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Psychological Intervention Models 1 2017/2018

  • 5 ECTS
  • Taught in Portuguese
  • Continuous Assessment


At the end of this curricular unit, the students should be able to:
- Understand the emergence, historical context and current developments of the psychodynamic and humanistic models of psychological intervention;
- Characterize the main models of psychological intervention, namely: a) theories of psychological change; b) main strategies of psychological change;
- Identify specific and common factors regarding different therapeutic models;
- Identify the main ingredients of therapeutic efficacy;
- Recognize the main empirical findings of process and outcome psychotherapy research;

Recommended Prerequisites

For this curricular unit is important for the students to detain basic knowledges in yhe filed of history of psychology, namely regarding the Psychodynamic and Humanistic theories.

Teaching Metodology

The expositive theoretical-practical lectures will be based on expository and active methodologies: supported on slides, discussion and review of recommended and supplementary bibliography and scientific articles, as well as in the completion of practical group exercises, visualization and analysis of films, and in one group assignment where the students will apply their knowledge to a clinical case.

Body of Work

Part 1: Introduction
1.1. Historical perspective
1.2. Medical model and Contextual model
1.3. Change components: common factors and specific factors
1.4. Movement of empirically supported treatments Vs. “Dodo Veredict”.

Part 2: Therapeutic efficacy ingredients
2.1. Client variables
2.2. Therapist and therapeutic relationship variables
2.3. Process and outcome psychotherapy research

Part 3: Central models of psychological intervention
3.1. Psychodynamic models
a) Historical contextualization
b) Introduction to psychoanalysis
c) Main theoretical models: central concepts
d) Characteristics of brief dynamic therapy
e) Therapeutic process
f) Future developments
3.2. Humanistic models
a) Historical contextualization
b) Humanistic theories: main concepts
c) Development of client centered therapy
d) Therapeutic process
e) Future developments

Recommended Bibliography

Freud, S. (1905/2001). Três ensaios sobre a teoria da sexualidade. Lisboa: Livros do Brasil.

Freud, S. (1969/1998). Além do princípio de prazer. Rio de Janeiro: Imago Editora.

Lambert, M. J. (2013) (Ed). Bergin & Garfield’s handbook of psychotherapy and behavior change (6th Ed.). New York: Wiley.

Levenson, H. (2010). Brief dynamic therapy. Washington, DC: APA. .

Cain, D. J. (2010). Person-centered therapies. Washington, DC: APA.

Rogers, C. (1942/1974). Psicoterapia e consulta psicológica. Lisboa: Moraes Editores.

Rogers, C. (1951/1974). Terapia centrada no paciente. Lisboa: Moraes Editores.

Rogers, C. (1961/1984). Tornar-se pessoa. Lisboa: Moraes Editores.

O’Leary, E. (2013). Gestalt therapy around the world. Oxford: Wiley-Blackwell.

Wampold, B. E. & Imel, A. E. (2015). The great psychotherapy debate: The Evidence for What makes Psychotherapy Work. New York: Routledge.

Complementary Bibliography

APA Presidential Task Force on Evidence-Based Practice (2006). Evidence-Based Practice in Psychology. American Psychologist, Vol. 61, No. 4, 271–285.

Braconnier, A. (2000). Psicologia dinâmica e psicanálise. Lisboa: Climepsi Editores.

Ellenberger, H. (1970). The discovery of the unconscious: the history and evolution of dynamic psychiatry. New York: BasicBooks.

Frankl, V. (2004). On the theory and the therapy of mental disorders. New York: Brunner-Routledge.

Weekly Planning

1st week
1. Presentation of the syllabus , assessment criteria and organization of theoretical-practical assignments
Part 1: Introduction
1.1. Historic perspective

2nd week
Part 1
1.2 Medical and Contextual Model
1.3.Change components: common and specific factors
1.4. Movement of empirically validated therapies Vs. “Dodo bird” veredict

3rd week
Part 2: Therapeutic efficacy ingredients
2.1. Client variables
2.2. Therapist and therapeutic relationship variables

4th week
Part 2: Therapeutic efficacy ingredients
2.3. Process and outcome research
Discussion of empirical papers

5th week
Part 3
3.1. Psychodynamic models
a. Historic contextualization
b. Introduction to psychoanalysis
c. Main theoretical models: main concepts

6th week
3.1. Psychodynamic models
a. Main theoretical models: The model of Freud
b. Brief dynamic psychotherapy

7th week
3.1. Psychodynamic models: training of practical skills

8th week
3.1. Humanistic models
Historic contextualization
9th week
3.2. Humanistic models
a. Humanistic theories: main concepts

10th week
3.2. Humanistic models
b. Client Centred Therapy
11th week
3.2. Humanistic models
c. Gestalt Therapy
12th week
3.2. Humanistic models
d. Emotion Focused Therapy

13 h week
Narrative Therapy

14 h week
Similarities and diferences between psychological intervention models: reflection and conclusion

15th week
Discussion of empirical papers

16th week
Group work presentations

Demonstration of the syllabus coherence with the curricular unit's objectives

This curricular unit aims for the students to be able to understand psychotherapy as an intentional activity of promoting behavioral change and an adaptive functioning. Thus, the syllabus includes a revision over some of the models of psychological intervention that assume major relevance on Psychology tradition. These models will be presented not only regarding the historical context of their emergence but also regarding their most recent updates, to a theoretical and empirical level. The syllabus also includes a revision over the main results in process and outcome psychotherapy research, allowing the students to reflect critically on the factors that have been shown to be more associated with therapeutic efficacy.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

The teaching methodologies presented were selected according to their potential of facilitating and promoting the students’ acquisition of the curricular unit’s contents, both in its theoretical and practical forms. The exposition of the theoretical contents regarding the models of psychological intervention and data from psychotherapy research will be complemented by other multimedia methodologies such as the visualization of videos, as well as with the permanent stimulation of the active participation from the students. This active and multidimensional methodology will allow the students to create their own reference framework regarding the existent models of psychological intervention and their clinical applicability. This reference framework will be operationalized in the group work, were the students will be able to apply this knowledge to a clinical case.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Adapting to new situationsYesYes
Analytical and synthetic skillsYesYes
Balanced decision makingYesYes
Commitment to effectivenessYesYes
Commitment to qualityYesYes
Ethical and responsible behaviourYesYes
Event organization, planning and managementYesYes
Foreign language proficiencyYes 
Information and learning managementYesYes
IT and technology proficiencyYes 
Problem Analysis and AssessmentYesYes
Research skillsYesYes
Understanding multiculturalism and valuing diversityYesYes
Written and verbal communications skillsYesYes
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