Psychological Practice II

Code:

P504

Acronym:

PPII

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2010/2011 - 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	125	Official Curricular Structure 2007/2008	3	-	4	36	108

Teaching language

Portuguese

Objectives

Aims:
1. Give student's the opportunity to confrontation with the plurality of speeches and of psychological intervention techniques proposed in the extent of behaviourist, cognitive and systemic perspectives.
2. Aid the acquisition and critical analysis of different conceptualizations of (a) personality, functioning and psychological development and (b) psychological change. 3. Allow the acquisition of concepts concerning psychological intervention proceeds in the theoretical contexts considered.

Program

I. Behaviourists Perspectives

1. Classic conditioning model

(a) Strategies of gradual or mediatized exposition – the systematic desensibilization – conceptualized by Joseph Wolpe; Jacobson's progressive muscle relaxation
- Critical evaluation of these techniques and their efficacy

2. Operant conditioning model

(a) Global description of the second moment of behaviourism evolution.
(b) Techniques to reduce behaviour frequency, intensity and length.
(c) Techniques to increase behaviour frequency, intensity and length.
(d) Contingency management and Token Economy Programs
- Critical evaluation of operant techniques: advantages and limits.

II. Cognitive Perspectives

A. Classic cognitive perspectives:

3. Coping skills model

(a) Theoretical assumptions of Coping skills: decentring of a specific problem to practice/acquisition of general skills of coping with problematic situations - Goldfried and D’Zurilla proposal: the intervention as “coping skills” training
(b) Skill’s groups: (i) problem’s resolution ; (ii) relaxing; (iii) realist thinking skills; (iv) communication skills (assertive training).

4. Cognitive restructuring model: Rational Emotive Therapy (RET) of Ellis:
(a) Theoretical assumptions of RET
(b) Intervention strategies of RET:
- Persuasion (rational dispute),reasoning, giving alternative conceptualizations and irrational "insights";
-Emotive techniques: emotive rational imagination;
-Behaviour techniques: house work; reinforcing and punishment and live desensibilization.
- Critical discussion of this methodology.

5. Cognitive restructuring model: Beck Cognitive Therapy.

(a) Theoretical assumptions: inadequate, negative and generalized interpretations of the experience; the negative cognitive triad. Three levels: Explicit thinking (automatic thinking); cognitive processes and cognitive schemes.
(b) Intervention strategies:
- Techniques of behaviour phase: activities schedule; mastery and leisure techniques; gradual tasks prescriptions; cognitive rehearsal; role-reversal.
-Techniques of cognitive phase: automatic thinking identification; automatic thinking modification; identification and modification of dysfunctional cognitive processes; identification and modification of dysfunctional cognitive schemes.
- Critical discussion of this methodology.

B. Cognitive-constructivist perspectives:

6. The Cognitive-construtivist model
(a) Briefly presentation of theoretical assumptions of constructivist approaches.
(b) Constructivists strategies;
- (i) writing narrative; (ii) personal diary; (iii) life-review; (iv) current of conscience; (v) time of mirror; (vi) bibliotherapy and art; (vii) experiential techniques; (viii) “our intimate partners”; (ix) identity clarifying exercises; (x) resolution and finalization rituals.
- Critical evaluation of constructivism.

III. The Systemic model

7. Family systemic intervention: the family therapy
(a) Structural perspective: the structural therapy of S. Minuchin and Roma’s School perspective (Mauricio Andolfi).
(b) Strategic perspective: Milan’s school and M. Selvini Palazzoli
- Critical evaluation of systemic therapy.

Mandatory literature

Gonçalves Oscar Filipe; Terapia comportamental
Cormier Sherry; Counseling strategies and interventions. ISBN: 0-205-37052-7
Beck Aaron T. 070; Cognitive therapy of depression. ISBN: 0-47127-727-4
Dobson Keith S. ed. lit.; Handbook of cognitive-behavioural therapies. ISBN: ISBN 0-09-173195-X
Abreu Cristiano Nabuco de; Psicoterapias cognitiva e construtivistas. ISBN: ISBN 85-363-0107-4
Mahoney Michael J. ed.; Psicoterapias cognitivas y constructivistas. ISBN: ISBN 84-330-1225-8
Mahoney Michael J.; Processos humanos de mudança. ISBN: ISBN 0-465-03118-8
Gabalda Isabel Caro; Manual de psicoterapias cognitivas. ISBN: ISBN 84-493-0411-3
Mahoney Michael J.; Psychotherapy process. ISBN: 0-306-40244-0
Mahoney M. J.; Recent developments in cognitive approaches to counseling and psychotherapy
Mahoney Michael J.; Cognition and psychotherapy. ISBN: 0-306-418584
vários; Pragmatic case studies in psychotherapy, vol 5, Nº1, Rutgers Graduate School of Applied and Professional Psychology and the Rutgers University Libraries, 2009
Guidano Vittorio F.; The^self in process. ISBN: 0-89862-447-9
Neimeyer Robert A. 340; Constructivism in psychotherapy. ISBN: 1-55798-279-1
Gonçalves Óscar F.; Terapias cognitivas. ISBN: 972-36-0285-7

