| Study programme competencies |
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Code
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Study programme competences
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| A2 |
To identify the personal, psycho-social and / or educative factors that may put human health at risk. |
| A3 |
Being able to elaborate a scientific report which involves defining a research problem, the hypotheses and variables, and defining the design, the sample and its method of selection, the tools for collecting data and their subsequent analysis and discussion. |
| A7 |
Knowing to track on a case by choosing appropriate and realistic objectives. |
| A12 |
To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. |
| A13 |
Knowing and being able to use the different models, theories, methods and assessment and intervention techniques that are specific of the different areas of research in Applied Psychology, and developing a critical attitude typical of the scientific spirit. |
| A16 |
To acquire the knowledge and skills necessary for the exposition and defence of a research paper. |
| B1 |
Capacity for analysis and synthesis. |
| B2 |
Capacity for organization and planning. |
| B3 |
Teamwork. |
| B5 |
Skills in interpersonal relations. |
| B6 |
Critical thinking. |
| B8 |
Autonomous learning. |
| B15 |
Ability to work with an interdisciplinary team. |
| B16 |
Ability to communicate with non-experts in the field. |
| C1 |
To express oneself, both orally and in writing, in the official languages of the autonomous region. |
| C3 |
Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning. |
| C6 |
To critically assess the knowledge, technology and information available to solve the problems they face. |
| C7 |
To assume as professionals and citizens the importance of lifelong learning. |
| C8 |
Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Learning the neurophysiological basis of psychodrugs action.
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AR12
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|
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| Learning the features and main factors affecting each of four pharmacokinetic processes. |
AR12
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| Learning the general action mechanisms of psychodrugs, the utility of the dose-response curves, and the factors involved in the interindividual variability to psychodrug response. |
AR2
AR12
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|
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| Learning the main groups of psychodrugs, their action mechanisms and their clinical applications. |
AR2
AR7
AR12
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|
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| Learning the stages in new psychodrug development. |
AR12
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|
CC7
CC8
|
| Skills to express in scientific language and comunicate in an effective manner. |
AR3
AR13
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|
CC1
CC6
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| Working in group in a collaborative manner. |
|
BR2
BR3
BR5
BR6
BR8
BR15
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CC3
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| Skills for speaking in public. |
AR16
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BR1
BR2
BR16
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|
| Contents |
| Topic |
Sub-topic |
| I. Introduction |
1. Neurophysiological bases of psychopharmacology: cell neurophysiology, interneuron communication, psychopharmacotherapy principles. |
| II. Pharmacology |
2. Essential concepts in Pharmacology.
3. Pharmacokinetics: absorption, distribution, metabolization and excretion processes.
4. Pharmacodynamics: drug mechanisms of action, dose-response curves, pharmacologic response variability. |
| III. Psychodrugs |
5. Psycholeptic drugs: hipnotic drugs, anxyolitic drugs, neuroleptic drugs.
6. Psychoanaleptic drugs: antidepressant drugs, psychostimulating drugs, nootropes.
7. Psychodysleptic drugs. |
| IV. Advances |
8. Development of new psychodrugs. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Short answer questions |
A2 A12 B1 B6 C1 |
0 |
2 |
2 |
| Guest lecture / keynote speech |
A2 A12 B6 B8 C6 C7 C8 |
16 |
28 |
44 |
| Seminar |
A16 B1 B3 B5 B6 B15 B16 C1 |
4 |
4 |
8 |
| Supervised projects |
A3 A16 B1 B2 B3 B5 B15 C1 C3 C8 |
0 |
15 |
15 |
| Problem solving |
A2 A7 A13 B1 B6 B8 C3 C6 |
2 |
2 |
4 |
| |
| Personalized attention |
|
2 |
0 |
2 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
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Methodologies |
Description |
| Short answer questions |
When the subject programme has been finished, the students will fill in a short answer questions questionnaire. When the provisional qualifications are published, a date for review several days later will be fixed. |
| Guest lecture / keynote speech |
The professor will introduce the programme contents with the aid of multimedia stuff. She will answer the questions raised by the students. |
| Seminar |
Bibliographic seminars: students will present their projects. Then a debate on each issue will be performed. |
| Supervised projects |
Supervised projects in groups of students about an issue proposed by the professor. With this aim, personalized attention will be given in order to give orientation on the contents to be included in each project and provide with bibliographic stuff. The files corresponding to each project and its presentation will be delivered through the Moodle platform before the deadline fixed. All projects will be available in Moodle. |
| Problem solving |
Practical session dealing with solving problems related to different aspects addressed in this subject. |
| Personalized attention |
|
Methodologies
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| Supervised projects |
|
| Description |
Part-time students: materials used in lectures, and any other useful material, will be available in Moodle platform. Deadlines for supervised projects and questionnaires will be the same than for regular students, and will be specified in Moodle.
