Code: | P511 | Acronym: | ABPAI |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Psychology |
Active? | No |
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 | 0 | Official Curricular Structure | 3 | - | 3 | 30 | 81 |
To master concepts within the bioecologicaland transactionalperspectives of human development as a frameworkfor 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 acquiredin this courseshould, above all,establish itselfas an educational resource. Training shouldthus providean adequateframework conceptualintegration ofthe studyof human development.
Frequency and success at UC Biopsychosocial Perspective on Human Development - 5th semester.
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 (%) |
---|---|
Prova oral | 20,00 |
Trabalho escrito | 80,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Apresentação/discussão de um trabalho científico | 4,00 |
Estudo autónomo | 15,00 |
Frequência das aulas | 30,00 |
Trabalho de campo | 11,00 |
Trabalho de investigação | 11,00 |
Trabalho escrito | 10,00 |
Total: | 81,00 |
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.
The ratings are expressed on a scale of 0 to 20 values.In consideration of the final grade: Up to 4 points (20%) for oral presentation; up to 16 points (80%) will be allocated to the written work.
The student will perform the UC with minimum rating of 10
values
Not applicable.
Not applicable.
Students whose status does not allow them to regularly attend classes, will have to submit an individual written work about the issues addressed in the UC and must demonstrate mastery on fundamental concepts in Biopsychosocial Approach to Assessment-Intervention Process. They should also include in the work a reflection on the importance of the biopsychosocial model in Assessment-Intervention Process.
The improvement in the score can be obtained by revising the written work - time for appeal.
Frequency and achievement of UC Biopsychosocial Perspective on Human Development of the 5th semester.