Code: | P303 | Acronym: | MPH |
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 | 180 | Official Curricular Structure | 2 | - | 6 | 54 | 162 |
To recognise, identify and take position vis-a-vis a synthesis of the main characteristics of psychoanalytic and humanistic models of psychological intervention in the cultural, political, epistemological and scientific-psychological contexts of their emergency
To identify their main ontological, epistemological and metatheoretical assumptions
To differentiate, for each group of models, their respective conceptions of:
human psychological organisation and functioning
genesis of psychological disfunction
strategies, methodologies, resources and instruments of psychological intervention
processes of psychological change to be activated
To mobilise theoretical and methodological acquisitions in order to initiate a process of conceptualisation of problems of psychological intervention, based on Freud’s and Roger’s readings
To understand and integrate knowledge, competencies and instruments from these models of psychological intervention, with a specific emphasis on Rogers based attendance competencies
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The psychoanalytical approach in its original version (Freud)
The unconscious as object of study
A structural conception of the subject: general theory of the psychic apparatus
Articulation of the two topics
Conception of human being: suffering (negative dialectic); involved in the dynamic of desire (instead of necessity)
Developmental theory in Freud
Phases of psychosexual development
Trauma theory in the origin of disorder
Evocation, repetition and re-elaboration
The transference, arena of revival and actualisation of a problematic lived
The humanistic/phenomenological movement
Historical context of origin
Rogers proposal: person/client-centered
Belief in the possibility of fulfilment of all potentialities
The notion of self
The necessary and sufficient conditions for constructive change
The relationship as intervention context and as strategy
Psychologist’s relational specular competencies
Qualitative dimensions of the psychologist-client relationship: unconditional positive regard, empathy, authenticity
This subject assembles 2 approaches that share a phenomenological orientation but that can play different educational functions in preparing future psychologists
As for common goals, both ‘models’ are considered references of unquestionable interest
In what respects distinctions(of emphasis),psychoanalysis is used for conceptual learning purposes, while humanism is in addition used for more practical-oriented acquisitions
Therefore contextualisation, main assumptions, central concepts, explanatory schemes and methodological proposals are object of exploration in order to promote a reasoning structure that allows to respond to 4 fundamental questions described as conceptions of: psychological functioning, genesis of disfunctionality, intervention strategy and psychological change processes
Humanism is also a source of general attendance skills training
Needless to say different models are considered as means (not ends) of a psychologist’s toolkit, that can be used as a function of intervention problems
In theoretical classes (lectures) students participation is stimulated
Discussion on reference works by authors from both models (Freud, Rogers) as a critical exploration activity
In practical classes, centered on objectives of attendance basic skills acquisition, a skills training methodology is used (modelling, rule provision, assisted practice, feedback)
Approval depends on accomplishing 3 learning activities:
Readings assigned for minimum objectives: Three essays...; Beyond the pleasure principle; Five lectures on psychoanalysis; Counseling and psychotherapy
Final classification results from the following weighing: 10%, 50% and 40%, respectively
This subject’s objectives include two types: a theoretical and a practical-oriented one.
The theoretical objectives are related to the appropriation by the students of knowledge from both perspectives, be in their formal dimension (concepts, notions, relations, explanatory schemes...) be in their substantive one.
The intention is that they progressively integrate such knowledge in their personal reasoning on psychological problems including a critical sense and a relativisation attitude. The increase of complexity will allow more subtle conceptual differentiations and more ‘cognitive’ autonomy.
These objectives match the methodologies used in this curricular unit.
Expositions permit access to syntheses of each model, which would be largely impossible for students by themselves, contacting for the first time psychoanalysis and humanism. In addition such syntheses work as a ‘compass’ to guide the exploration of an unknown territory and which in the beginning might appear as chaotic.
Finally, they provide the necessary elements for the development of a specific hermeneutics, adapted to each model.
Large group expositions work, also, as a starting point and as a the launching pad for students autonomous exploration and independent work. Reading, reflection and discussion are determinative learning ingredients. The tutorial work, individual or in small group, plays a complementary role in guiding, stimulating reflection and integrating students activities.
Finally, the assignment of written expression is still part of this learning process, representing the uppermost mode of acquisitions effective integration by the students.
The second group of objectives, practice-oriented, requires different methodologies.
The aim is to promote externalisable acquisitions assimilable to the notion of discrete skill, reason for which skills training appears to be the most adequate option, mainly when combined with group dynamics, following a set-by-step approach, and taking place in role playing situations.
Modelling (real and symbolic,) played by the teacher or students, provision of the abstract rule for the behavioural production, repetition of assisted practice, feedback and reinforcement are its structuring elements.
Its object refers to general attendance skills, inspired in the Rogerian approach, including non-verbal (e.g., nodding, body posture, minimal encouragements...) and verbal ones (e.g., content, feelings, and meanings reflections, paraphrases, reformulations, summarising...).
The expected outcome is far beyond mimicking: in fact, the main purpose is the internalisation of generative rules that allow for original behavioural productions, even inedited ones, always adapted to the singularity of each situation.
This materialises a first level of learning psychological intervention skills – which does not yet comprise influence or challenge skills – which will have continuity during the second cycle of the master programme.
designation | Weight (%) |
---|---|
Teste | 50,00 |
Trabalho prático ou de projeto | 50,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Apresentação/discussão de um trabalho científico | 18,00 |
Estudo autónomo | 70,00 |
Frequência das aulas | 54,00 |
Trabalho escrito | 20,00 |
Total: | 162,00 |
Approval depends on accomplishing 3 learning activities:
Freud, S. (1905/2009). Três ensaios sobre a teoria da sexualidade. Lisboa: Relógio D’Água Editores.
Freud, S. (1908/2009). Cinco conferências sobre psicanálise. Lisboa: Relógio D’Água Editores.
Freud, S. (1920/2009). Para além do princípio do prazer. Lisboa: Relógio D’Água Editores.
Freud, S. (1930/2008). O mal-estar na civilização. Lisboa: Relógio D’Água Editores.
Freud, S. (1923/2006). O ego e o id e outros trabalhos. Rio de Janeiro: Imago Editora.
Rogers, C.R. (1942/1974). Psicoterapia e consulta psicológica. Lisboa: Moraes Editores.
Rogers, C.R. (1956). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 95–103.
Laplanche, J. & Pontalis J.-B. (1967/2001). Vocabulário da psicanálise. São Paulo: Livrarias Martins Fontes, Editores.
Schneider, K.J., Bugental, J.F.T. & Pierson, J. F. (2002). The handbook of humanistic psychology: Leading edges in theory, reasearch, and practice. Thousand Oakes, CA.: Sage Publications, Inc..
Coimbra, J.L. (1981). A propósito de Jacques Lacan. O Primeiro de Janeiro,