Article 21 of Law 44/2003, of 21 November, for the management of health professions, lays down the procedure for approving the training programmes for health sciences in the health sciences, providing for their publication in the Official State Gazette for general knowledge.

The National Commission for the Specialty of Clinical Psychology has developed the training program for this specialty, which has been ratified by the National Council of Specialties in Health Sciences, an advisory body of the Ministries of Health and Social Policy and Education in the field of specialised health training.

This training program has increased its duration in one year, which will allow a better qualification of these professionals according to the progressive importance that mental health has in our healthcare system. The program has been studied, analyzed and reported by the Human Resources Commission of the National Health System, among others, the health advisers of the various autonomous communities and the Director General of Universities of the Ministry of Education.

Under the provisions of Article 21 of Law 44/2003 of 21 November, previous reports from the Human Resources Commission of the National Health System and the Ministry of Education, I have:

First. -Approve the training program of the Specialty of Clinical Psychology, the content of which is published as an annex to this Order.

Second. -This training program will apply to the residents of the Specialty of Clinical Psychology who obtain a place in training in the Teaching Units of that specialty, starting with the 2009 convocation, for access in 2010, to specialised health training places.

Single transient disposition.

To the residents who, at the entry into force of this Order, are pursuing their training in the Speciality of Clinical Psychology for having obtained a place in formation in previous calls to which is mentioned in the second section of This Order shall apply to them the previous programme of that specialty, approved by Resolution of 25 April 1996, from the Secretariat of State of Universities and Research of the Ministry of Education and Science.

Notwithstanding the above, to residents who would have obtained a place from the 2006 call for selective testing for access in 2007, to specialized health training places approved by Order SCO/2907/2006, 14 In September, the guardian, with the verification of the corresponding Teaching Commission of the Teaching Unit in which the place has been obtained, may adapt the individual training plans, on a proposal from the same and with the resident's new training program of the specialty of Clinical Psychology with a duration of four years, provided that, in the opinion of the tutor and the aforementioned Teaching Commission, such adaptation is compatible with the general organization of the teaching unit and with the specific situation of each resident.

In the event of the adaptation provided for in the preceding paragraph, the Teaching Commission shall notify the Manager/Director of the institution to the effect that the contract of residence shall be extended as the increase in the four-year training period.

Final disposition.

This Order shall enter into force on the day following that of its publication in the "Official State Gazette".

Madrid, 2 June 2009. -Minister of Health and Social Policy, Trinidad Jiménez García-Herrera.

ANNEX

CLINICAL PSYCHOLOGY SPECIALTY TRAINING PROGRAM

1. Official name of the specialty and titration requirements

Clinical Psychology.

Duration: 4 years.

Previous studies: Bachelor's degree in Psychology

2. Introduction

Clinical Psychology is a medical specialty of Psychology whose constitution as a professional activity of the psychologist surpasses the century of antiquity. Its emergence derives from the accumulated scientific knowledge on the nature of mental and physical disorders and diseases affecting people, their theoretical-technical character, and the need to respond to a whole broad social and scientific demands in the field of human health and disease. Its applications are multiple and in different areas. These include the development of specific, empirically based technical instruments and procedures for the assessment, diagnosis, prevention and treatment of mental, behavioral, emotional, and mental disorders. cognitive, and relational as well as to improve understanding and addressing the psychological repercussions that physical diseases and their treatments have on people and on the very evolution of those diseases.

Clinical Psychology conceives health and disease as complex processes in which, at different times and at different causal levels, both psychological and social and biological factors are involved. The person is considered to be an active agent, both in health and disease processes. Health is conceived as the best possible level of balance, adjustment, and bio-psycho-social development of each individual. Clinical Psychology is therefore a field of theoretical-technical and professional development, specific and particular of scientific psychology, a pioneer in considering health-disease processes in terms of complex networks of interaction. This has enabled it to establish new frameworks by providing comprehensive solutions to problems that, like those affecting human health, are multi-determined.

In line with the expressed, the Clinical Psychology has been experiencing since its appearance in the scientific-professional scene at the end of the nineteenth century, a constant growth and evolution, in such a way that today they result They are not able to make the most of their contributions in areas and very diverse problems related to health-disease processes, which in turn requires increasing levels of expertise.

In the preparation of this program, the characteristics and evolution of the clinical psychology mentioned above have been taken into account, as well as the need to develop, in the near future, Specific Training Areas. sub-specialties of Clinical Psychology, as provided for in Law 44/2003, of 21 November of ordination of the health professions.

The training programme is structured on the basis of a basic training in clinical psychology, enabling future specialists to exercise their own tasks of evaluation, diagnosis, psychotherapy and Psychological intervention and treatment procedures, in the various fields that today make up the specialty. These fields are not limited today to the traditional realm of mental health. It is therefore envisaged in the programme that, in the last year of residence, the RIP will carry out specific training courses so that they can access training areas not included in the basic rotation circuit.

3. Defining the craft and action field

Clinical Psychology is a medical specialty of Psychology that deals with the psychological and relational processes and phenomena involved in the health-disease processes of human beings.

Its objective is the development, application, and empirical contrast of theoretical principles, methods, procedures and instruments to observe, predict, explain, prevent and treat mental disorders and diseases, as well as problems, alterations and emotional, cognitive, behavioral, personality, and adjustment to the problematic situations of life, including physical illnesses and their treatments. All of these disorders, diseases, alterations, and problems influence different levels of human health and disease processes, and interfere with the physical and mental well-being of people.

The field of action of Clinical Psychology encompasses research, explanation, understanding, prevention, evaluation, diagnosis, treatment and rehabilitation of mental disorders, as well as phenomena and processes. psychological, behavioral, and relational that affect people's health and disease, from a comprehensive and multi-determined conception of human health and disease. To do this, it is worth contrasting and contrasting scientific research procedures.

Develops its activities in public and private healthcare and socio-healthcare settings, and in all stages or phases of the life cycle, acting with:

-Individuals, partners, families, groups.

-Institutions, organizations, and community.

-In the public and private environment.

And contributes to:

-Improve and/or regain the health and physical and mental well-being of people

-Improve the quality of public and private health and mental health and services, both in the field of primary and specialized care.

-Plan new health services and services, especially those related to mental health.

-To advise the public authorities on the specific tasks of the specialty, both in terms of organizational and clinical content, training and others.

-Promote healthcare for people from an inter- and multidisciplinary perspective.

4. The professional profile of the specialist in Clinical Psychology and its professional skills

Specialized psychological care is one more benefit of the National Health System. The clinical psychology specialist is competent to assume and perform the following functions in the following areas:

4.1. In the clinical-care field of promotion, prevention, evaluation, diagnosis and treatment:

a) Identify and assess psychosocial risk factors for mental health and overall health.

b) Identify mental disorders and diseases, as well as any other problems, diseases, or dysfunctions that affect people's mental and physical health.

c) Make the diagnosis of mental disorders, according to the international classifications, and establish differential diagnoses, using for all the procedures of evaluation and psychological diagnosis relevant and sufficiently contrasted.

d) Establish forecasts for the evolution of identified problems and related factors, as well as their possibilities for modification.

e) Develop appropriate programming and evaluation of assistance, prevention and promotion interventions needed for the restoration or, where appropriate, improvement of health and well-being.

f) Design and implement specific intervention and treatment programmes, using relevant and sufficiently proven psychotherapeutic techniques and procedures.

g) Conduct advisory, interconsultation and liaison activities with other professionals and services and be part of teams with medical professionals from different specialties.

h) Handle urgent situations.

i) Design and apply the necessary psychological interventions in the care processes of physical diseases.

j) Identify and intervene in individual, family and community crisis situations.