For carrying out the supervised projects, personalized attention will be given in order to give orientation on the points to be included in each project and provide with illustrative bibliographic stuff.
Upon students' request, personalized attention will be given in order to answer questions, and provide with orientation and help for developing specific, basic and transversal study programme competencies.
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| Assessment |
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Methodologies
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Competencies |
Description
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Qualification
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| Guest lecture / keynote speech |
A2 A12 B6 B8 C6 C7 C8 |
Regular attendance and participation will be evaluated, only when the student pass the short answer questions questionnaire. |
8 |
| Seminar |
A16 B1 B3 B5 B6 B15 B16 C1 |
Regular attendance and participation will be evaluated, only when the student pass the short answer questions questionnaire. |
1 |
| Supervised projects |
A3 A16 B1 B2 B3 B5 B15 C1 C3 C8 |
It is mandatory to carry out a supervised project. It will be evaluated only when the student pass the short answer questions questionnaire. |
50 |
| Short answer questions |
A2 A12 B1 B6 C1 |
Short answer questions questionnaire. For the students not attending the lectures, this questionnaire will be marked 50% of the final qualification. |
40 |
| Problem solving |
A2 A7 A13 B1 B6 B8 C3 C6 |
Regular attendance and participation will be evaluated, only when the student pass the short answer questions questionnaire. |
1 |
| |
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Assessment comments |
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Second oportunity evaluation: students must deliver a supervised project (in case they had not did it before) and do the short answer question exam.
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| Sources of information |
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Basic
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Brunton, L.L.; Lazo, J.S.; Parker, K.L. (2007) Goodman & Gilman Las bases farmacológicas de la terapéutica. México D.F.: McGraw-Hill Interamericana.
Cabrera Bonet, R.; Mencías Rodríguez, E.; Cabrera Forneiro, J. (1993) Toxicología de los psicofármacos. Madrid: Mosby.
Flórez, J. (2001) Farmacología humana. Barcelona: Masson.
Gómez-Jarabo, G. (2007) Farmacología de la conducta. Manual básico para psicoterapeutas y clínicos. Madrid: Síntesis.
Janicak, P.G.; Davis, J.M.; Preskorn, S.H.; Ayd, F.J. Jr.; Marder, S.R.; Pavuluri, M.N. (2006) Principles and practice of psychopharmacotherapy, 4th edition. Philadelphia: Lippincott Williams & Wilkins.
Pöldinger, W. (1984) Compendio de psicofarmacoterapia. Basilea: Roche.
Rahola, J.G. (2012) Lo que siempre quiso saber de los psicofármacos... y nunca se atrevió a preguntar. Madrid: Aulamédica.
Salazar, M.; Peralta, C.; Pastor, J. (2005) Tratado de psicofarmacología. Bases y aplicación clínica. Madrid: Panamericana.
Schaztberg, A.F.; Nemeroff, C.B. (2006) Tratado de psicofarmacología. Barcelona: Masson Elsevier.
Snyder, S.H. (1992) Drogas y cerebro. Barcelona: Prensa Científica.
Stahl, S.M. (2002) Psicofarmacología esencial. Bases neurocientíficas y aplicaciones clínicas. Barcelona: Ariel.
Zarranz, J.J. (2011) Neurofarmacología contemporánea. Barcelona: Elsevier. |
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Complementary
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Bayés, R. (1977) Iniciación a la farmacología del comportamiento. Barcelona: Fontanella.
Bear, M.F.; Connors, B.W.; Paradiso, M.A. (1998) Neurociencia. Explorando el cerebro. Baltimor: Williams & Wilkins.
Bravo Ortiz, M.F. (2008) Psicofarmacología para psicólogos. Madrid: Síntesis.
Carlson, N.R. (2006) Fisiología de la conducta (8ª Edición). Madrid: Pearson Educación.
Mulder, G.J.; Dencker, L. (2006) Pharmaceutical Toxicology. Scarborough: Pharmaceutical Press.
Pies, R.W. (2000) Manual de psicofarmacología básica. Barcelona: Masson.
Pinel, J.P.J. (2007) Biopsicología. Madrid: Pearson Educación.
Raviña Ruvira, E. (1987) Introducción al diseño de fármacos. Santiago de Compostela: Servicio científico Roche.
Rosenzweig, M.R.; Leiman, A.L.; Breedlove, S.M. (2001) Psicología Biológica. Barcelona: Ariel.
Salazar, M.; Peralta, C.; Pastor, J. (2005) Guía de estudio del Tratado de psicofarmacología. Madrid: Panamericana. |
| Recommendations |
| Subjects that it is recommended to have taken before |
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| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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| Other comments |
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-Computer skills (user level) are recommended in order to use the Moodle platform and prepare the supervised project and its presentation.
-English language is recommended, in order to read the bibliographic stuff. |
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