|Psychological Assessment of the Child and the Adolescent||784APCA|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|This course aims at the student to acquire and deepen the foundations of children and adolescent psychological assessment in their theoretical and practical assumptions. The student should develop basic skills of psychological assessment, including: clinical interview, ecological observation and psychological testing. It is intended to: (1) development a critical attitude and self-criticism, (2) development of academic skills of collection and organization of information, selection of relevant literature, comprehensive and critical reading and writing of reports, (3) integration of ethics in psychological assessment.|
|CP1. Considerations about psychological assessment in childhood and adolescence, developmental evaluation issues, assessment setting, dimension and ethics of psychological assessment. CP2. Psychological assessment methodologies and techniques (psychological instruments, observation, interview). CP3. Communication of the psychological assessment results.|
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The syllabus (CP) were delineated according to learning objectives (O) of the unit , for students be able to develop skills that enable them to increase knowledge well as the comprehension about psychological evaluation in childhood and adolescence; acquisition and development of skills of analysis, synthesis and integration of methods, techniques, concepts, models, theories and methodologies of psychological assessment|
Thus, O1 corresponds to CP1 and CP3;
O2 and O3 correspond to CP2
|Teaching Methodologies (Including Evaluation):|
|Lecturing, case study and discussion, observation in natural settings (CPP)|
Continuous assessment requires minimum attendance according to Normativa Académica da Universidade Fernando Pessoa;1 tecnhical report about one psychological instrument/methodology with oral presentation and discussion (40%); 1 writen test (50%); pro-active participation in class, observation activities and other tasks proposed (10%), min. 10 in final assessment
(Note: Non-acomplishement of any of this elements leads to a negative classification in the UC)
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The methodology used in classes (more expository and participatory approach with case studies , presentation , analysis and discussion of the themes in lectures, as well as orientation/guidance for their critical reflections regarding research as well as literature reading research), allows students to obtain deepen knowledge as well as a better understanding and ability to discuss the content covered, promoting concept integration, ability to research, analysis and critical thinking, acquisition and development of skills of analysis, synthesis and integration of methods, techniques, concepts, models, theories and methods of psychological assessment applied to case studies Thus , it is considered that teaching methodologies adopted for this course are consistent with the goals set for it, since they allow increase knowledge of the content covered in lectures, where students have the ability to analyze , discuss and reflect what is relevant for a future practice|
|Almeida, L.S., Simões, M.R., Machado, C., & Gonçalves, M.M. (Coords.) (2004). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. II). Coimbra: Quarteto. |
Código Deontológico da Ordem dos Psicólogos Portugueses (2016). Primeira revisão 26/dezembro/2016, Publicado na 2ª Série do Diário da República Nº 246/2.
Férnandez-Ballesteros, R. (2003). Encyclopedia of psychological assessment. London: Sage.
Gonçalves, M, et al. (2003). Avaliação Psicológica: Instrumentos validados para a população portuguesa. Coimbra: Quarteto.
Machado, C. et al. (org.) (2004). X Conferência Internacional Avaliação Psicológica: Formas e contextos. Braga: Psiquilibrios.
Simões, M. et al. (2003). Escala de inteligência de Weschler para crianças (WISC-III). Lisboa: CEGOC-TEA
Soares, I, (2004) Psicopatologia do Desenvolvimento: Trajetórias (In)adaptativas ao longo da vida. Coimbra: Quarteto ed.