorial El búho
- Huertas, R. (2014). La locura. España: Editorial CSIC Consejo Superior de Investigaciones Científicas.
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-OMS|Salud mental: un estado de bienestar. Recuperado de:

www.who.int/features/factfiles/mental_health/es/
- Phares, E. (1999). Psicología clínica: conceptos, métodos y práctica. México: Manual Moderno.
- Quant, D. (2013). Formulación clínica de caso: Aspectos Metodológicos. Revista Varguardia Psicológica, 3 (2),
160-172. (UMBuscador)
- Salaverry, Oswaldo. (2012). La piedra de la locura: inicios históricos de la salud mental. Revista Peruana de
medicina y salud pública (29)1, pp. 143-148

ELABORÓ REVISÓ APROBÓ

Grupo o Programa de: Psicología Director de Programa de: Jefatura de Laboratorios

Sandra Fagua-García Psicología
Juan Camilo Urazan
Fecha:
Fecha: 21/06/2019 Fecha:2019

LABORATORY REPORT
(To elaborate by the Student)

SUBJECT:
STUDENTS:
 GROUP:


NOTE:

CAREER: Psychology TEAM WORK: INDIVIDUAL WORK:

FORM THREE SKILLS YOU WISH TO ACQUIRE OR DEVELOP THROUGH LABORATORY PRACTICE. The
student will formulate from the revision of the guide the skills that will develop through the practice





Create a Conceptual Map of the topic to be treated in the Laboratory Practice. The student will construct a
conceptual map based on the key words provided by the teacher
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RESULTS. Include tables, diagrams in which students can record the data and observations obtained in practice and
generate an analysis of them by comparison with the updated literature available.

Complete this table based on your own case Mental examination

Elements of Experiencing
General appearance:

Sensation, perception and representation:

Thought:

Affectivity:

Psychomotricity or conation:

Experiential instruments
Awarness:

Intelligence:
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Attention:

Memory:

Orientation:

Fundamental qualities of the experiences

Reality-unreality dimension:

Activity-passivity dimension:

Approach-Avoidance dimension:

Dependency- independency dimension:

Conclusions

CUESTIONARY.

1. In the dialogue shown below, identify in which area there is evidence of alteration of the consultant (C)

T: what day is today?

C: "the day the visits come"
T: What time do they arrive?
C: "when it's time to have tea"
T: what time do you drink tea?
C: "When we all go to the dining room".
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The affected area in the mental examination is:

a) Attention
b) Intelligence
c) Thought

2. If the therapist asks the client: what is the similarity between bicycle - airplane? The therapist is asking about:
a) Attention
b) Intelligence
c) Thought

3. "A patient, mother of two children, apparently responsible wife and behavior conforming to conventional
norms, suddenly begins to make unusual leaks. He disappeared from home for variable periods of three to six
months and with intervals of around two years. In one of these absences she is detected in a brothel in a distant
city, where she was known under another identity, assuming a prostitute role. In both life situations there was
total and genuine amnesia of his alternating life ".

The description of the case allows to see alterations of women in:

a) Attention
b) Awareness
c) Orientation

CAUSES OF ERROR AND ACTIONS TO OBTAIN BETTER RESULTS. The student will describe the variables that, in
his / her opinion, hindered the scope of the proposed skills

Possibles mistakes Alternative behaviors to obtain better results

Error n.o 1: improvising the
interview.
Error n.o 2: speaking with
excessively technical words.
Error n.o 3: exceeding the
interview time
Error n.o 4: say goodbye to the
interviewee from where you
are sitting
Error n.o 5: establish limits
when the patient cries in
session.

CONCLUSIONS. The student will consign in this space the synthesis of the achievements obtained through the
development of the Laboratory practice.
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PROFESSIONAL PLACEMENT OF THE PRACTICE CARRIED OUT. Expose in this space the relationship of
the skills and abilities developed with the exercise of your future profession.

BIBLIOGRAPHY USED. Using the APA standards

ANNEXES.

RUBRIC OF EVALUATION.

PART 1.
ASSESSMENT OF COMPANIONS

In this section of the government rate the contributions of each of the group's members in the development of
the guide and in the execution exercise

CRITERIA NAME: NAME: NAME:

He/She actively contributed

to the development of the prior
Consultation.
He/She fulfilled the
responsibilities assigned by
the group.
He/She attended promptly the
day of the execution of the guide.
He/She stood out for his
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knowledge and participation in the

discussion of results.
The communication with the other
members of the group is cordial and
respectful
Total (average grades)

PART 2.
ASSESSMENT OF TEACHER

RUBRICA DE EVALUACIÓN PSICOLOGÍA CLÍNICA

INDIVIDUAL CRITERIOS DE EVALUACIÓN
NOTA
Estudiante 0 – 1,5 1,6 - 2,9 3,0 - 3,9 4,0 - 4,5 4,6 - 5,0
DESEMP
EÑO

1.
2.
3.
GRUPAL % 0 – 1,5 1,6 - 2,9 3,0 - 3,9 4,0 - 4,5 4,6 - 5,0 NOTA
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50%

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mínimos
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Hace un uso
No hace uso de Ocasionalmente Hace un buen
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