Curricular Unit:			Code:
Psychological Intervention in Groups			1149IPG
Year:	Level:	Course:	Credits:
1	Master	Psychology of Justice: Victims of Violence and Crime	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
OA1. Students must be able to apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader/multidisciplinary contexts related to the field of Psychological Intervention in Groups; OA2. Students must have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; OA3. Students must be able to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.
Syllabus:
CP1. Key notions in the context of psychological intervention in groups. 1.1. Group: Definition, types, functions and group development. 1.2. Psychological intervention in groups: brief historical perspective, relevance and types. CP2. Groups dynamics. 2.1. Definition, designations, general aims, and types. 2.2. Selection, application (rules), integration, and feedback. CP3. Group intervention programs oriented towards diferent populations 3.1. Key aspects in planning and implementation with different groups. 3.2. From planning to efficacy and satisfaction assessment
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The UC program was designed with reference to the deepening of knowledge and skills necessary for the professional practice of psychology, in the clinical and health context. Specifically, and based on an organization in 3 teaching units (CP), comprises syllabus that, defined from the 3 learning objectives (OA) previously established, favor the development and deepening of knowledge and skills in the following areas: group; analysis, planning and implementation of group intervention interventions / techniques; providing and obtaining group feedback; intervention evaluation (effectiveness and satisfaction). Thus, a complete coherence and correspondence between the syllabus and the LOs can be observed, namely: CP1 - OA1 and OA2; CP2 - OA1, OA2 and OA3; CP3 - OA2 and OA3.
Teaching Methodologies (Including Evaluation):
During contact hours the following methodologies are used: expositive, demonstrative, participative, and active. Non-contact hours are dedicated to students’ autonomous work. The UC assessment scheme may be continuous or final exam (end-of-semester, appeal and special seasons). In continuous assessment, the following elements are considered: elaboration of a brief group intervention project that involves two components - dynamization of group dynamics techniques in the classroom (50%) and presentation of a written work (50%). Students who fail the continuous assessment may take the final written exam (100%). To credit the ECTS, the student must demonstrate the acquisition of the defined objectives and competences, obtaining a final grade of 9.5 or higher.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
OA1 – Expositive, participative, and active methodologies (written exam specific practices); OA2 – Expositive, demonstrative, participative, and active methodologies (written exam, specific practices); OA3 – Participative and active methodologies (written exam, specific practices).
Reading:
Cepukiene, V., Pakrosnis, R., & Ulinskaite, G. (2018). Outcome of the solution-focused self-efficacy enhancement group intervention for adolescents in foster care setting. Children and Youth Services Review, 88, 81-87. Guerra, M. P., & Lima, L. (2005). Intervenção psicológica em grupos em contextos de saúde. Lisboa: Climepsi. Leal. I. (2018). Psicoterapias. Lisboa: Pactor. Linhares, V., & Meneses, R. F. (2015). Programa de intervenção cognitivo-comportamental em grupo. Porto: UFP. Monteiro, A. P., & Cunha, P. (2016). Processos de grupo: Um manual para estudantes e professores. Vila Nova de Gaia: Fundação Manuel Leão. Parks, A., & Seligman, M. (2007). 8-week Group Positive Psychotherapy Manual. Philadelphia:Autor. Swank, J. M., Cheung, C., & Williams, S. A. (2018). Play therapy and psychoeducational school-based group interventions: A comparison of treatment effectiveness. The Journal for Specialists in Group Work, 43(3), 230-249.