Code: | P511 | Acronym: | ABPAI |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Psychology |
Active? | Yes |
Responsible unit: | Psychology |
Course/CS Responsible: | Integrated Master Psychology |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
MIPSI | 19 | Official Curricular Structure | 3 | - | 3 | 30 | 81 |
To master concepts within the bioecological and transactional perspectives of human development as a framework for pluridisciplinary practices
To understand the paradigmatic shift in the approach to atypical development - from diagnostic approaches to the biopsychosocial model
To master assessment-intervention methodologies with ecological validity in characterizing the person’s functionality and participation in an inclusive perspective
To master the language, taxonomy and coding of the International Classification of Functioning Disability and Health (ICF; WHO, 2001) as well as the Children and Youth version (ICF-CY; WHO, 2007) and its application in the analysis and documentation of assessment-intervention processes
To apply a problem solving methodology based on the biopsychosocial perspective in intervention planning
To understand the 'linking rules' as a procedure for matching the content of assessment tools with the ICF-CY domains
To master the concepts of 'core-sets' and 'code sets'
At the end of the course, Master's students should be able to create conditions for the construction of scientific knowledge to enable them to become competent professionals and to develop themselves as people who can manage their formative research.
In this sense, the skills acquired in this course should, above all, establish itself as an educational resource. Training should thus provide an adequate framework conceptual integration of the study of human development.
The bioecological and the transactional perspectives as a conceptual framework for pluridisciplinary practices in human development
Conceptual models of atypical development: (a) the individual and the functional approaches of the medical paradigm, (b) the environmental and human rights premises, (c) systemic perspective of the biopsychosocial paradigm
Evolution of concepts: identification and classification of functionality /disability
The International Classification of Functioning, Disability and Health - children and youth version: goals, structure, application and contribution in documenting assessment-intervention processes
The concept of participation; assessment-intervention issues
Application of the ICF-CY as a basis for a problem solving methodology
The 'linking rules' as a procedure for matching assessment measures’ items to the ICF-CY dimensions
Relevance of the 'core-sets' in the characterization of a diagnostic group and its distinction from 'code-sets'.
1. Expository; 2. Tutorial; 3. Experiential
Formative evaluation without final exam.
Students must attend at least 75 % of the classes taught. Final evaluation is based on the following assignments developed in small groups (1) analysis and oral presentation of case studies based on the biopsychosocial model (20%); (2) development of a written work (80%) to be delivered by the end of the semester and comprising:(a) critical literature review on different models in conceptualizing typical and atypical development, on the biopsychosocial approach to the assessment-intervention process and related concepts, as well as on different systems to classify health and health related conditions; (b) analysis of cases supported by teams in inclusive educational context, based on the biopsychosocial approach; (c) coding of children /youngsters’ functionality using the ICF.CY(d) intervention planning for the analyzed cases according to the problem-solving methodology.
designation | Weight (%) |
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Participação presencial | 20,00 |
Trabalho escrito | 80,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Elaboração de relatório/dissertação/tese | 0,00 |
Estudo autónomo | 0,00 |
Frequência das aulas | 0,00 |
Total: | 0,00 |
Mandatory. The student must have been present in at least 75% of classes taught. It required a minimum mark corresponding to eight values in each of the evaluation components. In case the student misses more than 75% and do not have a specific status (e.g., student worker), will have to attend the course next year
Final evaluation is based on the following assignments developed in small groups (1) analysis and oral presentation of case studies based on the biopsychosocial model (20%); (2) development of a written work (80%) to be delivered by the end of the semester and comprising:(a) critical literature review; (b) analysis of cases; (c) coding of children /youngsters’ functionality using the ICF.CY (d) intervention planning for the analyzed cases according to the problem-solving methodology.
Not applicable
Not applicable
The improvement in the score can be obtained by revising the written work - time for appeal