• Pereira Picolo Ribeiro Mayron

For the validation of modul III (DIAGNO CLIN) it is obligatory to take either this course or the course of Annette China "Strukturierte Standardisierte Diagnostik Psychischer Störungen. Erwachsenen- und Kinder-DIPS" or the course of Saba Chopard "Diagnostic : conduite d'entretiens structurés".

32 students maximum.

This course will allow students to deepen their knowledge in diagnostic and to develop their diagnostic and counceling skills. Students will be asked to read and summarize articles on the bases of the diagnostic process and on how to develop a good diagnostic setting. They will be then provided with two case studies, one related to eating disorders and one related to depressive disorders. The case studies and the diagnostic instruments will be discussed in the course. Students will then work in small groups and train their diagnostic skills using role-plays.

Course Structure Module

1: Introduction to Diagnostic and Classification System
• Classification Systems (Stein, Lund, & Nesse, 2013) • Differential Diagnosis – Step by Step (First, 2013) Module

2: Depressive Disorders 
• Disorders main focus: Major Depressive Disorder (American Psychiatric Association, 2013) 2/3
o Diagnostic features;
o General information;
o Differential Diagnosis;
o Clinical Cases (First, 2013).
• Instrument o MADRES (Montgomery & Asberg, 1979)

• Supervision Sessions Module 3: Feeding & Eating Disorders 
• Disorders (American Psychiatric Association, 2013)
o Diagnostic features;
o General information;
o Differential Diagnosis;
o Clinical Cases (First, 2013).
• Instruments o EDE (Fairburn & Cooper, 1993)
o SCID-5

• Supervision Sessions Closing and Feedback 

Evaluation System

3.5 à Video of one of the interviews, in pairs.
• Evaluation criteria according to the evaluation grid.

2.5 à weekly or bi-weekly essays/synthesis given on separate Instruction sheets.
• X OK- OK OK+ system
o X – the student did not hand in the essay;
o OK- – the student handed in the essay, but it was not to content. When this happens, feedback will be offered and the student will be given the chance to resubmit it the following class in accordance to what was proposed. Done that, the student can change the OK- into an OK;
o OK – the student handed in the essay and it is to content;
o OK+ – the student handed in the essay and did a great job.

If, by the end of the course, the students have all OKs and/or OKs+, he/she will get the maximum amount of points in this category. Otherwise, it will follow a 0-3 rate:
o X – 0 points given;
o OK- – 1 point given;
o OK – 2 points given;
o OK+ – 3 points given.
• Note that the only difference between OK and OK+ will be in case the student does not hand in any essay or does not have it redone when required.

Course Objectives

By the end of this course, the students should be able to:

• Know the international classification systems for mental disorders;

• Search for differential diagnosis cues;

• Describe and diagnose depressive disorders;

• Properly use the ‘Montgomery-Asberg Depression Rating’ (MADRES);

• Describe and diagnose feeding & eating disorders; • Properly use the ‘Eating Disorder Examination’ and the SCID eating disorder section.

REFERENCES American Psychiatric Association. (2013). Diagnostic and Statistic Manual of Mental Disorders (5th ed.). Washington, DC. Fairburn, C. G., & Cooper, Z. (1993). The Eating Disorder Examination (twelfth edition). In C. G. F. G. T. Wilson (Ed.), Binge Eating: Nature, Assessment and Treatment (pp. 317-360). New York: Guilford Press. First, M. B. (2013). DSM-5 Handbook of Differential Diagnosis. Washington, DC: American Psychiatric Publishing. Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. Br J Psychiatry, 134, 382-389. Stein, D. J., Lund, C., & Nesse, R. M. (2013). Classification systems in psychiatry: diagnosis and global mental health in the era of DSM-5 and ICD-11. Curr Opin Psychiatry, 26(5), 493-497. doi:10.1097/YCO.0b013e3283642dfd