Intervention in Developmental Transitions and Disorders

Code:

P744

Acronym:

ITPD

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2020/2021 - 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	78	Official Curricular Structure	4	-	6	54	162

Teaching language

Portuguese

Objectives

 

This CU aims to provide students with knowledge and competences that will enable them to intervene with young people and adults, taking into account not only the specificity of the problems/difficulties, but also the nature of ongoing developmental tasks and transitions and the uniqueness of life trajectories.  Based on attachment theory as an integrative paradigm of human development, the UC intends to discuss its implications and applications for (a) the understanding of the conditions and developmental processes that gave rise and/or mantain clinical disorders; and (b) the  construction of the therapeutic relationship and the potentiation of the processes of change.

 

Learning outcomes and competences

 

It is expected that the student is able to:

. reflect in an integrative and comprehensive way upon the major developmental transitions and disorders of the young adult and adult years;

. discuss the implications and applications of attachment theory to the clinical context;

 

. elaborate and evaluate processes of psychotherapeutic intervention based on constructivist and developmental principles;

 

. know and discuss critically the movement of evidence based therapies;

. discuss the role of the development of the psychotherapist as an integral part of the therapeutic relationship and the change process;

. acquire competencies and counselling skills, adapted to the specificities of developmental periods, the diversity of needs and problems, and the uniqueness of developmental histories;

. recog nize and discuss the ethical and social implications of the psychologist's actions;

. develop an attitude of active, autonomous and lifelong learning.

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

NA

Program

 

1. A developmental and constructivist epistemology of clinical intervention for the development of young adults and adults.

Implications of attachment theory for clinical intervention. Constructivist approaches to psychological intervention and change processes. The mouvement of the evidence-based therapies.

2. Basic principles of psychological counselling with young adults and adults

Structural elements of the intervention process; regulatory processes of psychological change; the nature of the psychotherapeutic relationship; the role of language and transformational conversation; the development of the psychotherapist; ethical.

3. Psychopathological configurations of meaning-making and other (dis)orders

Depressive disorders. Suicide and suicide attempts. Adaptation to loss, bereavement and grief processes. Anxiety disorders (generalized anxiety, panic disorder, agoraphobia, social anxiety, post-traumatic stress).

 

Mandatory literature

Mahoney Michael J.; Constructive psychotherapy. ISBN: 1-57230-902-4
Guidano Vittorio F.; Complexity of the self. ISBN: 0-89862-012-0
Obegi Joseph H. 340; Attachment theory and research in clinical work with adults. ISBN: 978-1-59385-998-5
Norcross John C. 340; Psychotherapy relationships that work. ISBN: 0-19-514346-9
Stroebe Margaret 340; Complicated grief. ISBN: 978-0-415-62505-0

Complementary Bibliography

Castonguay Louis G. 340; Principles of therapeutic change that work. ISBN: 0-19-515684-6
Rholes W. Steven 340; Adult attachment. ISBN: 1-59385-047-6
Neimeyer Robert A. 340; Meaning reconstruction & the experience of loss. ISBN: 1-55798-742-4

Teaching methods and learning activities

 

Methods of oral presentation of the thematic subjects;

Intentional creation of opportunities for discussion based upon contributions of students and teacher;

The teacher will appeal to her clinical experience and gives examples of psychotherapeutic processes and dilemmas present in psychological intervention;

Deepening and systematization of knowledge based upon suggested readings and autonomous search of literature;

Observation and discussion of videos related to therapeutic systems privileged in the unity;

Use of images, metaphors and cartoons;

Role-playing (role of the client and of the counsellor) for training of counselling skills;

 

Invitation of clinical psychologists that present and discuss their practices;

Confrontation with practical ethical dilemmas;

Students are expected to present a work about psychotherapeutic strategies and resources to be discussed within the group

keywords

Social sciences > Psychological sciences > Psychology
Social sciences
Social sciences > Psychological sciences
Social sciences > Psychological sciences > Psychology > Clinical psychology

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	50,00
Trabalho escrito	50,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	6,00
Estudo autónomo	98,00
Frequência das aulas	54,00
Trabalho escrito	4,00
Total:	162,00

Eligibility for exams

It is recommended effective presence of the student in ¾ of the practical lessons given. To be approved in the unity, the student must obtain a minimum of 10 points out of 20, and each of the components evaluated regarding the distributed evaluation (group work and individual work) must have a minimum of 9 points out of 20.

The group work includes the oral presentation and discussion of a work organised in small groups (3/4 elements) on a topic related to resources, strategies and processes of psychotherapeutic intervention. A list of possible topics is presented on the first day of classes. Apart from a theoretical-conceptual and empirical review on the topic, the presentation intends to be substantive, creative and dynamic, and should also involve colleagues in learning and discussion of specific skills. It is also requested a summary of the presentation, with (a) the identification of the main content, (b) the objectives to be achieved, (c) the competencies to be acquired, and (d) the bibliography consulted. The documents related to the students' presentations (power point presentation and summary) are placed in the documents folder of UC (Sigarra).
The individual work concerns a written, critical and sustained synthesis on a theme to be announced by the teacher related to the programmatic contents developed in the theoretical classes.

Calculation formula of final grade

The evaluation follows a distributed evaluation and consists of group work (50%) and individual work (50%).  The final classification results from the arithmetical mean of both quotations and will be expressed in a 0-20 interval scale.

Special assessment (TE, DA, ...)

According to the official regulation of the FPCEUP (cf. art.º 9º). 
Although student workers do not need to conform to the request of presence in ¾ of the practical classes, they need to fulfill the other requirements. Plase contact the teacher at the beginning of the semester.

Classification improvement

Follows the general rules of FPCEUP (cf. art. 11). The improvement of the final mark is possible by conducting an exam. This may be done up to the year immediately following the year when the student had the classification. There is no way to improve the distributed component throughout the year.