4.2. In the field of Management, Administration, and Management:

a) Develop management, planning, management, and/or coordination of services, equipment, and programs, especially those related to mental health care.

b) Organize the work taking into account its inclusion in a global planning. To develop or contribute to such planning, with the contest for other professionals.

c) Develop procedures and systems for evaluating interventions, programs and services, contributing to the implementation, development and improvement of quality of care.

d) Collect, analyze, and transmit information by collaborating in the fulfillment of established protocols and information systems.

e) Participate in all the coordination activities necessary for the development of the activities and programs of the team in which its activity is carried out.

f) Know, relate and optimize existing health and non-health resources in the medium in which it acts, encouraging all initiatives that meet, with criteria of effectiveness and efficiency, to improve the level of health of the population.

g) Promoting actions aimed at encouraging individual, social and institutional attitudes of respect, integration, support and care for people with mental, behavioral, physical, or mental disorders and diseases any other type, with special care to avoid, correct, and prevent behaviors and attitudes that result in the stigmatization of people suffering from such disorders and diseases

h) Carry out theoretical-technical knowledge at the different levels of collaboration established with other professionals, as well as receive their critical contributions and assessments.

4.3. In the field of teaching and research:

a) Designing, programming, directing, organizing, and participating in training actions for teams and programs through a methodology that favors active learning: clinical, bibliographic, updating and evidence of knowledge, monitoring, monitoring, research and continuing training.

b) Monitor and tutoring the activities of clinical psychologists in training, and collaborate in the training of other healthcare and non-healthcare professionals, involved in improving the health of people and society.

c) Design, develop, implement, direct, coordinate, and evaluate human health research, and collaborate with other teams, devices, and institutions.

5. Objectives of the training

5.1. General objectives:

a) To train clinical psychologists in training for the performance of the specialty, from an ethical perspective, of comprehensive care, adequately addressing the levels of promotion, prevention, treatment and rehabilitation.

b) Train clinical psychologists in training for the performance of their own tasks of evaluation, diagnosis, intervention, and psychological treatments, in the most effective and efficient way possible, attending to the maximum scientific quality standards available at any time.

c) Train clinical psychologists in training for the interdisciplinary exercise that requires a multidimensional conception of both the human being and the health and disease processes.

d) To train clinical psychologists to understand and manage the variables and institutional factors that are present and intervene in the performance of clinical-care activity at its various levels and contexts.

5.2. Specific objectives:

During your training period, the clinical psychologist must acquire, according to principles based on the best scientific evidence available at any time, the necessary knowledge, attitudes, skills and competences. for:

a) The reception and analysis of the demand, and the subsequent establishment, implementation, and follow-up of the plans for diagnosis, evaluation, clinical intervention, and/or more appropriate psychological treatment.

b) Use the techniques and procedures of clinical-psychological interview in an efficient manner, in order to establish the relevant functional analysis of the problem presented by an individual patient, or a group, and to provide elements for the establishment of the most appropriate therapeutic plan.

c) Use effective and proven psychological assessment and diagnostic tools and techniques for the identification of mental and behavioral disorders and diseases, as well as risk factors partners, regardless of the level of severity, dysfunctionality, interference, and/or deterioration of such disorders and diseases.

d) Assess and diagnose mental and behavioral disorders and diseases by means of proven and appropriate techniques and evaluation procedures to the specific problem and taking into account individual factors and specific sociodemographic.

e) Use in an efficient and efficient manner the techniques and procedures of intervention that are contrasted and appropriate to the problem presented by an individual patient, or a group, and taking into account the individual factors and specific sociodemographic.

f) Designing, applying, assessing effectiveness, and monitoring programmes of support, intervention, psychotherapy and psychological treatment, at the individual, family, group and community level, taking into account the severity, urgency, and degree of deterioration, interference and dysfunctionality of disorders, diseases, or problems to which such programs are to be applied.

g) Design, apply, and assess the effectiveness of psychotherapy programs and psychological intervention and treatment procedures specifically designed for acute patients, and participate in the resolution of crisis and emergency.

(h) Design, implement, evaluate effectiveness, and carry out monitoring of specific programmes for evaluation, diagnosis, psychotherapy and intervention and psychological treatment procedures in the children's population and adolescent.

i) Design, apply, evaluate effectiveness, and track specific programs for evaluation, diagnosis, psychotherapy, and procedures for psychological intervention and treatment in the elderly.

j) Design, apply, evaluate effectiveness, and carry out monitoring of specific evaluation, diagnosis, psychotherapy and intervention procedures and psychological treatment in people with disabilities intellectual and mental disorder.

k) Design, apply, evaluate effectiveness, and track specific programs for evaluation, diagnosis, psychotherapy, and procedures for psychological intervention and treatment in people with addictions.

l) Design, apply, evaluate effectiveness, and track specific rehabilitation and long-term care programs.

m) Design, apply, evaluate efficacy, and carry out the follow-up of psychotherapy programs and specific psychological intervention and treatment procedures for physical diseases, with special attention to Morbid processes of a chronic nature, in whose evolution psychological factors play a determining role.

n) Know and apply interpersonal and teamwork relationship techniques.

o) Support for overcoming sequelae in disease/trauma-related processes.

p) Develop coordination and cooperation programs with the care network devices, and know and use social, legal, educational, and community resources.

q) Participate in preventive and health promotion activities, early detection and intervention of mental and behavioral disorders and diseases, as well as counseling, liaison, and interconsultation, in coordination with Primary Care Teams and Specialized Care Services.

r) Develop counselling programs for social, educational and legal officials and agents.

s) Perform clinical reports, certificates, and psychological expertise.

t) adequately manage the scientific methodology necessary for the design and implementation of clinical, social, educational and epidemiological research programs in the field of health.

u) Develop your professional exercise in accordance with the guidelines of care ethics and professional deontology.

v) Being able to supervise other professionals or students in the process of training, in areas of knowledge and professionals related to clinical psychology.

w) Public and argued exposure in the health and scientific fields of professional knowledge and findings.

x) The critical self-assessment and identification of their needs for training development and professional improvement, and the support of their process of learning and technical-technical updating throughout their life professional.

and) The proper use of healthcare resources, taking into account the cost-benefit dimension of health resources and their relationship to the principle of justice of care ethics.

6. Characteristics and general scheme of the training programme

The specialized training in Clinical Psychology is based on practical action, complemented with a theoretical training that frames it in its contents and perspectives, through a methodology that favors learning Resident's asset.

Throughout the training, the resident will have the necessary and definite figure of the Tutor, who must be a Specialist in Clinical Psychology. On the basis of the functions established by Royal Decree 183/2008 of 8 February 2008, the Tutor will plan, manage, monitor and evaluate the entire training process, proposing, where appropriate, measures to improve the development of the programme and promoting self-learning, the progressive assumption of responsibilities and the research capacity of the resident, with particular attention to the efficiency and quality of the activities that the RIP carries out in the different phases of the process training.

The activity of the General Tutor may be supported, but not replaced, by the activity of the rotation supervisors in the services or units where a certain rotation is performed. And all this, likewise, in relation to the theoretical contents. In general, the organisation, assessment, supervision and progressive responsibility of the resident and other formative/teaching aspects shall be subject to the provisions of the Royal Decree referred to above.

Access to training, their organization, supervision, evaluation and accreditation of multi-professional mental health teaching units will be carried out in accordance with the provisions of Royal Decree 183/2008 of 8 February 2008. that the specialties in Health Sciences are determined and classified and certain aspects of specialized health training are developed.

The general scheme for the contents of this program is distributed in the following sections:

-Common cross-sectional general training with other health sciences to develop during the four years of residence (paragraph 7).

-General theoretical training in clinical psychology to be developed during the four years of residence (paragraph 8).

-Clinical-care content. Basic and specific rotations linked to the objective activities and theoretical knowledge (paragraph 9).

-Continued attention (paragraph 10).

7. General cross-sectional theoretical training common with other specialties in Health Sciences

7.1. Bioethics, healthcare ethics and professional ethics.

-Principles of bioethics.

-Methodology for the analysis of the ethical-care problem.

-Human rights and mental health.

-Professional health-patient relationship.

-Informed Consent.

-Consent of the minor and the incapacitated patient.

-Confidentiality and professional secrecy.

