Psychological Intervention Models 2 2017/2018
- 6 ECTS
- Taught in Portuguese
- Continuous Assessment
- relevant skillset
The course general goal is to introduce the students to the main characteristics and concepts of constructivist, systemic and 1st, 2nd and 3rd generation of cognitive-behavioral models.
At the end of this unit the students should:
1) Understand the historical evolution, theoretical concepts, psychological functioning conception, mental illness and psychological change process assumptions related to each one of these models.
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) Think critically about the different intervention models;
4) Know the current research on the effectiveness of the interventions presented.
For this unit it is important for the student to have a basic level of knowledge regarding the history of psychology, namely about behaviorist, cognitivist and constructivist theory as well as of general psychopathology, taught in the courses of Personality Psychology and Psychopathology I and II. It is also important that the student displays basic knowledge regarding psychological interview skills, learned at the course of Models of Psychological Intervention I.
Theoretical-practical lectures will comprise expositive methodologies – supported on slides and on the discussion and comment of the recommended and complementary bibliography as well as on the exploration of scientific papers – and active methodologies, through the implementation of practical group exercises, including role-plays, demonstrations and simulations, viewing and analysis of films and clinical vignettes and elaboration of a written group assignment.
The evaluation methodology is continuous, consisting of four assessment elements occurring across the semester: three written mini-testes, each one with a weight of 25% to the final classification, and a group assignment focused on the conceptualization of a clinical case (provided by the professors) and on the definition of intervention areas based on a specific intervention model, accounting for 25% of the final classification.
Body of Work
1. Constructivist models
1.1. Historical backg.
1.2. Basic assumptions and therap. process:
1.2.1. Narrative therapy
1.2.2. Therapy of meaning reconstruction
2. Systemic models
2.1. Historical backg.
2.2. Basic assumptions and therap. process:
2.2.1. Systems Theory, cybernetics and theory of human comm.
2.2.2. Family life cycle, Systemic hypothesis, circularity of therap. process.
2.2.3. Schools and approaches
3. 1st Generation CBT Models
3.1. Historical backg.
3.2. Basic assumptions and therap. process:
3.2.1. Classical cond.
3.2.2. Operant cond.
3.2.3. Social learning
4. 2nd Generation CBT Models
2.1. Historical backg.
2.2. Basic assumptions and therap. process:
2.2.1. Self-instructional training
2.2.2. Rational Emotive Therapy
2.2.3. Cognitive Therapy
2.2.4. Schema Focused Therapy
5. 3rd Generation CBT Models
5.1. Historical backg.
5.2. Basic assumptions and therap. process:
5.2.1. Compassion focused therapy
5.2.2. Acceptance and commitment therapy
Antony, M. M., & Roemer, L. (2011). Behavior Therapy. Washington: American Psychological Association.
Beck, J. (2011). Cognitive Behavior Therapy: basics and beyond (2ª Ed.). New York: The Guilford Press.
Dallos, R., & Draper, R. (2015). An introduction to family therapy: systemic theory and practice (4th Ed.). Berkshire: Open University Press.
Flaxman, P.E., Blackledge, J.T., Bond, F.W. (2011). Acceptance and commitment therapy: Distinctive features. NY: Routledge.
Gilbert, P. (2010). Compassion Focused Therapy: Distinctive Features. NY: Routledge
Leal, I. (Coord.) (2018). Psicoterapias. Lisboa: Pactor.
Neimeyer, R. (2009). Constructivist Therapy: Distinctive Features. NY: Routledge.
Carr, A. (2012). Family therapy: concepts, process and practice (3.ª Ed.). New York: John Wiley and Sons.
Dobson, K.S. & Dozois, D.J.A. (2010. Handbook of cognitive-behavioral therapies (3rd ed.). NY: The Guilford Press.
Dryden, W. (2009). Rational emotive behaviour therapy: Disctinctive features. NY: Routledge.
Gonçalves, M. M., & Henriques, M. R. (2012). Terapia narrativa da ansiedade: manual terapêutico para crianças e adolescentes. Braga: Psiquilíbrios Edições.
Gonçalves, O. (1999). Introdução às psicoterapias comportamentais. Coimbra: Quarteto.
Neimeyer, R. (Ed.). (2012). Techniques of grief therapy: creative practices for counseling the bereaved. NY: Routledge.
Rafaeli, E., Bernstein, D.P., & Young, J. (2011). Schema therapy – Distinctive features. NY: Routledge
Wills, F. (2009). Beck’s cognitive therapy: Distinctive features. NY: Routledge.
W1: Presentation of the course: Basic therapeutic skills and case formulation
W2: Course interruption
W3: Constructivist models: Historical background; Basic assumptions and therapeutic processes; Narrative therapy
W4: Constructivist models: Meaning reconstruction intervention; Systemic models: Historical background
W5: Systemic models: Basic assumptions and therapeutic process
W6: Systemic models: Main schools and approaches;
W7: 1st generation cognitive-behavioral models: Historical background; Basic assumptions and therapeutic processes; Classical and operant conditioning.
W8: Course interruption: Easter
W9: 1st generation cognitive-behavioral models: Social learning and self-control;
W10: 2nd generation cognitive-behavioral models; Historical background; Basic assumptions and therapeutic processes; Self-instructional training, Rational Emotive Therapy,
W11: 2nd generation cognitive-behavioral models; Cognitive Therapy, Schema Focused Therapy;
W12: 3rd generation cognitive-behavioral models: Historical background; Basic assumptions and therapeutic processes; Compassion focused models
W13: 3rd generation cognitive-behavioral models: Compassion focused models (cont.)
W14: 3rd generation cognitive-behavioral models: Acceptance and Commitment models
W15: 3rd generation cognitive-behavioral models: Acceptance and Commitment models (cont);
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, and systemic models. The contents follow closely these learning aims. Contents 1 to 5 relate to the first three specific aims. Throughout the exposition of the contents outlined in the program, scientific studies on the efficacy of therapeutic interventions according to each of these models will be referred. These strategies intend to promote critical thinking, 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, expositive, demonstration, and active teaching methods will be used. For students to acquire basic knowledge about psychological intervention models: behavioral, cognitive, constructivists, and systemic lectures will be followed by debates, analysis of transcribed clinical materials and videos. To encourage critical thinking students will be invited to critically analyze scientific articles on research in psychotherapy. Differences between different models of intervention will be illustrated through the analysis of session transcripts and psychotherapy 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|
|Information and learning management||Yes||Yes|
|Problem Analysis and Assessment||Yes||Yes|
|Relating to others||Yes|
|Written and verbal communications skills||Yes|