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Models of Psychological Intervention II

Code: LPSI308     Acronym: MIP II

Classification Keyword
OFICIAL Psychology

Instance: 2021/2022 - 2S Ícone do Moodle

Active? Yes
Responsible unit: Psychology
Course/CS Responsible: First degree in Psychology

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
LPSIC 30 Official Curricular Structure 3 - 6 54 162

Teaching Staff - Responsibilities

Teacher Responsibility
Maria Teresa Limpo Hargreaves de Sousa Dias

Teaching - Hours

Theoretical classes: 2,00
Theoretical and practical : 1,50
Type Teacher Classes Hour
Theoretical classes Totals 1 2,00
Maria Teresa Limpo Hargreaves de Sousa Dias 2,00
Theoretical and practical Totals 1 1,50
Maria Teresa Limpo Hargreaves de Sousa Dias 1,50

Teaching language

Suitable for English-speaking students


At the end of this curricular unit the student should:
1 – Know the plurality of discourses and psychological intervention techniques offered in the domain of behavioural and cognitive perspectives.
2 – Know how to critically analyse the different conceptualization of: (a) functioning and psychological development; b) dysfunctionality theory and c) psychological change strategies in the domain of behaviourism and classical cognitivism.
3 – Have acquired concepts relative to psychological intervention procedures in the behavioural and cognitive models.
4 – Be able to reflect on the different intervention models, considering their rational and the techniques that derive from them.
5 – understand the implications of choosing an epistemological perspective for a future psychological pratice

Learning outcomes and competences

The exposure of contents and the autonomous study that is expected when developing the essay will give the student knowledge within the three major models that this CU covers, as well as the basic concepts of the procedures of psychological intervention. Discussions from this exposure as well as from visualizing videos, role-playing, and solving problems exercices in each class will allow the student not only to consolidate this knowledge and concepts but also the development of interpersonal, comunicatuion and adaptability soft skills, so that the student can be able to critically think and reflect about the different theories and their applicability. Adicionally, writing an essay in small groups that applies a specific model to a specific context will allow the acquisition of teamwork and psychological practice work ethic skills. 

Working method



1 - Introduction to behaviorism.
2 - Behavioural techniques derived from classical and operant conditioning. 3 - Social learning: Introduction and fundamental concepts.
4 - The rational-emotive therapy approach.
5 - The cognitive therapy approach of Aaron T. Beck.
6 – Introduction to systemic perspectives and systemic thinking
7 – Axioms of communication
8 – Theories based on behavioral patterns
9 – Theories based on belief systems

Mandatory literature

Masters John C. 070; Behavior therapy. ISBN: 0-15-505376-0
Dobson Keith S. 340; Handbook of cognitive-behavioural therapies. ISBN: 0-09-173195-X
Bandura Albert 340; Self-efficacy in changing societies. ISBN: 0-521-58696-8
Gonçalves Óscar F.; Terapias cognitivas. ISBN: 972-36-0285-7
Joyce-Moniz Luís; A^modificação do comportamento. ISBN: 972-24-1164-0
Gonçalves Oscar Filipe; Terapia comportamental
Alan Carr; Family therapy. ISBN: 0-471-49124-1

Complementary Bibliography

Steven C. Hayes; Process-based CBT. ISBN: 978-1-62625-596-8
Dallos, R. & Draper, R.; An introduction to family therapy: Systemic theory and practice
Bandura, A. ; Psychological modeling: Conflicting theories

Teaching methods and learning activities

Theoretical classes involve the exposure of contents and discussion in large group with contributes from both the teachers and students, with the help of images or videos. In theoretical-pratical classes the student will be able to acquire soft skills through role-playing and problem solving exercices in small groups, as well as visualizing and discussing videos showing behavioral, cognitive or systemic interventions.



Social sciences > Psychological sciences > Behavioural sciences
Social sciences > Psychological sciences > Cognitive science
Social sciences > Psychological sciences > Psychology > Applied psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Trabalho escrito 30,00
Teste 70,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Estudo autónomo 72,00
Frequência das aulas 54,00
Trabalho de investigação 36,00
Total: 162,00

Eligibility for exams

Mandatory attendance of the practical classes. The student fulfills this criterion if the number of missing classes is equal or lower than 25% of the scheduled classes.

Calculation formula of final grade

The evaluation is continuous and involves two components:

(a) two tests (70%). The final result in this componente is the average classification of both tests.
(b) Practical assignment (30%).

It is required a minimum grade of 9.5 in both tests and the assignment.

A nota no trabalho prático e a aprovação das presenças terão validade somente no ano letivo em questão.

Special assessment (TE, DA, ...)

Student-workers and beneficiaries of other statutes should carry out the tests on the same day of general students.

If there is a specific situation that has proven to prevent the student to complete the assessment provided for the majority of cases, a new type of assessment can be exceptionally created, as long as the professors are notified up to the second theoretical class of the semester.

Classification improvement

Students can improve their final grade a single time through an exam to complete up to the appeal season in the academic year immediately after the one in which approval was attained.
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