-Professional deontology.

-Committees of care and research ethics.

7.2. Health organisation and legislation.

-Users ' rights and duties.

-Structure and functional organization of health services.

-Legislation applicable to healthcare professionals and health services

-Legal and institutional framework and functional organization of the mental health network of the Autonomous Community, and its articulation with other networks and services.

-Legal-regulatory framework in mental health and legal aspects related to assisting people with mental disorders.

7.3. Clinical management:

-Planning, programming of care activity, participatory direction by objectives. Quality indicators in mental health.

-Quality methodology. Health assessment systems. Indicators. Clinical practice guidelines. Quality management programs.

-Methodology in process management. Knowledge of the structure and functions of mental health devices, service networks, and coordination programs.

-Coordination, management and management of work teams. Team work methodology.

-CA's National Mental Health Strategy and Director Plan for Mental Health and Addictions.

-Service portfolio of SNS and CCAA.

-Design, realization and evaluation of health programs and services.

7.4. Methodology of Research:

During their training the resident must be started in the knowledge of the research methodology.

You must acquire the necessary knowledge to conduct an investigation study either of an observational or experimental type. It should also be able to critically evaluate the scientific literature concerning the health sciences, being able to design a study, perform field work, the collection of its data, the statistical analysis as well as its discussion and elaboration of conclusions to be presented as communication or publication.

It is recommended that the cross-sectional training referred to in this section be organized by the Teaching Commission in conjunction with the residents of other specialties.

8. General theoretical training in Clinical Psychology

The contents of the program should be articulated, as far as possible, with the assistance activities of the successive rotations. The aim of the programme is to deepen the knowledge acquired during previous training as a general psychologist, on the models, techniques and resources for the diagnosis, evaluation and psychological treatment of the psychopathology and their research at different stages of the life cycle.

Consequently, the program is focused on increasing knowledge about the conceptual, methodological, and research aspects related to mental and behavioral disorders and diseases, their structure and clinical presentation, and the various etiological factors involved in its development and maintenance, as well as strategies and techniques for its correct diagnosis, treatment and prevention. The program also focuses on the compression and approach of the psychological factors triggers and maintenance of the physical diseases and the psychological repercussions that the physical diseases and their treatments have on the persons. It also includes content related to ethical and legal aspects specific to Clinical Psychology.

The set of theoretical training will be between 15% and 20% of the total time of the training programme. The content can be acquired through a methodology that favors the resident's active learning through: clinical sessions, bibliographic sessions, workshops, seminars, classes, doctoral courses, post-graduate courses, and others. In any case, the tutor will be responsible for ensuring that the teaching contents are in line with the program and are taught by qualified staff for post-graduate teaching and experts on the topics to be taught.

The training is structured in two large sections: the first one referred to the general contents of the training program, and the second related to those specifically linked to the programs of rotation. The contents of these programmes are included in the relevant sections.

8.1. Conceptual, legal and institutional frameworks specific to Clinical Psychology:

-The deontological code of the psychologist.

-Legal and Forensic Clinical Psychology: assessment in the forensic field of psychological factors related to health, psychopathological alterations and mental disorders, and their civil, occupational implications and penalties. Assessment of damage and sequelae. Assessment of disability. Forensic assessment. The forensic report in Clinical Psychology.

-The process of scientific research in Clinical Psychology: Definition of the problem, hypothesis, design, analysis of the results, discussion and writing of the report.

-Valuation of the effectiveness and efficiency of treatments and programs of evaluation, diagnosis and intervention in Clinical Psychology.

8.2. Clinical assessment and diagnosis:

-Clinical interview and psychological and psychopathological exploration.

-The medical history.

-Techniques, strategies and procedures for psychological evaluation and diagnosis.

-The diagnostic process in Clinical Psychology.

-The clinical report.

-The expert report.

-Criteria and systems for psychopathological and classification diagnosis of diseases and mental, emotional, cognitive, behavioral and relational disorders.

-Special characteristics of the evaluation and clinical diagnosis of the population with intellectual disability and mental disorder.

-Special characteristics of the psychological evaluation in population with physical diseases.

-Special characteristics of clinical assessment and diagnosis of population at risk of social exclusion.

8.3. Clinical disorders and mental and behavioral diseases:

-The bio-psycho-social model of health and disease.

-Update on psychopathology of processes, functions, and mental, emotional, relational, and behavioral activities.

-Differences between mental and behavioral disorders and transient and/or related changes to specific life events.

-Cultural, social, and epidemiological conditions of mental, emotional, cognitive, behavioral and relational disorders.

8.4. Psychotherapy and the procedures of psychological intervention and treatment:

-Therapeutic process and psychotherapeutic skills.

-Skills and communication strategies.

-Therapeutic efficacy and analysis of the differential efficacy of psychological therapies.

-The effectiveness of psychological treatments, drug treatments, and combination treatments.

-Psychotherapy and cognitive-behavioral procedures of intervention and psychological treatment.

-Promoting mental health, with actions aimed at contextualizing mental disorders within diseases in general with special emphasis on the fight against stigma and discrimination.

-Intervention levels in psychotherapy and other psychological treatment procedures: Individual; Group; Partner and family; Institutional; Community.

-Psychopharmacology.

8.5. Clinical Psychology Research:

Clinical Psychology specialists should be able to apply their research knowledge and skills, acquired in their training as a psychologist, to the field of human health and disease. Throughout the formative period, the resident in Clinical Psychology should develop an investigation related to the contents of the Speciality, and preferably applied or translational, either individually, in group, or incorporated into a team, project, or line of research already established, inside or outside the accredited teaching unit, in the latter case with the authorization of the Tutor.

The Guardian will ensure that the investigation is properly conducted or supervised by experts on the subject chosen by the resident. At the end of the training period, the resident will present the results of the research, if possible in the context of the accredited teaching unit. Where the investigation has been carried out within the framework of a group, it shall submit a report of its participation and, where appropriate, of the results obtained so far, endorsed by the director or supervisor of the group. It shall also attach a copy or a list of scientific publications or reports derived from such research in which it has participated and is the author. The carrying out of the Doctoral Thesis and/or the research papers prior to it, provided that they are related to the content related to the specialty and the tutor authorizes it, may also be considered in this section.

9. Clinical-care contents. Basic and specific rotations linked to the theoretical objectives, activities and knowledge.

The rotation circuit is the main axis on which the specialized training will be articulated as it gives the support and provides the frame of reference for a learning based on the professional practice with increasing levels of autonomy and responsibility in a tutoring process. The rotations for the different care devices must have a defined framework: a health network of specialized services that integrate the accredited teaching unit. This will help to ensure that the profile of the specialist in clinical psychology is adapted to the scientific advances, the health care at each moment and the progressive transformation of the care network.

The rotation circuit will be integrated by the various specialized services and devices of Mental Health, other specialties, and primary care, which are linked to the fulfillment of the training program:

A) Community Mental Health Unit which will be the central focal point of training. There shall be at least one outpatient and community programs or units of attention to: children, adolescents, adults, the elderly, programs and/or centers of care for addictions, as well as programs of support and coordination with Primary Care, Social services, Education equipment, etc.

B) Units of hospitalization in general hospitals or in their defect, in psychiatric hospitals, with differentiated spaces and equipment. There will be interconsultation programmes and liaison and coordination programmes with other hospital services. It should also have a specific reference unit for income of adolescents and differentiated beds for income of children under 12 years of age in the Paediatric Service of the hospital concerned.

C) Health Clinical Psychology Services or Units, and/or Interconsultation and Liaison Programs (Oncology, Neurology, Neurosurgery, Cardiology, Pneumonia, Pediatrics, Palliative Care, Pain Units, Centers of Pain, family orientation, etc.).

D) Programs and/or Rehabilitation Units specifically configured as such. They will have to have rehabilitation and reintegration programmes, adequately coordinated with Social Services.

