Planning Systemic Interventions in Clinical and Non-Clinical Contexts
Instance: 2021/2022 - 2S
Cycles of Study/Courses
Teaching Staff - Responsibilities
Teaching - Hours
|Theoretical and practical :
This UC intends to contribute to the training of future psychologists capable of a systemic understanding of the situations with which they work, and with flexibility in adapting their intervention to different contexts, according to the institutional framework of their function.
Learning outcomes and competences
At the end of this UC the student should know how to:
- Perform the diagnosis of disturbed systems, in therapeutic (mental health, health care) and non-therapeutic (school, social action) contexts
- Conduct sessions of systemic diagnosis, in individual and family formats
- Planning flexible, creative systemic interventions adapted to the institutional framework in which the psychologist operates
Pre-requirements (prior knowledge) and co-requirements (common knowledge)
General principles of systemic intervention
- Diagnosis of disturbed systems: theoretical foundations, techniques and common factors of the systemic approach
- Definition of the limits of the intervention: analysis of the referent, analysis of the request, organisational structure and institutional mandate of the psychologist
- The psychologist's interrelationship system: Personal life, beliefs and culture
Particularities of systemic intervention in different contexts:
- Mental health
- Health care
- Social work
- School context
Sales, C.M.D., Ferreira, S., & Matos, P. (2018).; How routine patient-centered monitoring relates to therapeutic gains in family therapy: A single-case study. Journal of Marital and Family Therapy. Advance online publication. doi:10.1111/jmft.12359
Sales, C.M.D. (2009).; Segurança e violência escolar: Uma visão Sistémica. Interacções, 5(13), 20-34. (nonio.eses.pt/interaccoes/)
Sales, C.M.D., & Pina Prata, F. X. (2011).; Being a systemic therapist in the family and in the organization. Human Systems, 22(3), 718-731.
Sales, C. M. D. (2011).; Para o Futuro da Terapia Familiar e Comunitária em Moçambique. Psique, 7, 167-176.
European Network for the Prevention of Juvenil Violence (Eds.) (2003).; Relationships in the classroom: Systemic narratives. ENPJV Edition.
Teaching methods and learning activities
The UC combines participated theoretical classes with skills training classes covering:
- practical training in the conduction of systemic diagnosis sessions, through the simulation of interviews with individuals and families
- analysis of practical cases in different contexts
- psychologist's personal development exercises
Distributed evaluation without final exam
Amount of time allocated to each course unit
|Frequência das aulas
Eligibility for exams
Presence in all classes is required. Classification in all evaluation components should be equal or higher than 10 values (0-20 scale).
Calculation formula of final grade
Distributed evaluation without final examination. The final classification results from the weighting of two evaluation components: class participation (25%) and written work (75%).