Class Psychological Intervention with Victims

This curricular unit aims to promote specific theoretical and practical knowledge about psychological intervention with victims, namely, basic principles, models, and intervention approaches and modalities. It aims to address the process of psychological intervention with victims, providing knowledge about the basic principles of intervention, core competencies in counseling and intervention, effective evidence-based components in the intervention process, dilemmas and challenges, and the main victim support responses/services. It also aims to address different approaches and modalities of psychological intervention with victims (e.g., crisis intervention, cognitive-behavioral therapies, narrative therapy, group intervention), showing their effectiveness. Students will also train in specific assessment and intervention skills for different types of victimization and target populations, in childhood/adolescence and adulthood.

Not applicable

CP1. The psychological intervention process with victims - Key concepts - Guiding principles, dilemmas, and challenges - Core counselling skills and practitioner profile - Victim resources and support services - Specificity of interventions with vulnerable populations - Specificities of the case formulations    CP2. Models and modalities of psychological intervention with victims - Effective evidence-based components - Crisis intervention - Cognitive-Behavioral Therapies - Narrative Therapies - Group intervention   CP3. Intervention in specific types of victimization 3.1. Victimization in adulthood - Intimate partner violence - Sexual violence - Multiple victimization   3.2. Victimization in childhood and adolescence - Physical/ psychological abuse and neglect - Sexual abuse - Interparental violence or post-divorce conflict   CP4. Challenges of intervention with particularly vulnerable victims (e.g., elderly, LGBT, disabled, immigrants)          

Theoretical-practical component, with analysis and discussion of case studies.  Pratical exercises in small and large group formats (e.g., role-play, demonstration, simulation). Analysis of articles in small group and subsequent discussion in the class.

  Cohen, J. A., Mannarino, A. P., & Deblinger, E. (Eds.). (2012). Trauma-focused CBT for children and adolescents: Treatment applications. The Guilford Press. Eifert, G. H., & Forsyth, J. P. (2005). Acceptance and commitment therapy for anxiety disorders: A practitioner's treatment guide to using mindfulness, acceptance, and values-based behavior change strategies. New Harbinger Publications. Feather, J., Ronan, K., & Innes, D. (2010). Cognitive behavioural therapy for child trauma and abuse: A step-by-step approach. Jessica Kingsley Publishers. Friedberg, R., & McMclure, J. (2002). Clinical practice of cognitive therapy with children and adolescents: Nuts and bolts. The Guilford Press.  Matos, M. (Coord.) (2014). Vítimas de crime e violência. Práticas de intervenção. Psiquilíbrios Edições. Sani, A., & Caridade, S. (2018). Violência, agressão e vitimação: práticas para a intervenção (2ª ed.). Almedina.