Behaviorists and Cognitivist models

Code:

P410

Acronym:

MCC

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2018/2019 - 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	192	Official Curricular Structure	2	-	6	54	162

Teaching language

Portuguese

Objectives

At the end of this curricular unit the student should:

 

1 – Know the plurality of discourses and psychological intervention techniques offered in the domain of behavioural and cognitive perspectives.

 

2 – Know how to critically analyse the different conceptualization of: (a) functioning and psychological development; b) dysfunctionality theory and c) psychological change strategies in the domain of behaviourism and classical cognitivism.

 

3 – Have acquired concepts relative to psychological intervention procedures in the behavioural and cognitive models.

 

4 – Be able to reflect on the different intervention models, considering their rational and the techniques that are derived from them.

Learning outcomes and competences

The explanation of the contents with the use of images, examples and demonstrations allows the acquisition of knowledge of the theoretical models and the cognitive behavioral interventions.

 

The role play exercises facilitate the demonstration of concepts and techniques discussed in lectures and also facilitate the acquisition of knowledge related to the procedures for changing human behavior. The reading of classic texts, the preparation of summaries and the discussion of texts in the classroom allow contact with the original mode of expression of the most important authors in this field. The viewing and discussion of videos is an alternative to lecturing, allowing students to visualize the application of evaluation techniques and behavioral and cognitive intervention.

 

Working method

Presencial

Program

1 - Classic conditioning paradigm (Pavlov). Brief revision.
Revision of classical conditioning paradigm basic concepts: Acquisition processes, extinction and spontaneous recovery of responses; stimulus generalization; discrimination; experimental neurosis; higher order conditioning; factors that influence the conditioned response; types of conditioning.

2 - Introduction to behaviorism.
The thinking of Jennings, Pillsbury and J. B. Watson. Criticisms of introspective method. The abandonment of mentalist’s concepts and the belief in the capacity of behaviour control and change. Human emotional reactions conditioning: The Watson and Reyna’s (1920) study, little Albert case, the beginning of behavioural therapy by Mary Cover Jones (1924) and the little Peter case.

3 - Behavioural techniques derived from classical conditioning.
Relaxation training. Theories of relaxation. Empirical studies results. Systematic desensitization. Wolpe’s experiments. Systematic desensitization theory. Explanations of how systematic desensitization works. Practice of systematic desensitization (Relaxation training, hierarchies construction and systematic desensitization process). Applications and results. Graded exposure, implosion and flooding.

4 - Operant conditioning paradigm.
The studies of Thorndike and Skinner. Revision of the basic concepts of operant conditioning (the effect law, the exercise law, reinforcement, punishment, operant extinction, stimulus control). Implications for therapy.
Assessment and behavioural conceptualization. Techniques to decrease the frequency, duration and intensity of behaviours. Techniques to increase the frequency, duration and intensity of behaviours.

5 - Social learning: Introduction and fundamental concepts.
Empirical study of social modelling by Albert Bandura. Empirical study of cognitive modeling. Cognitive processes: Attention, retention, (re)production and motivation. Assumptions: Empirical, theoretical and of human functioning. Reciprocal determinism. Self-efficacy – the socio-cognitive approach and its assumptions. Social learning. Intervention strategies. Self-control: Assumptions, concepts and conditions. Common phases of the self-control (Thoresen & Mahoney), self-administration (Kanfer) and self-regulation (Bandura) models. Therapeutic implications.

6 - The rational-emotive therapy approach.
The RET concept of person, psychological disturbance and health. Cognitive distortions. Negative appropriate emotions and irrational emotions. Aquisition and perpetuation of psychological disorders. The A-B-C-D-E paradigm. Cognitive, emotive and behavioural techniques. Evaluation of RET.

7 - The cognitive therapy approach of Aaron T. Beck.
The RET concept of person, psychological disturbance and health. Cognitive distortions. Negative appropriate emotions and irrational emotions. Aquisition and perpetuation of psychological disorders. The A-B-C-D-E paradigm. Cognitive, emotive and behavioural techniques. Evaluation of RET. 

 

Mandatory literature

Masters John C. 070; Behavior therapy. ISBN: 0-15-505376-0
Dobson Keith S. 340; Handbook of cognitive-behavioural therapies. ISBN: 0-09-173195-X
Bandura Albert 340; Self-efficacy in changing societies. ISBN: 0-521-58696-8
Gonçalves Óscar F.; Terapias cognitivas. ISBN: 972-36-0285-7
Joyce-Moniz Luís; A^modificação do comportamento. ISBN: 972-24-1164-0
Gonçalves Oscar Filipe; Terapia comportamental

Teaching methods and learning activities

The contact hours with students will be occupied in lectures and practical classes.

The theoretical classes involve the exposure of contents with the help of images, examples and demonstrations.

The classes involve: a) role play exercises to demonstrate concepts and techniques discussed in lectures, b) preparing summaries and discussion of texts in class c) viewing and discussing videos.

keywords

Social sciences > Psychological sciences > Behavioural sciences
Social sciences > Psychological sciences > Cognitive science
Social sciences > Psychological sciences > Psychology > Applied psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

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

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	72,00
Frequência das aulas	54,00
Trabalho de investigação	36,00
Total:	162,00

Eligibility for exams

Mandatory attendance of the practical classes.
The student fulfills this criterion if the number of missing classes is equal or lower than 25% of the scheduled classes.

Calculation formula of final grade

(A) 2 tests of continuous evaluation. Must have at least 7 points, out of 20, in each. Weight in the final classification = 70%.

(B) Written practical work (30%), minimum classification = 7 points out of 20.

All the points are in the scale of 0 to 20.

Grade = [(A)*0,70+(B)*0,30]/2. To obtain the credits students must have a grade equal to or greater than 10.


The practical works' classification and the practical classes' attendance are valid for one year. Thus, the classification obtained in 2017/2018 will be valid for 2018/2019.

Classification improvement

Students can improve their final grade by doing a written test, on a single trial in the "appeal season".
This test represents 70% of the grade.