|Edition||Concursos por Regime||Scheme||Vacancies||Deadlines|
|Maiores de 23||Candidates Over 23 Years Old||4||2021-07-19 to 2021-07-30|
This discipline aims the students to be able to:
- to know the main epistemological traditions and their importance in reflecting about scientific knowledge.
- to know the main events and theoretical movements of Psychology and situate them at the historical-cultural moment/context, especially in what concerns the Philosophy-Psychology link and the development of Psychology as science.
- to apply epistemological theories to the development of Psychology as science.
- to collect, select and interpret relevant information about History of Psychology and Epistemology applied to this.
- to present autonomous learning capacity and critical analysis in reflection about the application of Epistemology to the History of Psychology.
At the end of this subject, students must be able:
Enable students with basic concepts and methodologies of analysis in Human Formal, Population, Cytogenetics, Molecular Genetics and its applications in the field of psychology. It is expected that the acquired conceptual background and analytical skills will be helpful in the fields of applied psychology, teaching, research and others with more applied purposes.
The aim of this curricular unit is to present and discuss the perception and attention theories and models. Besides the theoretical framework, the methodologies of empirical investigation of perception and attention in the domain of experimental cognitive psychology will also be presented, as well as the their implications and applications in multiple domains.
In this curricular unit (CU), it is intended for students to acquire the necessary skills to perform and interpret statistical tests that are relevant in the context of Psychology. Students should also learn specific vocabulary and the ability to understand scientific literature, as well as produce statistical reports.
Thus, the learning objectives designed for the student in this course are as follows:
1. To understand the centrality and functions of Ethics as a mode of behavioral self-regulation in living, relating and working, relating, and working with/for Others
2. To recognize the importance of the ethic learnings by applying it to/in the immediate context of their training in Psychology for a culture of academic integrity
3. To identifie and critically reflect the politic, axiologic, ethic and deontological dimensions of psychology, both as science and profession
4. To distinguish ethic and deontology as regulatory dimensions of the psychology professional practice that, articulatly, constitute structural elements of the professional identity of psychologists
5. To know and and situationally applicate the main documental references for the profession of psychologist, namely the Code of Ethics of Portuguese Psychologists and specific guidelines
6. To mobilize ethical principles and deontological norms in critical thinking and ethical reasoning processes related to particular situations and contexts in Psychology
At the end of the Unit, the students should be able to identify biological constraints of human social behavior, integrating knowledge from the areas of Paleontology, Evolutionary Biology, Sociobiology, Evolutionary Psychology and Anthropology, and to recognize several connections between Psychology and the other social sciences. They should be apt to initiate an informed debate on the nature/nurture dichotomy in psychological explanation. They should also be able to approach the evolution of thought about Society and the State from Antiquity to the Modern Age, taking into account historical circumstances in the social, political and religious domains, and to illustrate the main sociological currents of Modernity. In these approaches, students should present an increased ability to relate concepts developing from different social sciences, such as, Economy, History or Political Science.
(1) To identify the mechanisms of acquisition of knowledge and behaviour;
(2) To identify and understand the main types of learning and explanatory theories;
(3) To know and understand some of the most relevant scientific learning literature;
(4) To know classical studies about different types of human memory;
(5) To describe and understand the various types of memory, capacity, limits and main concepts and theories;
(6) To know and understand the literature in the field of memory, specially the experimental cognitive approaches.
(7) To apply some of the knowledge about memory to the school and daily situations.
(8) To participate in small experiments creation, integrating knowledge and experience.
By the end of this curricular unit (CU), the students should be able to:
1. To be familiar with the main concepts, problems and methods of Psychology of Language and Thinking, viewed as foundational areas of psychological science.
2. To know the main steps involved in conducting experimental research as a result of having taken part as an experimental participant in ongoing research at the Speech Laboratory, and to be able to critically reflect on that experience.
3. To be knowledgeable about, and able to explain or demonstrate, classical psychological effects related to language and thinking (e.g., audiovisual integration, categorical perception, heuristics).
4. To be able to interpret, analyze, and critically review specialized literature (scientific articles) in the domain.
5. To be familiar with the main conventions of science writing in Psychology and to be able to use them, in toto or in part.
This Curricular Unit aims at approaching the basic concepts of Psychology applied to the child protection contexts
Having successfully completed this course the student will be able to:
The first topic focus on the acquisition of basic knowledge related with the understanding of child and adolescent development. Thus, the emphasis is putted on questioning the notion of psychological development and on presenting major conceptual approaches to human development.
The next four topics envision at gaining knowledge about developmental characteristics, the understanding the patterns of psychological and behavioral functioning in each main period of child and adolescent development
Finally, the sixth and seventh points, developed throughout practical classes, are related with the aim of observational skills competencies, understanding understanding and integration of processes in Developmental Psychology.
