The Biopsychosocial Perspective in Human Development

Code:

P742

Acronym:

PBDH

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2016/2017 - 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	16	Official Curricular Structure	3	-	3	30	81

Teaching language

Portuguese

Objectives

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  To understand theoretical constructs that guide practice in systemic approaches.

  
  


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  To understand the paradigm shift in approaching development - from diagnostic approaches to the biopsychosocial perspective.

  
  


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  To adopt an integrated vision by applying principles of the diagnosis – positive functioning continuum.

  
  


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  To apprehend the contribution of the biopsychosocial model in the assumption of a systemic way of thinking.

  
  


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  To gain knowledge on procedures leading to co-construction of transdiciplinary narratives in assessment-intervention process.

  
  


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  To analyze real assessment-intervention situations, based on authentic assessment strategies and on principles of interventions with eco-cultural validity.

  
  


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  To understand the structure and usefulness of the International Classification of Functioning Disability and Health (ICF, WHO, 2001).

  
  


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  To realize the implications of the capabilities approach in understanding atypical development.

  
  


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  To identify research questions and methodologies within a biopsychosocial perspective.

  
  


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  To acquire competences in order to analyze clinical cases within a biopsychosocial approach.

  
  

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 and its disturbances, within a holistic and transdisciplinary approach.

Working method

Presencial

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

Not applicable

Program

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  The biopsychosocial paradigm: historical and conceptual framework: definitions, guiding constructs and perspectives.

  
  


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  The contribution of G. Engel.

  
  


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  Systems theory and models of human development: theoretical and epistemological changes.

  
  


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  Issues of classification: from classifications of disease and diagnostic (CID; DSM) to classifications of functionality - The International Classification of Functioning Disability and Health (ICF; WHO, 2001).

  
  


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  Systemic perspectives in assessment-intervention: from diagnostic approaches to the positive functioning perspective.

  
  


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  The biopsychosocial approach as a framework for methods and techniques - construction of transdisciplinary narratives.

  
  


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  The capabilities approach – its relations with the biopsychosocial model.

  
  


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  Multi-level assessment-intervention with the aim to promote ecological validity.

  
  


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  Basics of authentic assessment in typical and atypical development.

  
  


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  Research based on the biopsychosocial model in the study of disability phenomena.

  
  


• Clinical case studies based on the biopsychosocila approach.

Mandatory literature

Comim Flavio 340; The^capability approach. ISBN: 978-0-521-15452-9
Frankel Richard M. 340; The^biopsychosocial approach. ISBN: 978-1-58046-061-3
Ghaemi S. Nassir; The^rise and fall of the biopsychosocial model. ISBN: 978-0-80-189390-2
Snyder C. R. 340; Handbook of positive psychology. ISBN: 0-19-513533-4

Teaching methods and learning activities

1. Expository; 2. Tutorial; 3. Experiential

keywords

Social sciences > Psychological sciences > Psychology > Developmental psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Prova oral	30,00
Trabalho escrito	70,00
Total:	100,00

Eligibility for exams

Formative evaluation without final exam. Students must attend at least 75 % of the planned classes.

Calculation formula of final grade

30% + 70%= 100%

Final evaluation is based on two works developed in small group (three students per group): (1) Oral presentation on literature review (30%); (2) written assignment, encompassing a critical analysis of a case study, in the format of a scientific paper according to APA norms (70%).

All classifications are based on a 0 to 20 point scale.

The minimum classification of 10 points must be obtained so that the final weighted mean may be calculated.

The student will complete the course with a minimum classification of 10 points.

Examinations or Special Assignments

Not applicable

Internship work/project

Not applicable

 

Special assessment (TE, DA, ...)

Students with the worker student statute (WS, AAC ...) - taking into account the characteristics of the assessment components and the specific characteristics of the course's evaluation system, all students will have to complete the assignements for evaluation.

 

Classification improvement

It is possible to improve the final classification by reformulating the written work, which corresponds to 70% of the total evaluation.