9.1. Distribution and duration of rotation periods:

The training period includes the following programs:

	N. Months
Community Care, Outpatient and Primary Care support.	12
Care.	3
Addictions.	4
Rehabilitation.	6
Hospitalization and urgencies.	4
psychology of health. Interquery and link.	6
and Adolescent Clinical Psychology.	6
Programs for Developing Specific Training Areas.	4
Rotation disposition.	3

The tutor, depending on the possibilities, availability and capacity of the accredited teaching unit, associated teaching units and agreements signed with other authorized services and considering the interests of the resident, establish the continuity of rotation for the incorporation of the same to the programs for the development of specific training areas. The minimum time for rotation in a specific training area will be 2 months. Freely available rotations will take into account the characteristics, interests and preferences of the residents, which will be heard when planning their concreteness.

The annual organization that is recommended to follow, whenever possible, for the rotation periods is as follows:

	1	2				3					4					5			6				7				8				9				10			11			12		R1
	Community Mental Health Care, Outpatient and Primary Care
	13			14				15				16			17			18				19				20				21				22				23				24	R2
	Primary Care											Addictions														Rehabilitation
	25				26				27			28		29			30				31				32			33				34				35			36				R3
	Rehabi- ltation				Hospitalization and Urgences												Clinical Psychology of Health Interquery and Link.																						P. C. Inf. and Adol.
	37		38				39			40			41				42			43				44					45				46				47			48			R4
	Children's Clinical Psychology and Adolescence																Specific Training Areas																Free

9.2. Specific operational objectives: Activities per year of residence.

The Training Program must have the complementary instrument of the Book of the Resident, which will have the characteristics mentioned in article 18 of the Royal Decree 183/2008, of February 8. The activities carried out during the rotation in each of the programmes, services or devices shall be recorded in the programme. Activities that do not appear as such in the Resident's Book should be recorded and quantified in the individual's individualized and agreed objectives and activities for each resident and in each of the programs of the rotation.

Without prejudice to the protocols approved by the Teaching Commission for significant areas and the instructions given by the tutor according to the individual characteristics of each resident, two indicative levels are established. (NR) in the implementation and development of activities to be carried out by the residents in each of the training programmes, as well as the minimum number of such activities to be carried out by the resident: NR 1: Participating observation; NR 2: Direct Realization.

9.2.1. Community mental health care program, outpatient and primary care support.

A) Objectives

-To know and manage the practical implications of the principles and organizational bases of the Spanish National Health System and the corresponding Autonomous Community, as well as its model of care for Mental Health.

-Know and manage the legal and legal aspects of clinical practice and the legal problem of mental disorders.

-Know the service portfolio of the SNS and the corresponding Autonomous Community.

-Know and manage the international systems for the diagnosis of mental and behavioral disorders.

-Know, manage and assess psycho-agnostic and psychological evaluation instruments, clinical interview techniques, analysis and case formulation.

-Perform diagnostics, including differential diagnosis, elaborate clinical histories, clinical reports, and expert reports.

-Know, apply and assess the effectiveness of psychotherapy programs and psychological intervention and treatment procedures, at the individual, family, and group levels.

-Acquire knowledge, skills and experience in clinical management and follow-up of cases with chronic disorders.

-Know and, where appropriate, apply the national and international Clinical Guidelines for the approach of mental and behavioral disorders.

-Acquire knowledge and experience in working in multidisciplinary teams.

-Design, apply, and monitor the Individual Treatment Plan in severe Mental Disorders.

-Participate in the coordination with Primary Care collaborating in the joint assessment and referral of cases, as well as in the follow-up and advice of the cases that can be attended in Primary Care.

-Participate and collaborate in coordination with other health, social, educational, employment, tutelary and judicial devices.

-Participate and collaborate in clinical and epidemiological planning, prevention, and evaluation activities.

-Participate and collaborate in the design of health prevention and promotion activities and programs, and especially mental health.

-Know and apply criteria for hospitalization, interconsultation, and referral to other resources and social and health professionals.

-Acquire knowledge and experience in advice and advice techniques.

-Acquire knowledge and experience in programming, organizing, and planning teams, units, services, or other healthcare devices.

B) Activities:

-Evaluation, diagnosis and assessment of psychopathology in early consultations: NR1: 20; NR2: 80.

-NR2 clinical story elaboration: 80

-Planning, implementation and follow-up of individual, partner, family, and group psychological and psychotherapeutic treatments. NR1: 20; NR2: 80.

-Outpatient care and follow-up and in the community of patients with severe mental disorders: NR1: 5; NR2: 20.

-Presentation of cases in clinical sessions. NR2: 5.

-Assistance to clinical sessions.

-Making psychological and/or expert reports.

-Assessment and assessment of incapacity for work.

-High indications and elaboration of the same.

-Indication of hospitalizations (total or partial).

-Derivatives to other professionals, programs, and/or social and healthcare resources.

-Care and home intervention.

-Handling of interventions in crisis situations.

-Participation in the development of protocols and programs for evaluation, diagnosis, treatment, monitoring, and referral of cases.

-Participation in, and in your case design, health prevention and promotion programs and activities.

-Participation in multidisciplinary team work.

-Realization of Primary Care support activities, including coordination meetings, joint case assessment, joint clinical sessions, psychological support groups.

-Participation in programming, organization and coordination activities with other social, health and other devices involved in the territory.

-Participation in the development and implementation of Mental Health plans and in activities related to the legal problems of the patient with mental and behavioral disorders.

C) Theoretical Program:

Update on nosology, assessment, diagnosis, explanatory models, neurobiological and genetic bases, psychotherapies and evidence-based psychological treatment programs (taking into account differential aspects) ) for:

-Organic mental disorders.

-Mental and behavioral disorders due to the consumption of psychoactive substances.

-Power disorders.

-Schizophrenic and psychotic spectrum disorders.

-Mood and mood disorders (affective).

-Anxiety and somatomorph disorders.

-Behavior and emotional disorders associated with physiological dysfunctions and somatic factors.

-Personality and adult behavior disorders.

-Adaptive and tuning disorders.

-Mental disorders in intellectual disability and in limit functioning.

-National and international clinical guidelines for the treatment of mental disorders and diseases.

9.2.2. Primary Care:

A) Objectives

-Know the basics of the organization, operation and management of Primary Health Care Centers.

-Participate in the operation of multi-disciplinary Primary Care teams.

-Know the derivation criteria at the specialized level and especially the Mental Health devices.

-Know and participate in organized coordination spaces from Primary Care.

-Acquire knowledge about the most prevalent psychopathology in Primary Care and the differential diagnosis.

-Acquire knowledge about somatic disorders associated with mental pathology.

-Rate the impact of physical illness on the mental state and quality of life of the patient and his family.

-Acquire knowledge about the monitoring of severe mental disorders in the community.

-Acquire knowledge about tracking chronic disorders from Primary Care.

-Know and participate in health promotion and prevention programs.

B) Activities

-Participate in the Primary Care physician's consultation. NR 1: 10.

-Participate in the nursing (adult and pediatric) consultation. NR 1: 5.

-Participate in the Paediatrics Query. NR 1: 10.

-Participate in the activities of the social worker and know the community support networks. NR 1: 5.

-Direct assessment of cases likely to be derived from Mental Health Services. NR 2: 15.

-Making clinical reports. NR 2:15

-Planning, implementation and monitoring of individual, partner, family, and group of reactive and adaptive psychological and psychotherapeutic treatments and mental and behavioral disorders prevalent in Primary Care. NR2: 20.

-Participate in team meetings and organizational and coordination activities with other devices.

-Participate and collaborate in preventive and health promotion programs.

-Participate in training activities.

C) Theoretical Program

-Health promotion and education.

-Disease conduct and disease processes.

-Stress, disease coping, and health.

-Detection, diagnosis and psychological treatment of adaptation and reactive disorders with special attention to risk groups and special situations: unstructured families; victims of abuse; family and caregivers of patients; immigrants; persons and groups at risk of social exclusion.

-Detection, diagnosis, and early treatment of addictive behaviors.