At the end of the semester, students should have obtained an integrated perspective on the phenomena of inclusion and exclusion in various contexts of social life, in particular, in small interactive groups, of relations in communities or society in general.
At the end of this course students should be able to:
At the end of the unit students should be able to: Demonstrate knowledge of the contributions of Educational Psychology to the study and understanding of human behavior and development in educational settings.
Develop an integrated perspective on Educational Psychology and its relations with other theoretical and applied psychological domains.
Acquire knowledge on the process of teaching and learning in educational contexts in different developmental periods, and to iknow/identify theoretical models relevant for its understanding.
Be acquainted with practical aplications of Eductional Psychology in formal an informal educational contexts, and in early intervention
Know relevant research in the area.
The objectives of the UC: . promote the reflection on the adulthood and elderly development, considering perspectives and concepts covered in the course; . enable students to identify the adults and elderly most significant life contexts, the underlying processes and the main changes that occur in the life cycle, as well as the impact on the individual reorganization and/or on the systems in which he/she participates;. awareness among students to the importance of the senses psychological, social and cultural notion of aging; . knowledge and frame in a multisystemic perspective the role of the psychologist in promoting the psychological development of the adult and the elderly.
The discipline aims that students will be able:
- to know the bio-psycho-physiological mechanisms of stress and identify symptoms of stress.
- to differentiate the concepts of stress, posttraumatic stress and burnout as a response to chronic occupational stress, and to know its applicability in academic and work contexts.
- to know relevant studies at international and national level, about stress, posttraumatic stress and burnout.
- to know prevention and treatment forms, at individual and institutional level.
- through practical exercises, to know stress management strategies, to differentiate stress/anxiety and to know how to evaluate/identify stress, PTSD and burnout symptoms among students and workers.
- to present autonomous learning capacity and critical analysis in reflection about the relevance of these three concepts nowadays.
At the end of this subject students must have knowledge about:
- The different types of group psychological intervention
- The stages of group development
- The main group phenomena that emerge during the intervention.
Additionally, this subject sought to foster students’ personal development, namely through transversal and transferable skills, such as self and hetero-knowledge, communication and leadership.
The course of introduction to Sexology aims to promote knowledge in the field of Sexology as the multidisciplinary science of sexuality. We will address some of the most prominent authors in the history of Sexology and their theories, as well as the various scientific paradigms. We will cover the psychophysiology of sexual response, its principles and main models. We will also review the research on the role of different psychological variables in sexual response and sexual functioning.
Finally, we will discuss some relevant issues in the psychology of sexuality (e.g., sexual dysfunctions, sexuality and disability, sexuality & parenthood, sexuality & ageing, sexual compulsivity and aggression).
To recognise, identify and take position vis-a-vis a synthesis of the main characteristics of psychoanalytic and humanistic models of psychological intervention in the cultural, political, epistemological and scientific-psychological contexts of their emergency
To identify their main ontological, epistemological and metatheoretical assumptions
To differentiate, for each group of models, their respective conceptions of:
human psychological organisation and functioning
genesis of psychological disfunction
strategies, methodologies, resources and instruments of psychological intervention
processes of psychological change to be activated
To mobilise theoretical and methodological acquisitions in order to initiate a process of conceptualisation of problems of psychological intervention, based on Freud’s and Roger’s readings
To understand and integrate knowledge, competencies and instruments from these models of psychological intervention, with a specific emphasis on Rogers based attendance competencies
It is its main goal to promote the construction of conceptual frameworks in the field oof community psychology.
Learning outcome: At the end of the semester, students should be capable to:
(a) Acquire knowledge concerning community intervention projects and critically analyse them;
(b)Critically and carefully analyse and question, based on recent research, objectives, methods and strategies of intervention modalities in personal and contextual systems, concerning a diversity of problems, populations and contexts;
(c)Design community projects in personal and contextual systems: family, school, organizations and communities.
(d) Present and debate recent investigation projects of community intervention, by writing and orally.
The main goal of this course is to provide the student with an approach to the field of Psychology of Justice and Deviance. It is intended that the student: (1) understands the field of Psychology of Justice; (2) knows the concept of deviation, its socio-cultural and historical relativization, as well as the social reaction to deviation and its consequences; (3) knows the main themes of these areas and its complexity, being able to interpret them taking into account the contributions of the different disciplinary areas; (4) knows the specificities and the contexts of intervention of the psychologist in this area.
