Psychoanalytic and Humanistic Models

Code:

P303

Acronym:

MPH

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	179	Official Curricular Structure	2	-	6	54	162

Teaching language

Portuguese

Objectives

To recognise, identify and take position vis-a-vis a synthesis of the main characteristics of psychoanalytic and humanistic models of psychological intervention in the cultural, political, epistemological and scientific-psychological contexts of their emergency

To identify their main ontological, epistemological and metatheoretical assumptions

To differentiate, for each group of models, their respective conceptions of:

human psychological organisation and functioning

genesis of psychological disfunction

strategies, methodologies, resources and instruments of psychological intervention

processes of psychological change to be activated

To mobilise theoretical and methodological acquisitions in order to initiate a process of conceptualisation of problems of psychological intervention, based on Freud’s and Roger’s readings

To understand and integrate knowledge, competencies and instruments from these models of psychological intervention, with a specific emphasis on Rogers based attendance competencies

Learning outcomes and competences

xxx

Working method

Presencial

Program

The psychoanalytical approach in its original version (Freud)

The unconscious as object of study

A structural conception of the subject: general theory of the psychic apparatus

Articulation of the two topics

Conception of human being: suffering (negative dialectic); involved in the dynamic of desire (instead of necessity)

Developmental theory in Freud

Phases of psychosexual development

Trauma theory in the origin of disorder

Evocation, repetition and re-elaboration

The transference, arena of revival and actualisation of a problematic lived

 

The humanistic/phenomenological movement

Historical context of origin

Rogers proposal: person/client-centered

Belief in the possibility of fulfilment of all potentialities

The notion of self

The necessary and sufficient conditions for constructive change

The relationship as intervention context and as strategy

Psychologist’s relational specular competencies

Qualitative dimensions of the psychologist-client relationship: unconditional positive regard, empathy, authenticity

This subject assembles 2 approaches that share a phenomenological orientation but that can play different educational functions in preparing future psychologists

As for common goals, both ‘models’ are considered references of unquestionable interest

In what respects distinctions(of emphasis),psychoanalysis is used for conceptual learning purposes, while humanism is in addition used for more practical-oriented acquisitions

Therefore contextualisation, main assumptions, central concepts, explanatory schemes and methodological proposals are object of exploration in order to promote a reasoning structure that allows to respond to 4 fundamental questions described as conceptions of: psychological functioning, genesis of disfunctionality, intervention strategy and psychological change processes

Humanism is also a source of general attendance skills training

Needless to say different models are considered as means (not ends) of a psychologist’s toolkit, that can be used as a function of intervention problems

 

Mandatory literature

Rogers, Carl; Psicoterapia e Consulta Psicológica, , Lisboa: Moraes Editores,, 1968
Freud, S.; Três ensaios sobre a teoria da sexualidade, Lisboa: Livros do Brasil, 1924
Freud, S.; Além do princípio do prazer, Rio de Janeiro: Imago Editora, 1920
Freud, S. ; Cinco conferências sobre psicanálise, Lisboa: Relógio D’Água Editores, 1908
Freud, S. ; O mal-estar na civilização, Rio de Janeiro: Imago Editora, 1930

Teaching methods and learning activities

In theoretical classes (lectures) students participation is stimulated

Discussion on reference works by authors from both models (Freud, Rogers) as a critical exploration activity

In practical classes, centered on objectives of attendance basic skills acquisition, a skills training methodology is used (modelling, rule provision, assisted practice, feedback)

Approval depends on accomplishing 3 learning activities:

1. Elaboration of an individual written text, based on the reading of a work by Freud, chosen by each student, with the exception of those recommended as mandatory readings
2. In situ writing of an essay, with objectives of integration of the acquisitions made along the semester and of students summative evaluation

Readings assigned for minimum objectives: Three essays...; Beyond the pleasure principle; Five lectures on psychoanalysis; Counseling and psychotherapy

3. Participation in practical classes activities

Final classification results from the following weighing: 10%, 50% and 40%, respectively

This subject’s objectives include two types: a theoretical and a practical-oriented one.

The theoretical objectives are related to the appropriation by the students of knowledge from both perspectives, be in their formal dimension (concepts, notions, relations, explanatory schemes...) be in their substantive one.

