Models of Psychological Intervention II

Code:

LPSI308

Acronym:

MIP II

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2021/2022 - 2S

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 language

Suitable for English-speaking students

Objectives

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

Presencial

Program

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.

 

keywords

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:

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.