-Advice and advice to support groups and non-healthcare social partners: associations of family and/or sick people; self-help groups; educational community.

-Psychological interventions for primary, secondary, and tertiary prevention of mental and behavioral disorders at the various stages of the life cycle.

-Multiculturality and ethnicity.

-Sexual and reproductive health.

-Psychogeriatrics.

9.2.3. Addictions:

A) Objectives:

-Acquire knowledge about the phenomenon of addictions and the main patterns of addictive behavior.

-Know the main substances that are the object of addiction.

-Know the major behavioral addictions.

-Handle data on the main types and patterns of substance use in the general population.

-Know the incidence of addictive disorders in the reference population.

-Know substance use prevention programs.

-Perform treatment demand analysis, considering its main characteristics and handling of initial situations.

-Handle clinical history in addictions, main elements and characteristic features (toxicological history, functional analysis of addiction, motivational analysis ...).

-Know the various professional roles within the interdisciplinary team.

-To know the main areas of exploration in the addictions and management of scales (toxicological history, severity of addiction, motivational stage, psychopathological screening ...).

-Acquire and apply knowledge on major psychotherapy programs and empirically validated psychological intervention and treatment procedures in addictions.

-Addressing cases with dual pathology, establishing differential diagnoses and carrying out comprehensive and coordinated treatment strategies.

-Acquire and apply skills to address from other care networks situations of addictive behaviors: diagnosis, therapeutic orientation, specific interventions, referrals and treatment of complications.

-Access to information about the specialized network, levels of intervention and main types of care resources (outpatient centers, therapeutic communities, day centers, detox units, units) specialized).

-To know outpatient treatment centers and specialized units: composition, characteristics and main care programs.

-Know the therapeutic community resource in addictions, its features and main lines of treatment.

-Know damage reduction programs.

-To know the specific resources that make up the specialized treatment network for drug dependency and other addictions in each territory.

B) Activities:

-Evaluation, diagnosis and evaluation of first queries. NR 1: 4, NR2:10.

-Realization of clinical histories NR 1: 4; NR 2: 10.

-Realization of diagnostic reports on evaluated patients. NR 1: 4; NR 2: 10.

-Design and application of psychotherapy programs and procedures for psychological intervention and treatment in patients, with the establishment of objectives and activities. NR 1: 4; NR 2: 10.

-Tracking patients. NR 1: 4; NR 2: 10.

-Participation in clinical sessions.

-Knowledge of the various specific care resources through visits and exchanges with their professionals.

C) Theoretical Program

-Programs for the prevention of addictions in school, family, and work areas.

-Neurobiology of addictions.

-The motivational interview.

-Change processes in addictive behaviors.

-Dual Pathology.

-Psychotherapy programs and psychological intervention and treatment procedures.

-Drugs most used in addictive disorders.

-Medical pathology associated with the use of illegal drugs.

-Health care levels, and functional rehabilitation in different areas of dependency.

-Family and employment care and reintegration.

9.2.4. Rehabilitation program:

A) Objectives:

-Train in clinical management and follow-up of people with severe mental disorders.

-Acquire knowledge and develop specific skills to assess skills, development potential, and deficits of people with severe mental disorders.

-Identify the factors of protection and risk of disability and marginalization. Assessment of your social support network.

-Acquire knowledge and develop skills on the programs, techniques and rehabilitation strategies of patients with severe mental disorders in and with the various health and social services and/or devices, from a recovery model.

-Training, development and implementation of individualized treatment plans for patients with severe mental disorders, incorporating both the coordination with the appropriate devices for the achievement of these plans, such as specific techniques and strategies for action on psycho-social deficits, difficulties in labour integration, and shortcomings in social and family adaptation.

-Training in psychoeducational programs to users and users, aimed at empowering and recovering the physical, emotional, social and intellectual abilities and abilities of people with severe mental disorder, with the aim of to achieve an optimal level of personal autonomy, enabling them to adapt to the community and develop as individuals.

-Training in psychoeducational programs aimed at family members, with the aim of improving their knowledge about the disease process of their family member, cooperating in the treatment, contributing to reduce the burden emotional and increase the possibility of affective and supportive relationships.

-Acquire knowledge, skills and attitudes for the clinical management of the person with severe mental disorder, as far as appropriate compliance with the treatment guidelines is concerned.

-Acquire knowledge, skills and attitudes for coordination with the various socio-health resources involved in the support, support and comprehensive rehabilitation of patients with severe mental disorders performing cases based on cases.

-Know the social and health devices available to the accredited Teaching Unit and the criteria and procedures for coordination and referral for better compliance with the Rehabilitation Program.

-Know the socio-cultural aspects that influence the health-disease concept in the person in social exclusion and identify their personal and family resources.

B) Activities:

-Evaluation, development and application of programs to develop and/or recover the personal management capacity, self-care habits and relapse prevention. NR 1: 5; NR 2: 10.

-Development and implementation of programs and activities aimed at improving social, family and work integration (e.g., training programs in social and communication skills, coping with stress, etc.). NR 1: 5; NR 2: 5.

-Application of specific psychological intervention techniques for cognitive, emotional and social deficit reduction.

-Development of specific interventions for the improvement of adherence to treatment plans and the appropriate use of the support resources available in the community. NR 1: 2; NR 2: 5.

-Development of coordination activities with social and health devices involved in the treatment plan (day centers, rehabilitation units, therapeutic communities, day hospitals, assisted residences, protected households, occupational workshops, job insertion programmes, etc.). NR 1: 2; NR 2: 2.

-Development of preparation and training programs for an autonomous life, with special emphasis on the living aspects.

-Developing procedures for participation in the community, including learning of trades and work activity, academic activities, etc.

-Development of activities aimed at preventing stigma and social marginalisation, through the establishment and strengthening of links with the community's social and health resources, including associations of family, businesses, adult schools, self-supporting associations, etc.

-Development of psycho-social education programs aimed at the population or group to which patients belong (family, work areas, etc).

-Training other professionals in the acquisition and improvement of basic skills and resources for the relationship with people with severe mental disorder.

C) Theoretical Program:

-Patient care with severe mental disorder (TMG): from rehabilitation to recovery and/or development of skills and abilities.

-Psychoeducational programs and relapse prevention for patients with TMG.

-Psychoeducational programs for patients with TMG.

-Psychopharmacology for TMG.

-Evidence-based treatment programs for TMG.

-Instrumental resources for care for patients with TMG.

-Programs and models for social reinsertion of the patient with TMG.

-Evaluation of disability and disability.

9.2.5. Hospitalization and emergency program:

A) Objectives

-Acquire knowledge, skills and develop appropriate attitudes about the various aspects related to the diagnosis and assessment of the severity of the disorder and the crisis, including differential diagnosis with medical conditions, assessing early symptoms and disabling symptoms.

-Acquire knowledge, skills, and attitudes about care for admitted patients and their families, and care for emergency services from community teams and general emergency services.

-Know and apply hospitalization indication criteria, estimated income times, high indications, outpatient follow-up planning, etc.

-Acquire knowledge, skills and attitudes for the assessment of intensive treatment guidelines, as well as for network coordination with other care and professional devices based on follow-up and support after the discharge, in order to reduce the rate of future income and improve the quality of life of the sick and the family.

-Know the psychodrugs indicated in each case, application criteria, follow-up protocols, and side effects.

-Acquire co-foundations on the major neurological scanning techniques and most relevant neurologic syndromes and diseases, the indicated psychodrugs, and the side effects.

-Acquire knowledge of the most relevant factors in the coordination with the different devices and resources of the socio-sanitary network, from an optical of continuity of care.

-Acquire experience in the management of techniques and procedures of psychological intervention for the processes of sharpening of mental disorders and crisis and emergency situations.

B) Activities:

-Patient's reception in acute and crisis situations.

-Diagnosis of patients admitted, with expression of severity, assessment of the presence of precocious symptoms of deficit, disabling symptoms, course and prognosis, and indications of comprehensive treatment, including psycho-educational programs NR 1: 3; NR 2: 10.

