Intervention Processes in Developmental Transitions and Disorders

Code:

P704

Acronym:

PITPD

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2007/2008 - 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	65	Official Curricular Structure 2007/2008	4	-	6	-

Teaching language

Portuguese

Objectives

This unity emphasizes a constructivist, developmental and ecological perspective of human development and psychological change. It is expected that the student is able to:
. reflect in an integrative and comprehensive way upon the major developmental transitions and disorders of the young adult and adult years;
. elaborate, implement and evaluate processes of psychological intervention based on constructivist and developmental frameworks and principles;
. acquire competences and skills of psychological counselling, according to the specificities of developmental periods and the diversity of needs and problems;
. recognize and discuss the ethical and social implications of the psychologist's actions.

Students are encouraged to work autonomously and along the life, emphasizing the need to a continuous actualization of knowledge and competences responding to the challenges posed by the practice and social changing conditions.

Program

1. A constructivist and developmental epistemology of clinical intervention for the development of young adults and adults.
Applications and implications of attachment theory for clinical intervention. Constructivist, social-constructionist and narrative approaches to psychological intervention and change processes.
2. Basic principles of psychological counselling with young adults and adults
Object and objectives of psychological intervention; structural elements of the intervention process; regulatory processes of psychological change; articulation between assessment/diagnosis and intervention; the nature of the psychotherapeutic relationship; the role of language and transformational conversation; ethical dilemnas in psychological intervention.
3. Psychopathological configurations of meaning-making and other (dis)orders
Mood disorders (depressive and bipolar disorder); suicide and suicide attempts; adaptation to loss, bereavement and grief processes; anxiety disorders (generalized anxiety, panic disorder, agoraphobia, simple phobias, social anxiety, post-traumatic stress, obsessive-compulsive disorder).

Mandatory literature

Cassidy Jude 340; Handbook of attachment. ISBN: 1-57230-087-6
Guidano Vittorio F.; Complexity of the self. ISBN: 0-89862-012-0
Greenberg Leslie S.; Facilitating emotional change. ISBN: ISBN 1-57230-201-1
Mahoney Michael J.; Constructive psychotherapy. ISBN: ISBN 1-57230-902-4
Neimeyer Robert A. ed.; Meaning reconstruction & the experience of loss. ISBN: ISBN 1-55798-742-4

Teaching methods and learning activities

Methods of oral presentation of the thematic subjects;
Intentional creation of opportunities for discussion based upon contributions of students and teacher;
The teacher will appeal to her clinical experience and gives examples of psychotherapeutic processes and dilemmas present in psychological intervention;
Deepening and systematization of knowledge based upon suggested readings and autonomous search of materials;
Observation and discussion of videos related to therapeutic systems privileged in the unity;
Role-playing (role of the client and of the counsellor) for training of counselling skills;
Invitation of clinical psychologists that present and discuss their practices;
Confrontation with practical ethical dilemmas;
Elaboration of a written work (in the format of a scientific paper submission) about psychotherapeutic strategies and resources that will be presented and discussed in the group.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Subject Classes	Participação presencial	56,00
	Total:	-	0,00

Eligibility for exams

It is recommended effective presence of the student in ¾ of the lessons given. To be approved in the unity, the student must obtain a minimum of 10 points out of 20, and each of the components evaluated (final exam and distributed evaluation) must have a minimum of 8 points out of 20.

Calculation formula of final grade

The evaluation consists of a final exam (50%) and a distributed evaluation (50%). This distributed evaluation integrates the oral presentation and discussion of the work done along the semester about specific psychotherapeutic strategies or resources in the presence of the group, and the written synthesis (in the format of a scientific paper submission). The final classification results from the arithmetical mean of both quotations and will be expressed in a 0-20 interval scale.

Examinations or Special Assignments

There aren’t

Special assessment (TE, DA, ...)

According to the official regulation of the FPCE-UP.
Although student workers do not need to conform to the request of presence in ¾ of the lessons, they need to fulfill the other requirements and present their work orally to the group as well as their written work.

Classification improvement

According to the official regulation of the FPCE-UP