Personality and Psychological Intervention Models II

Code:

LP303

Acronym:

MOD.

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2004/2005 - A

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Psychology Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	143	Plano oficial a partir de 2001/02	3	4	8	-

Objectives

1. Enabling students to compare the plurality of discourses and proposals concerning techniques of psychological intervention within the framework of behaviouristic, cognitivistic and systemic perspectives;
2. Facilitating the acquisition and critical analysis of diverse conceptualisations of personality, psychological functioning and development and psychological change enabling the acquisition of concepts concerning procedures of psychological intervention in the theoretical contexts dealt with.

Program

1. Behaviouristic perspectives (1.1. Introduction: epistemological and metatheoretical characterization. Historical and scientific conditions for the emergence of the behaviouristic paradigm; 1.2. The first stage of behaviourism: classical conditioning; 1.3. The operative conditioning model; 1.4. The social learning model; 1.5. The covered conditioning model).

2. Cognitivistic approaches (2.1. Classical cognitivistic perspectives: the self-control model; 2.2. The coping skills model; 2.3. Cognitive restructuring: a) Ellis's emotive rational therapy; b) Beck's cognitive therapy; c) Meichenbaum's self-instruction training; 2.4. Constructivistic cognitivism: (the emergence of the constructivistic paradigm; ontological, epistemological and methodological views; the constructivistic perspective of the Rome Cognitive Therapy Centre: V. Guidano & G. Lioti; 2.5. Structural cognitivism: basic presuppositions; analysis of the main models and intervention strategies for promoting the development of cognitive structures).

3. Systemic perspectives (3.1. Theoretical presuppositions of the systemic theory as a scientific paradigm; 3.2. Family conceptualized as an open system; 3.3. Main systemic 4. Integration: Establishing the conditions for a general model of direct psychological intervention. approaches in family therapy: a) S. Minuchin's structural therapy; b) J. Haley's strategic therapy; c) Selvini Palazzoli's Milan School).

Main Bibliography

Bibliografia Geral:
Abreu, C. N & Roso, Miréia (2003). Psicoterapias Cognitiva e Construtivistas: Novas fronteiras da Prática Clínica. Coimbra: Editora Quarteto
Andolfi, M. (1981). A terapia Familiar. Lisboa: Vega.
Beck, A.T., Rush, A.T., Shaw, B. F. & Emery (1979). Cognitive Therapy of depression. a treatment manual. New York: The Guilford Press.
Caro, I. (1997). Manual de psicoterapias cognitivas: estado de la cuestión y procesos psicoterapéuticos. Madrid: Paidos.

Dobson, K.S. (1986). Handbook of cognitive-behavior therapies. New York: The Guilford Press.
Guidano, V. (1991). The self process: toward a post racionalist cognitive therapy. New York: Tile Guilford Press.
Joyce-Moniz (2002). Modificação do comportamento: teoria e prática da psicoterapia e psicopedagogia comportamentais. Lisboa: Livros Horizonte, 2º ed.
Mahoney, M. J. (1991). Human Change process. New York, Basics Books.
Mahoney, M. J. (1997). Psicoterapias cognitivas y constructivistas.Teoria, investigación y práctica. Bilbau: Desclée De Brouwer.
Masters,. J.C., Burish, T.G., Hollon, J.D. & Rimm, D.C. (1987). Behavior theraphy tecniques and empirical findings. San Diego: H.J.B.
Neimeyer, R., & Mahoney, M.J. (1997). Construtivismo em psicoterapia. Porto Alegre: Artes Médicas.
Relvas, A. P. (1996). O ciclo vital da família. Perspectiva sistémica. Porto: Afrontamento.
Sampaio, D., & Gameiro, J. (1985). Terapia familar. Porto: Afrontamento.
White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York: Norton.

Teaching methods and learning activities

Theoretical and pratical classes.

Evaluation Type

Distributed evaluation with final exam

Calculation formula of final grade

Final assessment: (13 values: weighting 65% in the final grade), students can choose between two types of assessment regimes:
a) To submit to two exams (Frequências), at the end of each semester, the first one weighting 40% and the second one 60% in the final grade.
b) To submit to the final exam in July or in September.

Note: The issues taught in the practical classes will be assessed in both semesters’ exams as well as in the final exam through a question valuing 5 values. The grade obtained in that question will be added to the other questions’ grades, counting for the final theoretical grade.