Constructivist and Systemic Models

Code:

P502

Acronym:

MCS

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2011/2012 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	131	Official Curricular Structure 2007/2008	3	-	4	36	108

Teaching language

Portuguese

Objectives

This subject intends to confront the students with the plurality of discourses and proposals of strategies for psychological intervention in the domain of constructivist and systemic approaches. It is expected that students:
. develop critical knowledge about different conceptions of (a) psychological development and functioning; (b) disfunctionality; and (c) strategies for psychological change;
. acquire concepts regarding procedures for psychological intervention in the several theoretical proposals considered;
. be able to apply these strategies to a variety of problems, populations, and contexts within which psychologists operate.

Program

Constructivist perspectives
. the constructivist cognitivism: introduction;
. common basic assertions to different constructivist approaches;
. the constructivist perspective of the Centre for Cognitive Therapy of Rome (Guidano & Liotti);
. the personal constructs perspective of the Catalan school (Villegas &
Feixas);
. the constructivist metatheory of M. Mahoney;
. narrative perspectives (White & Epston);
. social constructionism (Gergen & Gergen).

Systemic perspectives
. theoretical pressupositions of systemic theory as a scientific paradigm;
. family conceptualized as an open system;
. development of the family system along the life-cycle;
. systemic approaches in family therapy.

References
Abreu, C. N & Roso, Miréia (2003). Psicoterapias cognitiva e construtivistas: Novas fronteiras da prática clínica. Coimbra: Editora Quarteto.
Feixas i Viaplana, G. & Villegas i Besora, M. (1990). Constructivismo y psicoterapia. Barcelona: PPU.
Guidano, V. (1991). The self in process: toward a post racionalist cognitive therapy. New York: The Guilford Press.
Guidano, V. F. (1987). Complexity of the self: A developmental approach to psychopathology and therapy. New York: The Guilford Press.
Mahoney, M. J. (1991). Human change processes. New York: Basic Books.
Mahoney, M. 1. (1997). Psicoterapias cognitivas y constructivistas. Teoria, investigación y práctica. Bilbau: Desclée De Brouwer.
Relvas, A. P. (1996). O ciclo vital da família. Perspectiva sistémica. Porto: Afrontamento.
Sampaio, D., & Gameiro, J. (1985). Terapia familiar. Porto: Afrontamento.

Mandatory literature

Mahoney, M. J. ; Human Change Process , New York: Basic Books, 1991
Guidano, Vitorio; The self process: toward a post racionalist cognitive therapy, New York: Tile Guilford Press, 1991
Sampaio, D,; Terapia familiar, Porto: Afrontamento, 1985
Relvas, A. P. ; O ciclo vital da família. Perspectiva sistémica, Porto: Afrontamento, 1996
Gergen, K.; The saturated self: Dilemmas of identity in the contemporary life, Basic Books, 1992
White, M. & Epston, D. ; Narrative means to therapeutic ends, New Iork: Norton, 1990

Teaching methods and learning activities

Methods of oral presentation of the thematic subjects in the context of the large group;
Intentional creation of opportunities for discussion based upon contributions of teachers and students;
The teachers will appeal to their clinical experience in order to exemplify some of the concepts, but also processes and dilemmas present in psychological intervention;
Deepening and systematization of knowledge upon suggested readings and autonomous search of materials.

keywords

Social sciences > Psychological sciences

Evaluation Type

Distributed evaluation with final exam

Eligibility for exams

To be approved in the unity, the student must obtain a minimum of 10 points out of 20.

Calculation formula of final grade

The final classification consists in the classification of the final exam, expressed in a 0 to 20 scale. Students that obtain 8 or 9 points in the final exam, have the opportunity of an extra oral exam.

Examinations or Special Assignments

There aren’t

Special assessment (TE, DA, ...)

According to the official regulation of the FPCE-UP

Classification improvement

According to the official regulation of the FPCE-UP