|Models and Methods of Psychological Intervention II||783MMI2|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|i) To incorporate historical and epistemological behavioral, cognitive, and constructivist / narrative models of psychology;|
(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;
|We discuss in historical e conceptual ways the behavioural perspectives – the classic and operant conditioning, the model of social learning -, the cognitive aproaches – cobert operant conditioning; the self-management paradigm, the problem solving therapies and the paradigm of cognitive restructuring. Finaly we analysed the contructivist model and the diferent narrative concepts. We also do a general discusson of the proposed models concerning their efficacy and practical use.|
|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 behavioral patterns, cognitive and constructivist / narrative psychology 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, theoretical-practical essay (roleplay), 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. Theoretical-practical classes with active participation of students in viewing and commenting on videos, observing consultations in educational psychology clinic UFP; achievement, with the guidance of the teaching of theoretical and practical work (role play in CPP).|
|Dobson, K. (2000). Handbook of cognitive-behavioral therapies. New York: The Guildford Press.|
Fonte, C. (2006). A Narrativa no Contexto da Ciência Psicológica sob o Aspecto do Processo de Construção de Significados. Psicologia: Teoria e Prática, 8(2): 123-131.
Gonçalves, O. (2014, 6ª edição). Terapias Cognitivas: Teorias e Práticas. Porto: Afrontamento.
Gonçalves, O. (1999). Introdução às Psicoterapias Comportamentais. Coimbra: Quarteto.
Gonçalves, O. (2000). Viver narrativamente. Coimbra: Quarteto
Ruggiero, G.M., Spada, M.M., Caselli, G. et al. (2018). A Historical and Theoretical Review of Cognitive Behavioral Therapies: From Structural Self-Knowledge to Functional Processes. J Rat-Emo Cognitive-Behav Ther 36: 378. https://doi.org/10.1007/s10942-018-0292-8
Lorenzo-Luaces, L., Keefe, J. R., & DeRubeis, R. J. (2016). Cognitive-Behavioral Therapy: Nature And Relation to Non-Cognitive Behavioral Therapy. Behavior Therapy, 47, 785–803. https://doi.org/10.1016/j.beth.2016.02.012