2024
Behavioural and Cognitive Psychotherapies with Children and Adolescents
Name: Behavioural and Cognitive Psychotherapies with Children and Adolescents
Code: PSI11131M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Psychology
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
- To raise awareness and to promote reflexion about research in psychotherapy and the issues of the clinic practice with children and adolescents
- To facilitate knowledge acquisition about the paradigms underlying Behaviour and Cognitive Therapies
- To promote the development and training of conceptualization skills in a cognitive and behavioural perspective
- To facilitate the learning of behavioural and cognitive assessment/intervention techniques with children and adolescents
- To contribute to the development of an ethical and critical reflection, appropriate to the clinical reality
- To facilitate knowledge acquisition about the paradigms underlying Behaviour and Cognitive Therapies
- To promote the development and training of conceptualization skills in a cognitive and behavioural perspective
- To facilitate the learning of behavioural and cognitive assessment/intervention techniques with children and adolescents
- To contribute to the development of an ethical and critical reflection, appropriate to the clinical reality
Contents
1. Introduction to Psychotherapy.
1.1 Outcome and process research. Common Factors and Integration
1.2 Children and Adolescents intervention specificities
1.2.1 Ethical and deontological aspects
1.2.2 Developmental and contextual/systemic aspects
2. Cognitive-Behavior Therapy with children and adolescents
2.1 Key concepts and theoretical principles
2.2 The behavioral paradigms
2.3 The cognitive paradigms
3. The process of cognitive-behavior assessment: initial, along therapy and final
4. The conceptualization of clinical cases in childhood and adolescence
4.1 The concept of disorder in childhood and adolescence
4.2 Conceptualization of clinical cases
5. Strategies and techniques, for individual and group intervention, for specific problems or disorders in children and adolescents.
1.1 Outcome and process research. Common Factors and Integration
1.2 Children and Adolescents intervention specificities
1.2.1 Ethical and deontological aspects
1.2.2 Developmental and contextual/systemic aspects
2. Cognitive-Behavior Therapy with children and adolescents
2.1 Key concepts and theoretical principles
2.2 The behavioral paradigms
2.3 The cognitive paradigms
3. The process of cognitive-behavior assessment: initial, along therapy and final
4. The conceptualization of clinical cases in childhood and adolescence
4.1 The concept of disorder in childhood and adolescence
4.2 Conceptualization of clinical cases
5. Strategies and techniques, for individual and group intervention, for specific problems or disorders in children and adolescents.
Teaching Methods
Students are provided with a set of key texts. The UC framework is done using interrogation and exposition to promote questioning, reflection and discussion. In addition to these methodologies, because it is intended that students also learn the know-how, it is used the behavioral and cognitive modeling and role-play.
In the continuous evaluation system, students have to do one case conceptualization and one theoretical work, both with the same weight for the final grade. The theoretical work is to research a topic that involves an in-depth reflection on it, as well its presentation to the class. This presentation includes a proposed activity that facilitates the learning of a skill, strategy or technique by the class.
In the final evaluation system there is a conceptualization to be made and a final test, also both with the same weight in the final grade.
In the continuous evaluation system, students have to do one case conceptualization and one theoretical work, both with the same weight for the final grade. The theoretical work is to research a topic that involves an in-depth reflection on it, as well its presentation to the class. This presentation includes a proposed activity that facilitates the learning of a skill, strategy or technique by the class.
In the final evaluation system there is a conceptualization to be made and a final test, also both with the same weight in the final grade.
Teaching Staff
- Sofia Alexandra da Conceição Tavares [responsible]
Certificações
