Psychological Intervention Models 2 2017/2018
- 6 ECTS
- Taught in Portuguese
- Both continuous and final Assessment
- relevant skillset
The course general goal is to introduce the students to the characteristics and concepts of cognitive-behavioral, constructivist, systemic and psychodrama models.
At the end of this unit the students should:
1) Understand the historical evolution, features, fundamental theoretical concepts and assumptions related to these models: origin and historical evolution, theoretical constructs, psychological functioning design, mental illness and psychological change process;
2) Know the different therapeutic qualities and skills involved in a psychological interview, according to each of these models and the different procedures of psychological intervention associated with them;
3) Have develop critical thinking on the different intervention models;
4) Know the current research on the effectiveness of interventions.
It is important for this unit student have a basic level of the history of psychology, including basic knowledge about behaviorist, cognitivist and constructivist theory as well as of general psychopathology, taught in UCs of Personality Psychology and Psychopathology I and II. It is also important that the student have a basic knowledge of psychological interview skills, learned at UC Models of Psychological Intervention I.
For this unit the following methods will be used: Lectures, texts and exploration of scientific papers and debates. Videos and extracts of transcribed psychological consultations will be analysed. Students will have to search for paper and present them to colleagues.
The evaluation methodology is mixed, consisting of a group assignment (40%) and a final exam (60%).
Body of Work
1. 1st Generation CBT Models
1.1. Historical background
1.2. Behavioral models: classical conditioning, operant conditioning, social learning
2. 2nd and 3rd Generation CBT Models
2.1. Historical background
2.2. Introd. to case formulation and therapeutic process according to:
2.2.1. Rational Emotive Therapy (Ellis)
2.2.2. Cognitive Therapy (A. Beck)
2.2.3. Self-instructional training (Meichenbaum)
2.2.4. Schemes Focused Therapy (Young)
3. Introd. to the constructivist models
3.1. Historical background
3.2. Basic assumptions and therapeutic process
4. Introd. to the Systemic Models
4.1. Historical and epistemological framework:
4.1.1. General Systems Theory
4.1.3. Theory of Human Communication
4.2. The intervention in family therapy:
4.2.1. Family life cycle
4.2.2. Systemic hyp., circularity, therapeutic process.
4.2.3. Main schools and approaches
5. Introduction to Psychodrama Morenian
Abreu, P. (2006). O Modelo do Psicodrama Moreniano. Climepsi Editores.
Beck, J. (2011). Cognitive Behavior Therapy: basics and behond (2ª Ed.). New York: The Guilford Press.
Gonçalves, O. (1994). Terapias cognitivas: Teorias e Práticas. Porto: Edições Afrontamento.
Guidano, V. (1991). The self in process: toward a post racionalist cognitive therapy. New York: The Guidford Press.
Joyce-Moniz, L. (2005). A modificação do comportamento: Teoria e prática da psicoterapia e psicopedagogia comportamentais. Lisboa: Livros Horizonte.
O’Donohue, W., & Fisher, J. (Eds.) (2012). Cognitive Behavior Therapy: Core principles for practice
Sampaio, D. & Gameiro, J. (2005). Terapia Familiar. Porto: Edições Afrontamento.
Young, J. Klosko, J. & Weishaar, M. (2003). Schematherapy: a practitioner’s guide. New York: The Guilford Press.
Abreu, C.N. & Roso, M. [et al.] (2003). Psicoterapias cognitiva e construtivista: novas fronteiras da prática clínica. Porto Alegre: Artmed.
Andolfi, M. (1981). A terapia familiar. Lisboa: Veja
Carr, A. (2006). Family therapy: concepts, process and practice (2.ª Ed.). New York: John Wiley and Sons, Ltd.
Dobson, K.S. (1986). Handbook of cognitive-behavior therapies. New York: The Guilford Press.
Gonçalves, O. (2001). Introdução Às psicoterapias comportamentais. Coimbra: Quarteto.
Gonçalves, O. (1990). Terapia comportamental: Modelos Teóricos e Manuais Terapêuticos. Braga: Edições Jornal de Psicologia.
Hoffman, L. (1987). Fundamentos de la terapia familiar: un marco conceptual para el cambio de sistemas. Ciudad de Mexico: Fondo de cultura económica.
1 - Presentation of the course: 1st generation CBT models: historical background and evolution.
2 - 1st Generation CBT models: Paradigm of classical conditioning. Viewing and comment videos of experiences of Pavlov and Mary Cover Jones.
3 - 1st Generation CBT models: paradigm of operant conditioning. Viewing and comment videos of experiences of Thorndike and Skinner. Planning a token economy and building a contingency contract.
4 - 1st Generation CBT models: The paradigm of social learning. Viewing and comment videos of experiences of Bandura.
5 - 2nd Generation CBT models: history and development framework. Paradigm of self-control and paradigm of confrontation skills.
6 - 2nd Generation CBT models: Introduction to case formulation and the therapeutic process of the Rational Emotive Therapy and Behavioral Ellis. Watching a video played by the therapist Albert Ellis with the glory patient and analysis of the respective query transcription.
7 - 2nd Generation CBT models: Introduction to case formulation and therapeutic process according to Cognitive Therapy Aaron Beck.
8 - 2nd and 3rd Generation CBT models: Introduction to the formulation of the case and the therapeutic process by Meichenbaum self-instruction training and therapy Focused on Young Schemes.
9 - Presentation of group assignments.
10 - Introduction to Constructivist models: historical background and evolution. The Perspectives Narratives.
11 - Introduction to Systemic Model: historical and epistemological framework - General Systems Theory, Cybernetics and Theory of Human Communication.
12 - Life cycle of the family. Systemic hypothesis, circularity and therapeutic process.
13 - Main schools and therapeutic approaches in systemic family therapy.
14 - Main schools and therapeutic approaches in systemic family therapy (cont.).
15 - Presentation of group assignments. Assignments delivery. Introduction to Morenian Psychodrama.
Demonstration of the syllabus coherence with the curricular unit's objectives
The specific aims of the course are a pragmatic operationalization of the overall goal regarding the introduction to the features and concepts of cognitive-behavioral, constructivist, systemic and psychodrama models. The contents follow closely these learning aims. Contents 1 to 5 relate to the first three specific aims. During these contents of the program scientific studies on the efficacy of therapeutic interventions according to each of these models will be referred. The critical thinking will be promoted in this manner, based on the evidence of psychological intervention efficacy (specific aims 3 and 4).
Demonstration of the teaching methodologies coherence with the curricular unit's objectives
In order to articulate the theoretical with the practical component of this course, demonstration, and active teaching methods will be used. For students acquire basic knowledge about psychological intervention models: behavioral , cognitive, construtivists, systemic and psychodrama, lectures will be followed by debates, analysis of transcribed consultations and videos. To encourage critical thinking students will be invited to critically analyze scientific articles on research in psychotherapy. They will also be sensitized to differences in the intervention through the sessions transcribed and submitted videos.
|relevant generic skill||improved?||assessed?|
|Achieving practical application of theoretical knowledge||Yes||Yes|
|Analytical and synthetic skills||Yes||Yes|
|Commitment to effectiveness||Yes|
|Commitment to quality||Yes|
|Ethical and responsible behaviour|
|Foreign language proficiency|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes|
|Written and verbal communications skills||Yes|