The intention is that they progressively integrate such knowledge in their personal reasoning on psychological problems including a critical sense and a relativisation attitude. The increase of complexity will allow more subtle conceptual differentiations and more ‘cognitive’ autonomy.

These objectives match the methodologies used in this curricular unit.

Expositions permit access to syntheses of each model, which would be largely impossible for students by themselves, contacting for the first time psychoanalysis and humanism. In addition such syntheses work as a ‘compass’ to guide the exploration of an unknown territory and which in the beginning might appear as chaotic.

Finally, they provide the necessary elements for the development of a specific hermeneutics, adapted to each model.

Large group expositions work, also, as a starting point and as a the launching pad for students autonomous exploration and independent work. Reading, reflection and discussion are determinative learning ingredients. The tutorial work, individual or in small group, plays a complementary role in guiding, stimulating reflection and integrating students activities.

Finally, the assignment of written expression is still part of this learning process, representing the uppermost mode of acquisitions effective integration by the students.

The second group of objectives, practice-oriented, requires different methodologies.

The aim is to promote externalisable acquisitions assimilable to the notion of discrete skill, reason for which skills training appears to be the most adequate option, mainly when combined with group dynamics, following a set-by-step approach, and taking place in role playing situations.

Modelling (real and symbolic,) played by the teacher or students, provision of the abstract rule for the behavioural production, repetition of assisted practice, feedback and reinforcement are its structuring elements.

Its object refers to general attendance skills, inspired in the Rogerian approach, including non-verbal (e.g., nodding, body posture, minimal encouragements...) and verbal ones (e.g., content, feelings, and meanings reflections, paraphrases, reformulations, summarising...).

The expected outcome is far beyond mimicking: in fact, the main purpose is the internalisation of generative rules that allow for original behavioural productions, even inedited ones, always adapted to the singularity of each situation.

This materialises a first level of learning psychological intervention skills – which does not yet comprise influence or challenge skills – which will have continuity during the second cycle of the master programme.

 

Software

Não aplicável

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Teste	50,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	18,00
Estudo autónomo	70,00
Frequência das aulas	54,00
Trabalho escrito	20,00
Total:	162,00

Eligibility for exams

Approval depends on accomplishing 3 learning activities:

1. Elaboration of an individual written text, based on the reading of a work by Freud, chosen by each student, with the exception of those recommended as mandatory readings
2. In situ writing of an essay, with objectives of integration of the acquisitions made along the semester and of students summative evaluation. Readings assigned for minimum objectives: Three essays...; Beyond the pleasure principle; Five lectures on psychoanalysis; Counseling and psychotherapy

3. Participation in practical classes activities

 

Calculation formula of final grade

Final classification is the sum of both partial classifications referring to the three components of this subject's learning activities, being 50% the value for the test, 10% participation in class activities, 40% individual written text. Class attendance is a pre-requisite to submission to final evaluation (maximum 3 absences).

Special assessment (TE, DA, ...)

Students under these conditions are subjected to the same evaluation regime.

Observations

Study texts are provided in the subject's documents file. Mandatory readings are available in english in the library. 

Main Bibliography:

Freud, S. (1905/2009). Três ensaios sobre a teoria da sexualidade. Lisboa: Relógio D’Água Editores.

 

Freud, S. (1908/2009). Cinco conferências sobre psicanálise. Lisboa: Relógio D’Água Editores.

 

Freud, S. (1920/2009). Para além do princípio do prazer. Lisboa: Relógio D’Água Editores.

 

Freud, S. (1930/2008). O mal-estar na civilização. Lisboa: Relógio D’Água Editores.

 

Freud, S. (1923/2006). O ego e o id e outros trabalhos. Rio de Janeiro: Imago Editora.

 

Rogers, C.R. (1942/1974). Psicoterapia e consulta psicológica. Lisboa: Moraes Editores.

 

Rogers, C.R. (1956). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95–103.

 

Laplanche, J. & Pontalis J.-B. (1967/2001). Vocabulário da psicanálise. São Paulo: Livrarias Martins Fontes, Editores.

 

Schneider, K.J., Bugental, J.F.T. & Pierson, J. F. (2002). The handbook of humanistic psychology: Leading edges in theory, reasearch, and practice. Thousand Oakes, CA.: Sage Publications, Inc..

 

Coimbra, J.L. (1981). A propósito de Jacques Lacan. O Primeiro de Janeiro,