-Realization of clinical histories and indications and reports of high NR2:10.

-Application of techniques and tests of psycho-agnostic and neuropsychological evaluation, evaluation of results, and elaboration of the report with the corresponding clinical judgment NR 1: 2; NR 2: 3.

-Attention and intervention on patients admitted: prevention of relapses, management of stress, development and application of techniques aimed at improving adherence to treatments, development of procedures to improve Patient relationship with healthcare personnel, etc. NR 1: 3; NR 2: 10.

-Realization of information activities to family members of patients admitted about the patient's problem, providing guidelines for family interaction, as well as psychoeducation, support and counseling programs psychological to family and/or caregivers.

-Elaboration of coordination plans with community devices to ensure, to the high, continuity of care.

-Realization of individual and group interventions (including families) and programs for the reduction and control of active symptomatology in decompensation processes, in crisis situations and in emergency care. Prevention of yatrogenies.

-Participation in clinical sessions. Case presentation.

C) Theoretical Program:

-Programs and procedures for crisis intervention and psychological care in the emergency room.

-National and international clinical guidelines for the crisis intervention of mental and behavioral disorders.

-Training programs for interdisciplinary team work in situations of stress and crisis.

-Knowledge of prevention and intervention protocols against suicide risk.

-The therapeutic environment as a containment element.

-The impact of hospitalization on patients and family members.

-Empirically Validated Brief Psychological Therapies.

-Legal ethical aspects: involuntary admission, containment, treatment not accepted. Disability and legal liability.

-Take care of the caregiver.

9.2.6. Clinical psychology program of health. Interquery and link.

A) Objectives:

-Acquisition of attitudes, skills and knowledge for the practice of interconsultation with different medical specialties.

-Acquisition of skills and knowledge for the development of link programs.

-Acquire knowledge and develop attitudes and skills for the evaluation of psychological problems that interfere with or may interfere with the evolution and treatment of various medical conditions, both in the Acute processes such as long-term and chronic diseases.

-Design and apply specific psychological interventions for patients treated in other services or hospital units.

-Acquire knowledge and develop specific skills and attitudes for the design and implementation of information activities and psychological support for family members of patients hospitalized for medical conditions.

-Acquire and develop specific attitudes and skills for the management of patients with mental disorders who require hospitalization and/or outpatient treatment for medical conditions.

-Acquire knowledge and skills in the design and implementation of care programs for patients admitted to different hospital services in coordination with the medical staff and nursing staff.

B) Activities:

-Identification and diagnosis of psychopathological morbidity that interferes with the course and/or treatment of medical pathology. NR1: 5; NR2: 20.

-Develop and implement treatment programs and procedures, psychological support and counseling, pain management, stress coping, self-management, and psycho-educational, at different levels (individual, family, group) patients admitted for medical conditions, taking into account the severity, chronicity, and impact of the treatments. NR1: 5; NR2: 20.

-Develop and implement treatment, support, and psychological counseling programs and procedures for families in grieving processes.

-Develop and implement treatment, support, and psychological counseling programs at different levels (individual, family, group) for patients with mental disorders, hospitalized for medical conditions. NR1: 2; NR2: 5.

-Perform psychological scans, report and apply psychoprophylaxis programs to patients following medical or surgical treatments and/or interventions (predictive genetic testing, organ transplants, other).

-Conduct neuropsychological scans, report and apply relational guidance, sensory and cognitive stimulation, and neuropsychological rehabilitation, for patients with neurological disease, damage acquired brain, and/or cognitive impairment.

-Collaborate with, and support, other professionals to ensure adequate care for the mental health needs of patients admitted.

-Design and execution of psychoeducational programs to improve: the quality of life related to health, adherence to medical treatments, the proper perception and assessment of symptoms related to the disease, patients admitted for medical conditions.

C) Theoretical Program:

-Perception and management of pain and other physical symptoms. Programs for the psychological intervention of chronic pain.

-Adherence to treatment.

-Hospitalization and stressful medical procedures.

-Specific communication skills and strategies with the physical patients and their caregivers.

-Psychooncology.

-Palliative care.

-Neuropsychology.

-Psychological aspects involved in chronic diseases, long-term processes, and terminal diseases.

-Psychological repercussions of pharmacological and surgical treatments

-Psychotherapy programs and evidence-based psychological intervention and treatment procedures for psychological problems arising from, or associated with, physical diseases.

-Psychological interventions with neurological and neurosurgical patients.

-Communication with other healthcare professionals and agents.

-The forensic assessment of damage and sequelae.

9.2.7. Children's Clinical Psychology and Adolescence Program.

A) Objectives:

-To know and manage the legal and legal aspects of clinical practice and the legal problem of the mental disorders of children and adolescents.

-Know both the normal evolutionary development and the variations regarding the normal that deserve to be the object of attention.

-To know the characteristics of psychopathology in the child and adolescent period as well as the main risk groups at each evolutionary stage.

-Know and manage specific psycho-agnostic instruments, psychological evaluation, clinical interview techniques, case analysis and formulation, psychological problems, and mental disorders of children and adolescents.

-Perform diagnostics, including differential diagnosis, elaborate clinical histories, clinical reports, and expert reports.

-Acquire knowledge and develop skills for the design and application of psychotherapeutic interventions in children and adolescents at the individual, family and group levels.

-Participate in the coordination with the Primary Care level and collaborate in the joint assessment and referral of cases. As well as in the discrimination, monitoring and counselling of cases that can be attended to in Primary Care.

-Participate and collaborate in specific health prevention and promotion activities and programs for children and adolescents.

-Know and apply criteria for hospitalization and referral to other resources and social health professionals.

-Know and apply the referral criteria to the adult mental health network.

-Acquire knowledge and develop skills to perform activities and programs of liaison, interconsultation and support for hospitalized minors and their families.

-Acquire knowledge and develop skills for work with families of children with psychological alterations. Identification of family contexts and special risk factors for the child and adolescent.

-Participate and collaborate in coordination with social, educational and judicial institutions involved in child care.

-Acquire knowledge and experience in programming, organizing and planning teams, units, services, or other specific healthcare devices.

B) Activities:

-Case assessment in first queries NR 1: 6; NR 2: 15.

-psychopathological diagnosis in first queries NR 1: 6; NR 2: 15.

-Elaboration of medical records, psychological and expert reports.

-Planning, implementation and follow-up of psychological interventions and individual and group psychotherapies. NR 1: 6; NR 2: 10.

-Training and implementation of advice and family counseling techniques NR 1: 5; NR 2: 5.

-Total or partial hospitalization indication.

-Indication and high processing.

-Derivative to other socio-health and educational devices and adequate utilization of community resources.

-Derivative to the adult network.

-Realization of support and interconsultation activities with Primary Care and hospital services involved in childhood and adolescent care, including coordination meetings, joint assessment of cases, sessions joint clinics, etc. NR 1:5; NR 2: 5.

-Realization of coordination and support interventions with educational, social and judicial services involved in the care of children and adolescents. NR 1:5; NR 2: 5.

-Participation in prevention and health promotion activities aimed at children and adolescents.

-Participation in the development and application of protocols for evaluation, diagnosis, treatment, follow-up and referral, of children and adolescents.

-Participation in evaluating the effectiveness of treatment programs and protocols.

-Participation and presentation of cases in clinical sessions NR 1: 1; NR 2: 2.

-Handling of interventions in crisis situations.

-Home care.

C) Theoretical Program:

-Psychology of the development and structuring of the psychic apparatus in childhood and adolescence.

-Specific characteristics of the evaluation and psychopathological diagnosis of children and adolescents: Techniques, strategies and procedures.

-Update on evaluation, diagnosis, explanatory models, neurobiological and genetic bases, of psychopathology in children and adolescents.

-Clinical presentation and peculiarities of mental, emotional, cognitive, behavioral and relational disorders in children and adolescents.

