|Models and Methods in Psychological Intervention I||1138MMI1|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|(i) To incorporate historical and epistemological psychoanalytical model proposed by Freud; time limited dynamic psychotherapy; Carl Rogers’ client centred therapy; Fritz Perls’ gestalt model; emotion-focused therapy and family models.|
(ii) To develop knowledge about concepts, theories and techniques proposed by these models, making their integration with different specialties, domains and application contexts of Psychology
(iv)To develop academic skills for collecting and organizing information, selection of relevant literature, critical reading and comprehension and writing;
(v) To integrate ethical and deontological aspects associated with the psychological intervention
|The psychoanalytical model proposed by Freud; time limited dynamic psychotherapy; Carl Rogers’ client centred therapy; Fritz Perls’ gestalt model; emotion-focused therapy and family models. There will be a critical evaluation of those models of intervention.|
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The syllabus contents focus theoretical specific area of psychological intervention, for enabling the objectives of the course, more specifically: historical and epistemological framing of psychodynamics , humanists and family psychology models and main concepts, theories and techniques proposed by these models, making their integration with different specialties, domains and application contexts of psychology; developing academic skills of gathering and organizing information, selecting relevant bibliography, comprehensive and critical reading and writing and integrate ethical and deontological aspects associated with psychological intervention.|
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on a written test (70%), theoretical-practical essay (30%, Role-Play), with oral presentation and work discussion, as well as students’ punctuality and attendance.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Theoretical classes and content analysis based on the literature provided by the teacher, with active participation of students in the discussion, construction and understanding of content, using the literature search was undertaken by them. Active participation of students in the presentation, and critical reflection of issues with the aim of acquiring and integrating different approaches and its basic procedures.|
|Corsini, R. & Wedding, D. (2019, 11th edition). Current Psychotherapies. Victoria:Thomson.|
Rogers, C. (2004). Terapia Centrada no Cliente. Lisboa: Moraes Ed.
Sampaio, D. & Gameiro, J. (2002). Terapia Familiar. Porto: Afrontamento.
Greenberg, L. (2014). Terapia focada nas emoções. Lisboa: Coisas de Ler
Luyten, P. (2015). Unholy Questions About Five Central Tenets of Psychoanalysis That Need to be Empirically Verified. Psychoanalytic Inquiry, 35, 5-23.
Moore-Wagner, L. (2004). Gestalt therapy: past, present, theory, and research. Psychotherapy: Theory, Research, Practice, Training, 41 (2), 180–189. DOI 10.1037/0033-3220.127.116.11
Abbass, A.et al. (2012). Intensive Short-Term Dynamic Psychotherapy: A Systematic Review and Meta-analysis of Outcome Research. Harv Rev Psychiatry, 20 (2). DOI: 10.3109/10673229.2012.677347
Breunlin, D. & Jacobsen, E. (2014). Putting the “Family” Back Into Family Therapy. Family Process, 53, 462–475. DOI: 10.1111/famp.12083
|Lecturer (* Responsible):|
|Carla Fonte (email@example.com)|