Biopsychosocial Approach to Assessment-Intervention

Code:

P511

Acronym:

ABPAI

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2015/2016 - 2S

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	8	Official Curricular Structure	3	-	3	30	81

Teaching language

Portuguese

Objectives

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'

 

Learning outcomes and competences

 

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.

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Frequency and success at UC Biopsychosocial Perspective on Human Development  - 5th semester.

Program

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'.

Mandatory literature

Almqvist, L., Uys, C. J. E., & Sandberg, A.; The concepts of participation, engagement and flow: A matter of creating optimal play experiences, South African Journal of Occupational Therapy, 37, 3, 8-13., 2007
Badley, E. M. ; Enhancing the conceptual clarity of the activity and participation components of the International Classification of Functioning, Disability, and Health., Social Science & Medicine, 20, 1, 1-11. , 2008
Bruyère, S. M., & Peterson, D. B. ; Introduction to the special section on the International Classification of Functioning, Disability and Health (ICF): Implications for rehabilitation psychology. , Rehabilitation Psychology, 50, 103-104., 2005
Bruyère, S. M., Van Looy, S. A., & Peterson, D. B; The International classification of Functioning, Disability and Health (ICF): Contemporary literature review. , Rehabilitation Psychology, 50, 113-121., 2005
Cieza, A., Geyh, S., Chatterji, S., Kostanjsek, N., T, Ü. B., & Stucki, G.; Identification of candidate categories of the International Classification of Functioning Disability and Health (ICF) for a Generic ICF Core Set based on regression modelling. , BMC Medical Research Methodology 6(36)., 2006
Cieza, A., Geyh, S., Chatterji, S., Kostanjsek, N., Üstün, B., & Stucki, G.; ICF linking rules: an update based on lessons learned., Journal of Rehabilitation Medicine, 37(4), 212-218, 2005
De Kleijn-De Vrankrijker, M. W. ; The long way from the International Classification of Impairments, Disabilities and Handicaps (ICIDH) to the International classification of Functioning, Disability and Health (ICF). , Disability and Rehabilitation, 25, 561-564., 2003
Felgueiras I. ; A classificação internacional de funcionalidade, incapacidade e saúde (CIF) e seus contributos para a reconceptualização da deficiência e da incapacidade. , G. Portugal (Org.), Ideias, projectos e inovação no mundo das infâncias: o percurso e a presença de Joaquim Bairrão (pp. 47-62). Aveiro: Theoria Poiesis Praxis, Universidade de Aveiro., 2009
Morita, E., Weigl, M., Schuh, A., & Stucki, G.; Identification of relevant ICF categories for indication, intervention planning and evaluation of heath resort programs: A Delphi exercise. , International Journal of Biometeorol, 50, 183-191, 2006
Mpofu, O., & Oakland, T. ; Rehabilitation and Health Assessment. Applying ICF guidelines. , Springer Publishing Company. NY., 2010
Olkin, R. (1999). ; What psychotherapists should know about disability. , New York: Guliford Press.
Steiner, W. A., Ryser, L., Huber, E., Uebelhart, D., Aeschlimann, A., & Stucki, G. ; Use of the ICF Model as a Clinical Problem-Solving Tool in Physical Therapy and Rehabilitation Medicine, Physical Therapy, 82, 11, 1098-1107., 2002
Suls, J., & Rothman, A. ; Evolution of the Biopsychosocial Model: Prospects and Challenges for Health Psychology, Health Psychology, 23, 2, 119-125., 2004
Terzi, L. ; Beyond the dilemma of difference: The capacity approach to disability and special educational needs. , Journal of Philosophy of Education, Vol. 39, 3, 443-459., 2005
Ustün, B., Chatterji, S., & Kostanjsek, N. ; Comments from WHO for the journal of rehabilitation medicine special supplement on ICF core sets. , Journal of Rehabilitation Medicine, 36, 7-8., 2004
Welch, S. P.; Applications of a capability approach to disability and the International Classification of Functioning, Disability and health (ICF) in social work. , International Journal of Research & Methods in Education, 30, 2, 149-162. , 2007
WHO (2007). ; International classification of functioning, disability and health for children and youth: ICF-CY., Geneva, Switzerland, WHO., 2007

Teaching methods and learning activities

 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.

 

 

 

 

 

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Trabalho escrito	80,00
Total:	100,00

Eligibility for exams

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

Calculation formula of final grade

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.

 

 

Examinations or Special Assignments

Not applicable

 

Internship work/project

Not applicable

 

Classification improvement

The improvement in the score can be obtained by revising the written work - time for appeal

Observations

Frquency and achivement of UC Biopsychosocial Perspective on Human Development of the 5th semester.