Curricular Unit:			Code:
Vocational Psychology and Personal Development			1108PVDP
Year:	Level:	Course:	Credits:
1	Master	Clinical and Health Psychology	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
OA1. Understand and differentiate the main models of Vocational Psychology and Personal Development, evaluating them critically and relating them to intervention methodologies and strategies OA2. Characterize the different phases of vocational and personal development throughout the life cycle. OA3. Identify the vocational tasks of childhood to senescence. OA4. Acquire intervention and research competences in different contexts; OA5. To develop self-learning and communication skills that allow the preparation of reports and opinions accessible to specialists and non-specialists OA6- Develop oral and written communication skills OA7- Developing critical and reflective skills on the topics covered
Syllabus:
CP1 - Vocational Psychology 1.1. Definition and characterization of Vocational Psychology. 1.2. Current theoretical perspectives of Vocational Psychology. 1.3. Models of decision making CP2. Vocational and personal development (theory, intervention and research) as a promoter of mental and physical health. 2.1. Throughout the life cycle 2.2. In specific populations (women, with SEN, homeless, institutionalized youth and prisoners) 2.3. The orientation to the career as a promoter of mental and physical health.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The UC program was developed with reference to the deepening of knowledge and skills for the professional practice of psychology in the clinical and health context. Specifically, based on an organization in 2 units of instruction (CP), it comprises programmatic contents that, based on the previously established learning objectives (OA), favor the development and deepening of knowledge and skills in the following areas: introduction to orientation study school and professional levels, taking into account the most current theories and the forms of assessment, intervention and research, of vocational development throughout the life cycle, with a view to promoting mental and physical health. In this way, there is a complete coherence and correspondence between the program content and the OA, namely: CP1-OA1, OA2, OA5, OA6, OA7. CP2-OA2, OA3, OA4. OA7.
Teaching Methodologies (Including Evaluation):
In the course of the contact hours (distributed in theoretical-practical classes, tutorial orientation and others) are privileged the methodologies of expositive, demonstrative, participative and active teaching. The hours of non-contact are dedicated to the autonomous work of the student. The evaluation regime of the UC may be continuous or by final exam (end of semester, resource and special). The following elements are taken into account in the continuous evaluation: the active participation in contact hours (10%), written test (50%), portfolio (20%) and oral presentation of the work developed (20%). The student who does not obtain approval in the continuous evaluation can take the final written exam (100%). For the ECTS credits, the student must demonstrate the acquisition of the defined objectives and competences, obtaining a final classification equal or superior to 9.5 values.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The teaching methodologies adopted are aligned with the learning objectives (OA) defined for the UC, in order to allow the student to know and articulate the most recent definitions and theories of OEP and to position themselves critically in relation to these; be informed about facts and procedures in the field of evaluation and intervention of vocational development throughout the life cycle, taking into account the specificities of certain groups such as people with SEN, homeless, long-term unemployed, among others, in a promotion perspective mental and physical health, as well as applying and building knowledge in this area of activity (reproductive and productive skills, respectively). The combination of these different methodologies will allow the student to reach the proposed OA for the UC, objectives that, for the most part, articulate knowledge, skills and competences. This coherence between the OA and the teaching (and assessment) methodologies adopted takes the form of: OA1, OA2 - Expositive, participatory and active methods (written test, group work and active participation in contact hours); OA3 and OA4 - Expositive, demonstrative, participatory and active methods (written test, individual work and active participation in contact hours); OA5, OA6 and OA7 - Participation and active methods (individual work, group work and active participation in contact hours).
Reading:
Aguiar, F. H. R. & Conceição, M.I. G. (2013). Orientação Vocacional e Promoção da Saúde Integral em adolescentes. Estudos e Pesquisas em Psicologia. Vol. 13, 86-100. doi: 10.12957/epp 2013.7884 Collin, A. & Patton, W. (Eds.) (2009).Vocational Psychological and Organisational Perspectives on Career Towards a Multidisciplinary Dialogue. Sense Publishers. Retrieved from http://www.sensepublishers.com/media/1251-vocational-psychological-and-organisational-perspectives-on-career.pdf
Lecturer (* Responsible):
Ana Costa (acosta@ufp.edu.pt)