Psychological Intervention and Human Development

Code:

PEDH02

Acronym:

IPDH

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2024/2025 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSI	33	Plano Oficial do ano letivo 2021	1	-	6	54	162

Teaching language

Portuguese

Objectives

This curricular unit aims to increase the knowledge and skills of the futur practitioners in the area of intervention along the human development course.

Learning outcomes and competences

At the end of this course students should:

1. be able to characterize an evidence-based psychological practice and an evidence-informed psychological practice
2. know evidence-based programs aimed at target populations with different levels of needs
3. know the criteria for assessing the quality of intervention programs
4. know how to explore and learn the structure and contents of secondary studies, published in journals, in the area of psychological intervention in human development
5. have acquired basic skills regarding the identification of intervention needs
6. have acquired basic intervention skills included in practices based on or informed by the evidence.

Working method

Presencial

Program

1. Evidence-based psychological practice


2. Evidence-informed psychological practice


3. Review of developmental milestones / acquisitions throughout the life cycle


4. Universal, indicated and selective levels of intervention


5. Evidence-based intervention programs illustrating interventions targeting specific development periods and domains


6. Implementation of evidence-based intervention programs


7. Secondary studies in the area of psychological intervention in human development.

Mandatory literature

Bauer, R.M.; Evidence-based practice in psychology: Implications for research and research training, 2007
Ciocanel, O., Power, K., Eriksen, A. & Gillings, K. ; Effectiveness of positive youth development interventions: A meta-analysis of randomized controlled trials, 2017
Borkowski, J. G., Smith, L. E., & Akai, C. E. (2007). ; Designing effective prevention programs: How good science makes good art, Infants & Young Children, 20(3), 229–241. https://doi.org/10.1097/01.IYC.0000277754.16185.6b, 2007
O'Connell, M. E., Boat, T., & Warner, K. E. (Eds.). ; Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. , The National Academies Press., 2009
Forman, S. G. (2015). ; Implementation of mental health programs in schools: A change agent's guide. , American Psychological Association. https://doi.org/10.1037/14597-000

Teaching methods and learning activities

The teaching methods are as follows:

1. Lectures, with requests made to students regarding the several contents and from readings indicated previously to each class
2. Practical exercises conducted in small groups related to the contents of each class, followed by their discussion in large group;
3. Presentation of specific intervention programs by key people in their design/implementation;
4. Construction of a personal guide for recording, analyzing and reflecting on the learning carried out week after week.

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	75,00
Teste	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	108,00
Frequência das aulas	54,00
Total:	162,00

Eligibility for exams

Students must attend at least 75% of classes and answer the practical exam that will take place in the last class.

Calculation formula of final grade

1. Practical exam (25%)


2. Final exam (75%)

Special assessment (TE, DA, ...)

Any situation involving a special assessment should be presented by students and reviewed by professor at the beginning of the semester.

Classification improvement

Only applicable to final exam.

Observations

This CU is taught in Portuguese, and although much of the suggested bibliography is in English, the course focuses on evidence-based intervention programmes administered in Portuguese. Therefore, a minimum B2 level of proficiency in Portuguese is recommended.