Complementary Bibliography

Relvas Ana Paula; Conversas com famílias. ISBN: ISBN 972-36-0496-5
Relvas Ana Paula; O ciclo vital da família. ISBN: ISBN 972-36-0413-2
Sampaio Daniel; Terapia familiar
Andolfi Maurizio; Please help me with this family. ISBN: ISBN 0-87630-748-9
Andolfi Maurizio; A^terapia familiar
White Michael; Narrative means to therapeutic ends. ISBN: ISBN 0-393-70098-4
Edwards Jonh T.; Tools and techniques for family therapy. ISBN: 1-60124-017-1
Joyce-Moniz Luís; A^modificação do comportamento
Masters John C. 070; Behavior therapy. ISBN: 0-15-505376-0
Gonçalves Miguel; Terapia narrativa da ansiedade. ISBN: 972-8535-48-1
Gonçalves Miguel M.; Terapia centrada nas soluções. ISBN: 978-989-95522-8-7
Gonçalves Miguel M.; Auto conhecimento e acesso introspectivo. ISBN: ISBN 972-8098-09-X
Gonçalves Miguel M. 570; Psicoterapia, discurso e narrativa. ISBN: 978-989-558-056-8

Teaching methods and learning activities

a) The teaching and learning methods include 2 hours of contact for week (theoretical-practical contact hours, in small groups)
These hours are privilege moments to intensify and concretize, in simulation contexts, of intervention techniques/strategies/methodologies of different models/ theoretical perspectives. In fact, these hours aimed to be opportunities of learning and psychological intervention training skills, being a space of reflection and discussion of intervention proceeds applicability conditions and of its efficacy on psychological change.
These hours are organized in 7th thematic techniques and strategies of psychological intervention, provided by the different theoretical models developed in the extent of curricular unities of Behaviourist and Cognitive Models and Constructivist and Systemic Models. Each thematic is developed by a small group of students (about 3 elements, giving the possibility of all class students participate in a dynamic way). In a first moment these students present to other elements of their class the theoretical rational of one psychological strategy, the proceed and, finally, the role playing illustrating the specific technique, followed by a critical discussion of all class elements (emphasizing the potentialities and limits of that technique for psychological intervention);

- The teacher will appeal to her 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;

b) Reflexive written work:
Visualization, exploration and analysis, by a psychological perspective, of one character of “American Beauty" (1999, Sam Mendes)film . This work must be given until 7th of January, in printing document format, until the maximum of 6 pages.

c) Tutorial support
Teacher will be available to support the students in faculty, through hers attending schedule, or by e-mail: raquel@fpce.up.pt.

Software

Não aplicável

keywords

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

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	28,00
	Trabalho escrito	14,00
	Trabalho escrito	18,00
	Exame	2,00
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
	Estudo autónomo	46
	Total:	46,00

Eligibility for exams

For obtaining the frequency of this curricular unit, students have to accomplish all the evaluation components with a minimum of 8 points and must have class assiduity (presence at least 75% of total classes), except for those students that are included by special regimes (that can accomplish a practical exam).
The student needs a minimum of 10 points weighted by each component.

Calculation formula of final grade

Final evaluation of curricular unit:

- 40% is concerning to exploration and presentation of one psychological in the class hours;
- 40% is pertaining to visualization, exploration and analyse of one film character (written work);
- 20% is relative to the presence and participation in classes hours.

Note: In each one of the evaluation components, the student should obtain a minimum of 8 values and all will be appraised in a scale of 20 values.

Examinations or Special Assignments

There aren't (except for students included by special regimes)

Special assessment (TE, DA, ...)

The students included by special regimes of evaluation, can fall back upon the dismissals witness legally foreseen (only respecting to class assiduity component), but they will have to accomplish the practical exam that it will include the whole matter given in the classes, being equally appraised in all the other evaluation components mentioned (presentation of the technique in the class and written work).

Classification improvement

Once the evaluation is continuous, resource time won't exist, therefore there won't be improvement possibility.