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Presentation
Presentation
The UC introduces the sequence of the two UC dedicated to theoretical models of personality and human behavior and integrates the psychoanalytic, existentialist, gestaltherapy, humanist, and behaviourist models. These models will be framed in the history of scientific knowledge and psychotherapy, in cultural, geographical, and historical origins and influences, and discussed as complementary metaphors and narratives. Classical and contemporary perspectives, the most controversial and fragile aspects, as well as meritorious aspects and potentialities, will be presented and discussed. It is intended that students understand some of the essential principles for conceptualizing psychological intervention that emerge from the theoretical assumptions of each model.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULP608-13879
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
S1. Models of human behavior: - History of scientific knowledge and psychotherapy - Complementarity, integration, and transtheoretical approaches S3: Psychoanalysis and psychodynamic theories - Theory of object relations - Psychology of the Self - Ego Psychology - Defenses and personality CP4: Existentialism and Gestalt Therapy - Historical context and existentialist philosophy - Existence, anxiety, and authenticity - Gestalt: false layers, authentic existence, fluidity, and integration of polarities CP5: Humanism - Congruence and the phenomenology of existence - Six conditions for change - Structuring principles of the relationship and therapeutic attitudes - Emotion-focused therapy CP6: Behavioral Model - Historical development - Key concepts of classical and operant conditioning - Functional analysis of behavior and applications
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Objectives
Objectives
LO1: Contextualize the different models, historically and conceptually, in epistemological paradigms (positivism, post-positivism, social constructionism). LO2: To frame the different theoretical proposals as complementary approaches. LO3: To discuss some practical implications arising from the theoretical assumptions of the different models. LO4: Critically analyse the central assumptions and concepts of the models, contrast them in the shared and distinctive aspects, and identify and discuss their limitations, potential, and contributions to the study and practice of psychology. LO5: Apply the concepts and assumptions of the models to understand the development of the psyche, personality, normative and pathological functioning, and psychological change. LO6: Develop and apply a more diversified lexicon that incorporates the language of each of these models.
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Teaching methodologies and assessment
Teaching methodologies and assessment
The teaching methodologies integrate a set of innovative pedagogical practices based on evidence, and tailored to the learning objectives and contents, namely problem-solving, critical analysis and group discussion, and continuous feedback.
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References
References
Bateman, A, & Holmes, J. (1998). Introdução à Psicanálise: Teoria e Prática Contemporâneas (1ª Ed.). Lisboa: Climepsi Elsie Jones-Smith (2017). Theories of Counseling and Psychotherapy: An Integrative Approach. Thousand Oaks: Sage. Gonçalves, O. F. (1999). Uma introdução à psicoterapia comportamental. Coimbra: Quarteto Editora. Prochaska, J. O., & Norcross, J. C. (2018). Systems of psychotherapy: A transtheoretical analysis. Oxford University Press.
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Office Hours
Office Hours
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Mobility
Mobility
No
