Curricular Unit:Code:
Psychosociology of School and Professional Guidance990POEP
Year:Level:Course:Credits:
1MasterClinical and Health Psychology6 ects
Learning Period:Language of Instruction:Total Hours:
Portuguese/English78
Learning Outcomes of the Curricular Unit:
OA1. Understand and differentiate the principal models , critically evaluating them and linking them with methodologies and intervention strategies
OA2. Characterize the different stages of development across the life cycle.
OA3. Identify the vocational tasks from infancy to senescence.
OA4. Acquire intervention skills in various contexts ;
OA5. Develop self-learning and communication skills to enable reporting and views accessible to specialists and nonspecialists
OA6. Develop skills in oral and written communication ;
OA7. Develop a critical attitude and self-criticism and
Syllabus:
Career counseling: concept and evolution. Theoretical Perspectives of Vocational Psychology : Models of correspondence; Developmentalist and constructivist models and socio - cognitive models . Career development across the life cycle : theory , research and intervention . Career development across the life cycle : theory , research and intervention , from childhood to old age and in specific populations ( women , people with special needs , homeless , and institutionalized young offenders ) . Vocational development and mental and physical health.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The UC program has been prepared with reference to the deepening of knowledge and skills for the professional practice of psychology in the clinical context and health. Specifically, and based on an organization in 2 Semester units (CP) comprises syllabus that defined from 7 learning objectives (OA) previously established focus on the development and deepening of knowledge and skills in the following areas: introduction to the study orientation academic and professional, covering the most current theories and forms of assessment, intervention and research, vocational development throughout the life cycle, a perspective of promoting mental and physical health. It is observed, therefore, an overall consistency and correspondence between program contents and OA, namely:
CP1 - OA1, OA5, OA6 and OA7;
CP2 - OA2, OA3, OA4, OA5, OA6 and OA7.
CP5 - OA1, OA2, OA5, OA6 and OA7.
Teaching Methodologies (Including Evaluation):
During the contact hours (divided into theoretical and practical classes, tutorials and other) are privileged the methodologies of teaching expository, demonstrative, participatory and active. The hours of non-contact are dedicated to the autonomous work of the student.
The evaluation system for UC can be continuous or final examination (end of semester periods, feature and special). In continuous assessment, and guaranteed minimum percentage of attendance defined in the Regulatory Standards, the following elements are considered: active participation in contact hours (10%), observation repport (20%), individual work (50%) and OV consultation (20%). The student who does not obtain approval for continuous assessment can perform the final exam (100%). For the accreditation of ECTS, the student must demonstrate the acquisition of the defined objectives and competencies, obtaining a final grade equal to or greater than 9.5.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The adopted teaching methodologies are aligned with the learning objectives (AO) defined for UC in order to allow the student to understand and articulate the main settings and more recent theories of OEP and position themselves critically address these; be informed about facts and procedures in the field of assessment and intervention skills development throughout the life cycle, considering the specificities of certain groups such as people with special needs, homeless, long-term unemployed, among others, in a perspective of promotion mental and physical health, as well as implement and build knowledge in this area of ??activity (reproductive and productive skills, respectively).
Reading:
Arokiasamy, L., Mansouri, N. Balaraman, R.A., & Kassim, N. (2017). A literature REview of Competence Development on Academic Career Advancement: A Human Resource Development Perspetive. Global Business & Management Research. Special Issue, Vol. 9, pp403-414.
Hurtado Rua, S., Stead, G.B. & Poklar, A.E. (2018). Five-Factor Personality Traits and RIASEC Interest Types: A Multivariate Meta-Analysis. Journal of Career Assessment. pp1-17. DOI: 10.1177/1069072718780447
Kim, N-R. & Lee, K-H. (2018). The effect of internal locus of control on career adaptability: The mediating role of career decision-making self-eficacy and occupational engagement. Journal od Employment Cousenling. Vol.55 Issue 1, pp2-15. Doi:10.1002/joec.12069.
Leitão, L. M. (Coord.) (2004). Avaliação psicológica em orientação escolar e profissional. Coimbra: Quarteto.
Taveira, M.C.& Silva, J.T. (Cord.) (2011). Psicologia Vocacional. Perspectivas para a intervenção. Coimbra: Imprensa da Universidade de Coimbra.