-Psychotherapy programs and specific psychological intervention and treatment procedures with children and adolescents.

-Early attention.

-Family relations and social environment. Situations of risk and abuse.

-Psychopharmacology.

-Introduction to pediatric pathologies and their psychological implications.

9.2.8. Specific Training Programs:

As stated in the introduction, the increasing complexity of clinical psychology requires, once basic training has been established, specialization in very diverse areas. For this reason, during the last year of residence, six possible training courses are proposed, so that residents can access specific theoretical-technical development fields of clinical psychology not included in the circuit. basic rotation, taking into account that the minimum time for rotation in one of the specific training areas proposed will be 2 months. However, the list of programmes proposed here is not intended to be exhaustive or exclusive of any other possible to which the resident can access, taking into account the training possibilities available to him. In any case, the implementation of a programme other than those proposed will have to be approved by its Tutor and the relevant Teaching Commission. In addition, its contents must be adequately reflected in the final report by the Tutor of the activities carried out by the resident.

9.2.8.1. Psycho-oncology:

A) Objectives:

-Acquire the knowledge and skills necessary for conducting a clinical interview with the oncological patient, recognizing the relevant emotional, behavioral and cognitive symptoms, identifying the disorders psychopathological present and performing a differential diagnosis with other psychopathological disorders of organic etiology due to neoplastic disease or its treatment.

-Achieve adequate training in communication skills and techniques with the cancer patient and their family.

-Acquire and develop the necessary capabilities for the design and application of psychological and psychotherapeutic interventions appropriate to the needs of the patient and their family members.

-Know the psychological and social aspects that influence the adaptation to the disease of the cancer patient and his family.

-Develop the capacity needed to advise and train the medical and nursing team in communication skills and skills with cancer patients and their families, as well as in screening and referral to patients. specialised services for patients with mental disorders.

-Acquire the knowledge necessary for the implementation and evaluation of research projects in Psychooncology.

B) Activities:

-Evaluation and diagnosis of psychopathology in early consultations NR1:5; NR2: 15.

-Tailoring of psychooncological histories. NR2: 15.

-Elaboration of clinical reports and indications of high-ups.

-Planning, performing, and following individual, family, and group NR1: 5; NR2: 15 psychological and psychotherapeutic interventions.

-Training and implementation of specific advice and advice techniques for oncology patients.

-Participation in medical-surgical psychoprophylaxis programs.

-Collaboration with other professionals to optimize care for the mental health needs of patients cared for in the healthcare setting.

-Derivation to other professionals, programs and/or socio-health devices.

-Participation and presentation of cases in the clinical and bibliographic sessions of the Unit.

C) Theoretical program:

-Types of cancer, stadiage, cancer treatments, side effects, disease evolution, prognosis, and care resources.

-Psychological aspects relevant to cancer. Protection factors and vulnerability factors.

-Psychooncology assessment. Tools for psychological and neuropsychological evaluation.

-Psychopathological disorders in oncology.

-Psychological and psychotherapeutic intervention in the cancer patient and in his/her family.

-Quality of life and oncology.

-Psychological adaptation in cancer survivors.

-Communication with the cancer patient.

-Communication with medical and nursing staff.

-Psychological intervention in genetic advice.

-Ethical and legal aspects in oncology practice.

9.2.8.2. Neuropsychology:

A) Objectives:

-To know the neuropsychological expression of diseases, syndromes, disorders and neurological and neurosurgical disorders more prevalent.

-To know and identify neuropsychological semiology in clinical exploration.

-Know and use the appropriate procedures, techniques, and psychological tests for the neuropsychological evaluation of the different processes, functions, and cognitive abilities of patients.

-Learn how to report on the cognitive status of patients with expression of clinical judgment on overall functional involvement and capacity, as well as the different cognitive processes and functions, and the evolutionary course predictable.

-Know, develop and target sensory stimulation and relational care programs for the patient in a coma, in a state of minimal consciousness or in a persistent vegetative state.

-Knowing and identifying the neuropsychological rehabilitation needs of patients with brain involvement.

-Learn how to develop and apply neuropsychological rehabilitation programs.

-Learn to assess and address the psychological needs of the family and the social network of patient support with brain involvement in the different phases of the disease, the brain accident or the disorder.

-Acquire skills and experience for the psychological counseling of patients with brain involvement in their family and social support network.

-To know and learn to articulate the neuropsychological intervention with that of the different professionals who in the various care levels integrate the health teams that pay attention to the patient with affectation brain.

B) Activities:

-Case evaluation in first queries: NR1: 5; NR2: 10.

-Application of techniques, specific procedures and neuropsychological tests: NR1:5; NR2: 10.

-Neuropsychological Reporting Elaboration: NR1: 5; NR2: 10.

-Realization of sensory stimulation and relational orientation programs: NR1: 2; NR2: 2.

-Preparation of rehabilitation programs: NR1: 5; NR2: 5.

-Guidance, advice and attention to families: NR1: 5, NR2: 5.

-Participation in coordination activities with teams and professionals: NR1: 5; NR2: 5.

C) Theoretical program:

-Update on functional neuroanatomy.

-Structure and brain activity study techniques.

-Brain pathology in children and adults.

-Focal and diffuse neuropsychological syndromes.

-Neuropsychological Semiology.

-Update on neuropsychological assessment and diagnosis.

-Child neuropsychology.

-Neuropsychological rehabilitation programs.

-Support, advice, and psychotherapy interventions with patients and families affected by brain damage.

9.2.8.3. Psychogeriatrics:

A) Objectives:

-Acquire knowledge about the aging process and its influence on health status.

-Know, manage and evaluate psycho-agnostic and psychological evaluation instruments, clinical interview techniques, analysis and formulation of specific cases for the elderly.

-Perform diagnostics, including differential diagnosis, elaborate clinical histories, clinical reports, and expert reports.

-Know, apply and assess the effectiveness of psychotherapy programs and specific psychological treatment and intervention procedures for the elderly.

-Acquire knowledge, skills, and experience in clinical management and case monitoring of elderly with chronic mental disorders.

-Acquire knowledge and experience in the work of multidisciplinary teams of care for the elderly.

-Participate and collaborate in coordination with other socio-health devices.

-Participate and collaborate in the design of activities and programs for the prevention and promotion of health, and especially of mental health, of the elderly.

-Know and apply criteria for the indication of hospitalization, interconsultation, and referral to other resources and socio-health professionals.

-Acquire knowledge and experience in advice and counseling techniques for the elderly.

B) Activities:

-Evaluation and diagnosis of psychopathology in early consultations: NR1: 5; NR2: 10.

-NR1 clinical story elaboration: 5; NR2: 10.

-Making psychological and expert reports.

-Planning, implementation and follow-up of psychological and psychotherapeutic treatments for the elderly. NR1: 5; NR2: 10.

-Outpatient care and follow-up and in the elderly community with chronic mental disorders: NR1: 5; NR2: 10.

-Training and implementation of advice and counselling techniques (individual and group) specific to the elderly.

-Indication of hospitalizations (total or partial).

-Derivative to other professionals, programs, and/or socio-health resources.

-Participation in and, in your case, design, programs and activities of prevention and promotion of health in the elderly.

-Participation in the work of multidisciplinary teams specializing in healthcare for the elderly.

-Participation and presentation of cases in clinical sessions. NR2: 5.

-Realization of Primary Care support activities, including coordination meetings, joint case assessment, joint clinical sessions, psychological support groups, etc.

-Participation in programming, organization and coordination activities with other social and health devices specific to the elderly population.

-Handling of interventions in crisis situations.

-Home care.

-Participation in the development and implementation of Mental Health plans and in activities related to the legal problems of the elderly with mental and behavioral disorders.

C) Theoretical Program:

-The aging process: social and psychological aspects.

-Specific techniques and procedures for clinical evaluation in older people.

-Clinical presentation and peculiarities of emotional, cognitive, behavioral, and relational mental disorders in older people.

-Acting in urgent situations in psychogeriatrics.

