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Constrictivist and Systemic Models

Code: P502     Acronym: MCS

Classification Keyword
OFICIAL Psychology

Instance: 2020/2021 - 1S Ícone do Moodle

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 136 Official Curricular Structure 3 - 3 30 81

Teaching Staff - Responsibilities

Teacher Responsibility
Mariana Teixeira Lopes Veloso Martins

Teaching - Hours

Theoretical classes: 1,50
Theoretical and practical : 0,50
Type Teacher Classes Hour
Theoretical classes Totals 3 4,50
Mariana Teixeira Lopes Veloso Martins 4,50
Theoretical and practical Totals 3 1,50
Mariana Teixeira Lopes Veloso Martins 1,50

Teaching language

Suitable for English-speaking students
Obs.: Português


By means of confrontation with the plurality of discourses and proposals of intervention strategies under the scope of constructivist and systemic perspectives, it is expected that the student: (a)acquires and analyses critically various conceptualisations on (i) psychological functioning and development, (ii) theory of psychological disfunctionality, (iii) strategies of psychological intervention and (iv) processes of psychological change; (b)acquires concepts related to procedures and strategies of intervention within these theoretical contexts; (c)presents and discusses the plurality of discourses and proposals of intervention under the scope of these perspectives; (d)analyses critically constructivist and systemic perspectives, identifying their main advantages and shortcomings; (e)takes position on the diversity of models of psychological intervention explored along his/her education in this 1st cycle (e.g., behaviourist, cognitivist, psychoanalytic, humanistic, constructivist, systemic)

Learning outcomes and competences

It is expected that / the student will be able to:

Meet different psychological models in the distinctions the ontological level, epistemological and axiological

Problematize and discuss epistemological differences associated with different theoretical models in psychology

Understand the implications for psychological practice the decision about the model or epistemological perspective in which it operates

Working method



I- Epistemological foundations of constructivism 
1- Core definitions and historical background
2- Constructivist therapies
3- Cognitive therapies and constructuvism
4- The therapeutical process and personal change
5- The therapist role and personal characteristics
6- Constructivism and specific populations

II- Sistemic persperctives
1- Core definitions  and historical background
2- Pragmatics of human communication
3 - Systemic theories based on behavioral patterns
4 - Systemic theories based on belief systems

Mandatory literature

Carr Alan; Family therapy. ISBN: 0-471-49124-1
Feixas Viaplana Guillem; Constructivismo y psicoterapia. ISBN: 84-330-1519-2
Mahoney Michael J.; Processos humanos de mudança. ISBN: 0-465-03118-8
Dallos, R., & Draper, R.; An introduction to family therapy: Systemic theory and practice. , McGraw-Hill Education, 2010

Complementary Bibliography

Ferreira, R. F., & Abreu, C. N. (Eds).; Psicoterapia e construtivismo: Considerações teóricas e práticas., Porto Alegre: ArtMed, 1998
Gonçalves Óscar F.; Viver narrativamente. ISBN: 972-8535-36-8
Guidano Vittorio F.; The^self in process. ISBN: 0-89862-447-9
Watzlawick Paul; Pragmática da comunicação humana. ISBN: 85-316-0314-5
Neimeyer, R. A. ; The development of personal construct psychology. , Lincoln, Nbs: University of Nebraska., 1985

Teaching methods and learning activities

  • •Methods of oral presentation of the thematic subjects in the context of the large group (lectures);

  • Intentional creation of opportunities for systematic discussion based upon contributions of teachers and students;

  • Teachers appeal to intervention own experience in order to illustrate concepts, processes and dilemmas related to psychological intervention constructivist and systemic proposals;

  • Reading, reflection and systematization of knowledge and competencies based on suggested readings and students independent work;

  • Writing activities (critical reflection based on reading a proposed book and final examination);

  • Role-play.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Teste 100,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 51,00
Frequência das aulas 30,00
Total: 81,00

Eligibility for exams

Students who are not covered by special conditions should make two tests

Calculation formula of final grade

Distributed evaluation without final exam but with recurs

Examinations or Special Assignments


Internship work/project


Special assessment (TE, DA, ...)

Follows FPCEUP's student regulation (cf. art. 11).

Classification improvement

Students can improve their final grade by doing a written test, on a single trial in the "appeal season".

The final score is the highest. 


Follows FPCEUP's student regulation (cf. art. 11).
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