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Presentation
Presentation
It seeks to make known the cognitive models and the main postmodern models Understand its application and suitability according to the specifications of the client' s problems/difficulties
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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
ULP608-22188
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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: Cognitive and cognitive-behavioral models Ellis – The Emotive Rational Behavioral Model Bandura's Contributions Beck – The cognitive model applied to depression Reality therapy and choice theory Application of CC Models - Practical Cases S2: Postmodern Models: From Constructivism to Social Constructionism Common and differentiating aspects Implications for understanding Human Behavior S3: Constructivist models: Guidano model Kelly model S4: Relational constructivist models - Adler S5: Social constructionist models - Precursors, conceptual framework, assumptions and central elements of the main models: Solution-focused models Narrative Models Competency-based models Systemic and family models Applications of models - Case Studies S6: Integrative approach
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Objectives
Objectives
ILO1: Acquire knowledge about cognitive models, describe and critically analyze their assumptions and central theoretical concepts. ILO2: Recognize, describe and differentiate the proposals of the main cognitive authors and analyze their applicability. ILO3: Describe and differentiate constructivist models from constructionist models. ILO4: Recognize and characterize the proposals of constructivist authors – Guidano and Kelly. ILO5: Recognize and characterize the transition model between constructivism and constructionism – relational constructivist. ILO6: Recognize, differentiate and critically analyze the main social constructionist models – solutions-focused model, narrative model, systemic models – specifically, their central assumptions and concepts, contrast them in shared and distinctive aspects, weaknesses, strengths and contributions. ILO7: Recognize the applicability and integration of each of the models.
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Teaching methodologies and assessment
Teaching methodologies and assessment
The proposed teaching methodologies include a range of innovative and evidence-based pedagogical practices, in coherence with the aims and contents of the curricular unit.
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References
References
Jones-Smith, E. (2017). Theories of counseling and psychotherapy: An integrative approach (2nd edition). Sage.
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Office Hours
Office Hours
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Mobility
Mobility
No