-Specific strategies and procedures for treatment and psychological intervention in older people.

-Specific social interventions.

-Specific ethical, legal and care aspects in psychogeriatrics.

-Coping with limitations, disability and loss of autonomy in the aging process.

9.2.8.4. Palliative Care:

A) Objectives:

-Acquisition of attitudes, skills and knowledge for the practice of interconsultation with the various medical and nursing specialties involved in the care of patients in the final stage of life.

-Acquire knowledge and develop specific skills and attitudes for the design and realization of communication techniques, information activities, counseling and psychological support to patients in the final stage of life, taking into account the socio-demographic characteristics.

-Acquire knowledge and develop specific skills and attitudes for the design and implementation of advice, counselling, information and psychological support to family members and caregivers of people in the final stage of life.

-Acquire and develop specific attitudes and skills for the management of patients with mental disorders who require palliative care for medical conditions in the final stage of life.

-Acquire knowledge and skills in the design and application of care programs to patients in the final stage of life admitted to different hospital services in coordination with the medical staff and nursing of the same.

-Acquire knowledge and skills for multidisciplinary work in patient care teams in the final stage of life.

B) Activities:

-Develop and implement treatment, support and psychological counseling programs at different levels (individual, family) for terminally ill patients.

-Develop and implement treatment, support, and psychological counseling programs at different levels (individual, family) for people with mental disorders who require palliative care for medical conditions.

-Collaborate with and support other professionals to ensure adequate care for the mental health needs of patients requiring palliative care.

-Design and execution of psychological needs programs and care plan for patients requiring palliative care.

-Collaboration with the multidisciplinary team in the design and execution of care needs and plan programs for patients requiring palliative care.

-Design and execution of counseling, support and counseling programs oriented to family members and caregivers of patients in the final stage of life.

-Detection, evaluation, and psychological treatment of complicated grief reactions, secondary to terminal illness, in both patients and family members and caregivers.

-Training in psychological pain management and stress management techniques.

-Develop and apply support group programs to the grieving process.

C) Theoretical program:

-Legislation related to the right to patient autonomy or advance wills.

-Disease process and death acceptance.

-Techniques and procedures for communication with family, caregivers, and patients in the terminal processes.

-Beliefs and socio-cultural values about disease, pain, and death.

-Evaluation, diagnosis and psychological intervention in the processes of mourning associated with illness and death. Preventing complicated bereavement.

-Control of physical symptoms in terminal processes.

-Evaluation of pain. Psychological techniques and strategies for coping and pain management.

-Palliative care and patient safety.

-Palliative care in children and adolescents.

-Palliative care in the elderly.

-Palliative care in mentally ill patients.

-Ethical recommendations and guidelines for good clinical practice on palliative care.

9.2.8.5. Sexual and reproductive health:

A) Objectives:

-Know and manage the specific assessment and diagnosis procedures of sexual dysfunctions and sexual identity disorders.

-Know the law applicable to sex crimes.

-Know and apply psychotherapy programs and evidence-based psychological treatments specific to sexual dysfunctions and sexual identity disorders.

-Know and apply psychotherapy and treatment programs and psychological intervention applicable to partner conflicts, sexual crimes, and gender-based violence.

-Know and assess the psychological morbidity associated with sexual disorders and dysfunctions and sexual identity.

-Know the characteristics of sexually transmitted diseases, their medical treatments, and comorbidity with mental and behavioral disorders.

-Know and manage sexual and reproductive health promotion plans for adolescents and adults.

B) Activities:

-Evaluation, diagnosis and assessment of sexual disorders (dysfunctions and identity) in first consultations in early consultations: NR1: 2; NR2: 10.

-NR1 clinical story elaboration: 2; NR2: 10.

-Evaluation and diagnosis of co-morbidity associated with sexual disorders NR2: 10.

-Planning, performing and monitoring psychological and psychotherapeutic treatments. NR1: 2; NR2: 10.

-Elaboration of psychological and expert reports related to sexual crimes and gender-based violence.

-Training and implementation of specific advice and advice techniques (individual, partner, and group).

-Participation in and, in their case, design, programs and activities of prevention and promotion of sexual and reproductive health at different stages of the life cycle.

-Participation in multidisciplinary team work.

-Participation and presentation of cases in clinical sessions. NR2: 3.

-Participation in the development and implementation of activities related to the legal problems of people involved in sexual and gender-based violence.

C) Theoretical program:

-Evaluation, diagnosis, and psychological treatments of sexual dysfunctions and sexual identity disorders.

-Paraffiliations and sexual offenses.

-Evaluation and psychological treatments for partner conflicts and gender-based violence.

-Promoting sexual and reproductive health in adolescent populations.

-Prevention of unwanted pregnancies, sexually transmitted diseases, and sexual abuse.

9.2.8.6. Disorders of Food Conduct (TCA):

A) Objectives:

-Know and manage the TCA-specific diagnostic and evaluation procedures.

-To know, develop, apply, and evaluate the effectiveness of psychotherapy programs and evidence-based psychological treatments specific to the ACTs, both at the individual level, as well as group, family, and community level.

-Know and assess the psychological morbidity associated with the ACTs.

-Knowing the comorbidity of the ACTs with other mental and behavioral disorders and diseases.

-Know the medical morbidity associated with the ACTs.

-Know and apply the necessary psychological interventions for the support, advice, and counseling of patients with TCA patients.

-Know and manage food health promotion plans for children, adolescents, and adults, at different levels: individual, group, and community.

-Acquire the necessary knowledge and skills for the interdisciplinary work applied to the ACTs.

-Acquire knowledge and skills needed for guidance, support, and psychological advice to other professionals involved in treating people with TCA.

-Acquire skills and training to intervene in the resolution of crisis and emergency situations for people with TCA.

-Know the assistive devices for people with TCA.

B) Activities:

-TCA assessment, diagnosis and assessment in early consultations: NR1: 2; NR2: 10.

-NR1 clinical story elaboration: 2; NR2: 10.

-Evaluation and diagnosis of the psychological comorbidity associated with the TCA NR2: 10.

-Planning, implementation and follow-up of psychological and psychotherapeutic treatments at the individual and group level. NR1: 2; NR2: 10.

-Planning and implementation of council interventions, counseling, and support for family members of people with TCA.

-Elaboration of TCA-related psychological and expert reports.

-Participation in programs and activities for the prevention and promotion of food health at different stages of the life cycle, with special reference in children and adolescents.

-Participation in multidisciplinary team work for the ACTs.

-Participation and presentation of cases in clinical sessions. NR2: 3.

-Participation in crisis and emergency situations for people with TCA.

C) Theoretical program:

-TCA prevention programs.

-Advances in psychopathology, evaluation, and diagnosis of TCA.

-Psychological and medical comorbidity associated with the ACTs.

-Specific communication skills and strategies with people with TCA.

-Individual, group, and family psychological and psychotherapeutic treatments for TCA.

-Pharmacological, endocrinological and nutritional treatments for TCA.

-Advice, advice, and support techniques for family members of people with TCA.

-Crisis and emergency intervention strategies specific to the ACTs.

10. Continued attention

The provision of services in the concept of continuing care is of a formative nature, it is a central element in the training of the resident who also contributes to the staff, to guarantee the functioning of the permanent care centers.

Services provided in continuous care, with increasing levels of responsibility, will be made mandatory from the first year of residence and will be supervised by the PIR and/or responsible tutors. of the units where the continuous attention is carried out in each case.

These activities can be organized under various modalities, depending on the possibilities, needs and availability of the Teaching Unit, by carrying out guards or participating in interconsultation programs. and support, of a care or preventive nature, in units, programs, and/or hospital or community services (Oncology, Cardiology, Neurology, Neurosurgery, Pediatrics, Pneumonia, Pain Units, Palliative Care, etc.).

In the case of guards are recommended between three and five a month. If the benefits are carried out in interconsultation and support programmes, the time must be the equivalent of the time that is recommended for the guards in the afternoon.