Curricular Unit:Code:
Psychological Consultation II1108CPS2
1MasterClinical and Health Psychology6 ects
Learning Period:Language of Instruction:Total Hours:
Spring SemesterPortuguese/English78
Learning Outcomes of the Curricular Unit:
The main objective of this course is to develop psychological counseling skills appropriate to some of the psychological problems, so that the student will be led to:
i) to properly use nosographic categorization (DSM-5) and descriptive and phenomenological understanding;
ii) to deepen concepts and central ideas of cognitive-behavioral models and to apply this knowledge in the systematic and flexible formulation of clinical cases and in the development of plans of psychological intervention;
iii) demonstrate oral and written communication skills as well as critical and self-critical analysis skills;
iv) demonstrate the systematic adoption of ethical and deontological values.
Unit 1. Nosographic (DSM-5) Aspects, Descriptive and Phenomenological Approach
1.1. Anxiety Disorders
1.2. Depressive Disorders
1.3. Personality Disorders
Unit 2. Cognitive-Behavioral Case Formulation
2.1. Definition and elements of the case formulation;
2.2. Nomotetic Formulation and Development of Hypothesis about Mechanisms
2.3. Ideographic Formulation
Unit 3. Cognitive-Behavioral Intervention Protocols, Development of Intervention Plans and Obtaining Client Consent
3.1. Cognitive-Behavioral Intervention Protocols for Anxiety Disorders, Depressive Disorders, and Personality Disorders
3.2. Developing a Treatment Plan and Obtaining Informed Consent for Intervention
3.3. Concluding Pretreatment
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
In the unit 1 are presented descriptively the main clinical pictures from a nosographic and phenomenological point of view, seeking to encourage the student to establish relationships and to be able to approach the internal experience of the client. Concomitantly, in unit 2, the cognitive models of the clinical cases are presented, and the students are taken in theoretical-practical classes to formulate comprehensive ideographic hypotheses leading to the formulation of a cognitive-behavioral case. In the unit of study 3, and for the problems addressed, empirically validated intervention protocols are presented and the students are invited to establish intervention plans adequate to the comprehensive hypotheses formulated and to train, in a role-play situation, the return of all this information to the client.
Teaching Methodologies (Including Evaluation):
The units 1 and 2 are the subject of descriptive and organizational exposition so that, in a second phase, these contents are worked in reflection sessions. In this context, the student has to prepare and present in a written and oral form a work of cognitive-behavioral case formulation about a clinical case (Case Formulation, FC: 50%).
The unit 3 is subject of descriptive and, at the same time, training exercises of analysis of empirically validated intervention protocols in order to develop skills to use this information in the work with a specific client. In this sense, the student performs, in a role-play context, a psychological consultation of return of information to the "client", in which he will have to articulate the case formulation and the intervention proposal (Psychological Consultation, C: 50%).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
In the units 1 and 2, the descriptive and organizational exposition allows students to systematize specific knowledge about the clinical problems considered and the observation of a clinical case makes possible the exercise of comprehension / case formulation skills. In unit 3, the analysis of the cognitive-behavioral intervention protocols empirically validated for the clinical problems considered and the understanding of the formulations that support them allows the students to make use of this information for the orientation of the work with the specifics of each client.
American Psychiatric Association (2014). Manual de Diagnóstico e Estatística das Perturbações Mentais (5ª Ed.). Climepsi.
Barlow, D.H. (Ed.) (2016). Manual Clínico dos Transtornos Psicológicos: tratamento passo a passo (5ª Ed.). ArtMed.
Berman, P.S. (2019). Case Conceptualization and Treatment Planning. Integrating theory with clinical practice. SAGE.
Eells, T. (2015). Psychotherapy Case Formulation. American Psychological Association.
Faria, C., Brites, R., Paulino, M., & Silva, F. (2020). Intervenção em Psicologia Clínica. Pactor.
Leahy, R.L. (2017). Cognitive Therapy Techniques: A practitioner’s guide (2nd Ed.). Guilford.
Persons, J.B. (2008). The Case Formulation Approach to Cognitive-Behavior Therapy. Guilford.
Ruggiero, G.M., Caselli, G., & Sassaroli, S. (Eds.) (2021). CBT Case Formulation as Therapeutic Process. Springer.
Van Rijn, B. (2015). Assessment and Case Formulation in Counselling and Psychotherapy. SAGE.
Lecturer (* Responsible):
Sónia Alves (