Specific Interventions with Children an Adolescents

Code:

PCS09

Acronym:

IECA

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2024/2025 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSIC	16	Plano Oficial do ano letivo 2021	1	-	6	54	162

Teaching language

Portuguese

Objectives

The general aim of this course is to give students the opportunity to have contact with real cases in child and adolescent counselling, including participation in the monitoring of a case. The specific objectives are to learn about the various stages of a psychological counselling process for children and adolescents, as well as practical aspects of case management, finalising cases and writing reports. Another specific objective focuses on the theoretical conceptualisation of the practice and the deepening of specific models, such as the theoretical model of Reauthorship applied to children and adolescents and the Humanistic Play Therapy Model with children. The aim is for the student to have contact with various clinical situations, accompanied by the teacher in their analysis and reflection.

Learning outcomes and competences

At the end of this CU, the student is expected to:
1. Have direct contact with the various stages of monitoring a clinical case, getting to know the process; 2. Acquire basic skills in initiating a psychological consultation process with children or adolescents; 3. Deepen clinical assessment skills; 4. Gain some familiarity with making case records and clinical case reports; 5. Have in-depth contact with some intervention techniques. 6. explore the ability to write up a case and conceptualize it.

Working method

Presencial

Program

1. Central aspects in attendance, records and organization of consultation with children and adolescents. 2. Presentation of some specific models of intervention. Issues associated with the high incidence of psychological consultation with children. b. Recent and major impact on clinical work with children 3. Participation in the monitoring of a case: analysis and planning sessions. 4. Presentation of cases. 5. Discussion of cases.
BIBLIOGRAFIA: Baker, L.; Dreher, M. J. & Gutherie, J. T. (2000). Engaging Young Readers: Promoting Achievement and Motivation. New York: The Guilford Press. Castro, S. L. & Gomes, I. (2000). Dificuldades de Aprendizagem da Língua Materna. Lisboa: Universidade Aberta. Chazan, S.E.(2002). Profiles of play: assessing and observing structure and process in play therapy. London: Jessica Kingsley. Cormier, S. & Hackney, H. (2005).Counseling Strategies and Interventions. Pearson. NY. Gomez, F. J., Quintana, P. O., Sutil, C. R. (1992). Evaluación en psicologia clínica I: Proceso, método y estrategias psicométricas. Salamanca: Amarú Ediciones. Kaduson, H.G (2004). 101 favorites play therapy techniques .London:Rowan & Lttelfield. Lopes, J. A. (2001). Problemas de Comportamento, Problemas de Aprendizagem e Problemas de Ensinagem. Coimbra: Quarteto Editora. Lopes, J. A. (2005). Dificuldades de Aprendizagem da leitura e da escrita. Perspectivas de avaliação e intervenção. Porto: Asas Editora. Henriques, M. R., Gonçalves, M., & Freitas, J. (2005). Pôr o medo a fugir: As tuas aventuras contra o medo - bloco de actividades, 3ª Edição (1ª Ed. em 2000). Coimbra: Quarteto Editora. Gonçalves, M., & Henriques, M. R. (2005). Terapia narrativa da ansiedade: Manual terapêutico para crianças e adolescentes. 3ª Edição (1ª Ed. em 2000). Coimbra: Quarteto Editora. Gouveia, P. (2000). Ansiedade social: da timidez à fobia social. Quarteto Editora. Coimbra. Marsh, J. (1995). Anxiety disorders in children and adolescents. The Guilford Press. NY. McHenry, B. and McHenry. (2007). What therapists say and why they say it. Effective therapeutic responses and techniques. Pearson. NY. Morais, J. (1997). A Arte de Ler: Psicologia cognitiva da leitura. Lisboa: Edições Cosmos. Rebelo, J. A. (1993). Dificuldades da Leitura e da Escrita em Alunos do Ensino Básico. Porto: Edições Asa. Rhem, L. & Cárter, A. (1990). Cognitive components of depression. In M. Lewis & S. Miller (Eds). Handbook of developmental psychopathology. Plenum Press. NY. Scott, R. (2004). Dyslexia and Counselling. London: Whurr Pyblishers. Soares, I. (2000). Psicopatologia do desenvolvimento : trajectórias (in)adaptativas ao longo da vida. Quarteto Editora.

Mandatory literature

Gonçalves Miguel; Terapia narrativa da ansiedade. ISBN: 972-8535-48-1
Gonçalves Miguel M. 570; Psicoterapia, discurso e narrativa. ISBN: 978-989-558-056-8
Kendall Philip C. 340; Handbook of research methods in clinical psychology. ISBN: 0-471-29509-4
Walker C. Eugene 340; Handbook of clinical child psychology. ISBN: 0-471-24406-6

Teaching methods and learning activities

1.  Expository presentation of specific clinical intervention models, illustrated with examples. 2. Direct observation of a clinical case. 3. Analysis of detailed reports of a clinical case with children/adolescents. 4. Exercise planning an intervention from a case presented. 5. Case presentations to the class. 6. Case discussion inside class. Organization: Sessions with the whole class, sessions with half the class and work in small groups and individuals.

keywords

Social sciences > Psychological sciences > Psychology > Clinical psychology
Social sciences > Psychological sciences > Psychology > Psychotherapy
Social sciences > Psychological sciences > Cognitive science
Social sciences > Psychological sciences > Psychology > Developmental psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	5,00
Teste	10,00
Trabalho de campo	60,00
Trabalho escrito	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	30,00
Frequência das aulas	54,00
Trabalho de campo	36,00
Trabalho escrito	42,00
Total:	162,00

Eligibility for exams

Attendance involves participating in 75% of classes and carrying out practical exercises during them, as well as completing all the activities included in the assessment.

Calculation formula of final grade

The final score is obtained by the weighted mean of the marks obtained in the four components of assessment:
- Field work with a weighting of 60%, requiring a minimum score to 10 values;
- Written work with a weighting of 25% by requiring a minimum grade of 10 values;
- Test with a weighting of 10% by requiring a minimum grade of 10 values;
- Class participation a weighting of 5% by requiring a minimum grade of 10 values;

Examinations or Special Assignments

Presentation to the classe of a group work about a case study based on writing report;

Direct observation of a "real" clinical case and writting of respective reports;

Presentation of the clinical case in the classe;

Individual evaluation: knowledge test.

Special assessment (TE, DA, ...)

In cases with work-student status, the presence in the classes are not obley

Classification improvement

There are no possibility to make new evaluations, in order to get better classification.

Observations

The request to change the FUC is related to some adjustments made to the assessment after reflecting on it together with the students.