Models of Psychological Intervention I

Code:

LPSI302

Acronym:

MIP I

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	First degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LPSIC	183	Official Curricular Structure	3	-	6	54	162

Teaching language

Suitable for English-speaking students
Obs.: Aulas em português. Alguns artigos em lingua inglesa

Objectives

Recognise, identify and situate themselves in the face of a synthesis of the main theoretical-methodological characteristics of psychoanalytic and humanistic models of psychological intervention in the cultural, political, epistemological and scientific-psychological contexts of their emergence.
Identify their main ontological, epistemological and meta-theoretical assumptions
Differentiate, for each group of models, the respective conceptions of: human psychological functioning, the genesis of psychological dysfunctionality, strategies, methodologies, resources and instruments for psychological intervention, as well as the processes of psychological change activated.
Mobilise theoretical and methodological knowledge in order to initiate an attempt to conceptualise psychological consultation problems
Understand and integrate the knowledge, skills and instruments of these psychological intervention models.

Learning outcomes and competences

This course contributes to the process of training future psychologists for clinical intervention. The contextualisation, assumptions, central concepts, explanatory schemes and methodological proposals are aimed at promoting a structure of reasoning that enables answers to be given to the four conceptual questions underlying the different models of psychological intervention: psychological functioning, the genesis of dysfunctionality, intervention strategies and processes of psychological change. The illustration and analysis of clinical cases is intended to facilitate conceptual integration with clinical practice and prepare for the acquisition of practical skills at more advanced stages of clinical psychotherapeutic training. Humanism also lends itself to the acquisition of general helping relationship skills.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Program

Historical contextualisation of psychoanalytic and humanistic models. Schools of psychoanalysis. The psychoanalytic model in its original version (Freud). The unconscious, object of study. Structural conception of the psychological subject: general theory of the psychic apparatus. Topographical and structural models, articulation of the two topics. Psychological conception of the human being: in suffering and engaged in the dynamics of desire. Freud's conception of psychological development. Theory of sexuality: stages of psychosexual development. Ego defence mechanisms. Transference and counter-transference. Object relations theory and intersubjective and interactionist theories. Contemporary psychoanalytic models. Assessment and psychodynamic formulation.
The humanist/phenomenological movement. Historical context of its origin. Rogers' proposal: client- and person-centredness and non-directiveness. Belief in the possibility of realising all potential. The notion of self. Definition of the necessary and sufficient conditions for psychotherapeutic change. The relationship as a context and common factor in psychological intervention. Contemporary humanist and existentialist models. Illustration and analysis of clinical cases.

Mandatory literature

.; .

Teaching methods and learning activities

In theoretical classes, the expository method is predominant, in which the students also participate. The lessons provide access to syntheses of each model, which are intended to act as a 'compass' for the students' autonomous exploration of uncharted territory and independent work. Here, reading, reflection and discussion are key ingredients for learning.

In practical classes, a skills training methodology is followed (modelling, rule provision, assisted practice, feedback, roleplaying), with the aim of integrating theory and therapeutic practice, favouring critical reflection and direct contact with illustrative clinical cases and with specialists in the therapeutic models under study. The classes include workshop spaces for small group work, orientated towards solving challenges that stimulate a journey of gradual reflective exploration. The expected result is not to be confused with simple mimicry; on the contrary, the aim is to internalise generative rules, which ultimately allow for original, possibly unprecedented behavioural productions, always adapted to the uniqueness of each situation. This is the first level of learning competences for psychological counselling, which will continue in the 2nd cycle.

Software

Não aplicável

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	60,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	30,00
Frequência das aulas	30,00
Trabalho escrito	30,00
Elaboração de projeto	10,00
Total:	100,00

Eligibility for exams

Frequency and approval in the course depends on the following requirements:
1. Attendance and quality of participation in the (face-to-face) contact time activities.
2. Completion and approval of two learning activities:
2.1 Individual test (60%)
2.2 Practical work (40%)

Calculation formula of final grade

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Examinations or Special Assignments

Internship work/project

Special assessment (TE, DA, ...)

Students under these conditions are subjected to the same evaluation regime.

Classification improvement

Observations