After attending this course, students should be able to:
This CU seeks to raise awareness and consolidate students' knowledge by a relatively new area of psychology, especially given his relationship with other domains of knowledge. We refer to issues concerning the built environment and built by man, the questions of urbanism and its influence / impact on whether or not promotion of human development and their psychological well-being. The possibility to observe, reflect and discuss real situations, whether about experiences in single-family’s spaces, institutional spaces, or the participation and experience in construction and enjoyment of public spaces, allows students to empower themselves to raise awareness (and intervention) in this specific field, deepening a central theme in the lives of individuals - their intimate, social, public and community spaces - where they necessarily and obligatory, live and experience through life cycle.
1- Recognition of the characteristics of the more frequent psychological disorders in children and adolescents
2- Capacity to deal with the main issues of differential diagnoses presented by the more frequent child and adolescent psychological disorders
3- Description of the biopsychosocial factors and processes involved in the more frequent child and adolescent psychological disorders
4- General skills of psychopathology assessment, including the selection, knowledge of applications, administration, scoring, and interpretation guidelines of some assessment instruments specifically used in clinical child and adolescent psychology, and capacity of effective handling of the DSM classification and diagnostic system and manual5- Acknowledgement of the ethical issues and professional conduct related with the assessment and classification of child and adolescent psychopathology
Understand the conceptual and methodological specificity of the Rorschach test. Developing skills on test administration, including preparing the subject and the technique of recording responses. Responses coding with about one hundred variables of the Rorschach comprehensive system
The following will constitute the main objectives of this UC:
1. Provide students with practical experiences in realizing key concepts in developmental psychology and communication theories, facilitating the establishment of a relationship with the interviewee;
2. Promote knowledge and reflection on the implications of communication axioms in establishing the relationship with the other and its intentional use;
3. Present communication techniques to establish an empathic and non-evaluative relationship with the interviewee.
4. Share communication techniques that facilitate the self-expression of the child, a teenager or an adult, in the context of an interview.
5. Characterize in the form of preparation and in the conductn process, the different types of interviews.
6. Expose the process of building semi-structured interview scripts.
7. Promote experiences of expanding the skills of conducting individual and group interviews.
8. Enable self-criticism of individual performance in conducting interviews, taking as a background theoretical perspectives about the child's development and the communication process.
- To get to know conceptual models to study the quality of educational contexts;
- To identify critical context dimensions in the promotion of development and learning;
- To get to know different phases of reflection and action to develop quality practices;
- To integrate the assessment and development of quality into a systemic-ecological rationale.
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
1. To be able to recognize the modern approach of Neuropsychology and the Cognitive Neurosciences to the study of the mind-brain and human behavior, and to identify its main characteristics.
2. To be familiar with the main neuro-functional characteristics of major cognitive systems in the adult and be able to relate them with cognitive analysis and behavioral observation.
3. To be aware of the consequences of brain lesions at the individual level and their impact on family and social networks.
4. To be able to interpret, analyze, and critically review the scientific literature (mid-level specialization articles) in the domain of neuropsychology and cognitive neurosciences.
The objective of this course is mainly the practical application, systematization and integration of the knowledge already acquired. It is specifically intended that students:
1. Differentiate the application of qualitative and quantitative methodologies in research in Psychology;
2. Implement different stages of the research process, including the definition and substantiation of research questions and hypotheses;
3. Collect empirical data, using research tools, and assess of their qualities, conduct data analysis and interpretation and discussion of results;
4. Identify advantages and limitations of the conduted study, in particular regarding ethical considerations and lessons for interpretation and generalization of results from their qualitative and quantitative study;5.Identify the implications for the practice of the conducted study.
This UC intends to contribute to the training of future psychologists capable of a systemic understanding of the situations with which they work, and with flexibility in adapting their intervention to different contexts, according to the institutional framework of their function.
The objectives of this course are to enable students to:
1. show key-knowledge about psychophysiological research methods;
2. describe the general characteristics of the psychophysiological and neuropsychophysiological research, as well as the phases of the acquisition of the respective indexes;
3. define the concepts of psychophysiological and neuropsychophysiological techniques, indexes, acquisition, amplification, modulation, filtering, recording, and analysis;
4. recognize variables that can be studied from physiological and neurophysiological activity, as well as the (neuro)physiologic bases of the signals in question;
5. know and put into practice the polygraphic and electrophysiologic procedures for the recording of electroencephalography (EEG), event-related potentials (ERP), and brain electrical activity mapping (BEAM), manipulating Independent Variables, analyzing data, and interpreting results according to neuroscientific models.
Mastering the technique of interpretation and analysis of results obtained from the Rorschach test protocols - Comprehensive System.
Demonstrate the mastering the methodologies of administration and coding of responses as well the analysis of results.
Integrate the Rorschach results in a psychological assessment process, with other test results.