Psychological Counselling and Personality Develpment

Code:

LP411

Acronym:

CPDP

Keywords
Classification	Keyword
OFICIAL	Consulta Psicológica de Jovens e Adultos

Instance: 2004/2005 - A

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

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSI	39	Plano oficial a partir de 2001/02	4	6	11	-

Objectives

The aims of this course are to promote the development and acquisition of:
1. Integrative patterns to analyze and conceptualize the main developmental issues and specific disorders of young adults and adults;
2. Complex patterns for planning and elaborating psychological interventions;
3. Psychological counselling skills and competences, adapted to the specificities of the developmental stages and to the diversity of human problems.
This subject emphasizes a constructivist, developmental and ecological perspective of human development and psychological change.

Program

1. Theoretical perspectives and models of human development
J. Bowlby’s and M. Ainsworth’s attachment theory; K. Bartholomew’s bidimensional model of adult attachment; R. Kegan’s constructive-developmental perspective; E. Erikson’s psychosocial development of identity; J. Marcia’s identity statuses model.
2. Dimensions of the psychological intervention process
General principles of psychological intervention with adolescents and adults; object and objectives of psychological counselling; structural elements of the intervention process; regulatory processes and mechanisms of psychological change and transformation; the integration between psychological assessment and intervention; the nature of the therapeutic relationship; the role of language and transformative conversation; the finalization of psychotherapy and the separation process; ethical dilemmas in psychological counselling.
3. Psychopathological configurations of meaning and other disorders
The role of traditional classification systems. The concepts of ‘personality’ and ‘perturbation’ in light of the post-modern critic.
Anxiety disorders (panic disorder and agoraphobia, simple phobias and social anxiety, obsessive-compulsive disorder, generalized anxiety and post-traumatic stress); mood disorders (depressive and bipolar disorder); eating disorders (anorexia and bulimia nervosa); borderline personality and schizophrenia; dissociative disorders.
Suicide and suicide attempts; grief processes and adaptation to bereavement.
4. Integration
Towards a constructivist, developmental and ecological model of psychological intervention for the development of young adults and adults.

Main Bibliography

ANDERSON, H. (1997). Conversation, language and possibilities. A postmodern approach to therapy. New York: Basic Books.
CASSIDY, J., & SHAVER, P. (1999). Handbook of attachment. Theory, research and clinical applications. New York: The Guilford Press.
KEGAN, R. (1982). The evolving self. Cambridge, M.A: Harvard
NEIMEYER, R.A., & RASKIN, J.D. (2000) (Eds.). Constructions of disorder. Meaning-making frameworks for psychotherapy. Washington DC: American Psychological Association
GUIDANO, V. (1987). The complexity of the self: A developmental approach to psychopathology and therapy. New York: The Guilford Press.
VAN HASSELT, V.B., & HERSEN, M. (Eds.) (1995). Handbook of adolescent psychopathology. A guide to diagnosis and treatment. N.Y.: The Free Press.

Teaching methods and learning activities

Number of hours per week: Theoretical – 2h/Practical – 2h

Evaluation Type

Distributed evaluation with final exam

Calculation formula of final grade

the 1st exam weights 40% in the final classification and the 2nd one weights 60%;