Behaviour, Cognitive and Systemic Models

Code: PSI11104L

6 ECTS

Duration: 15 weeks/156 hours

Scientific Area: Psychology

Teaching languages: Portuguese

Languages of tutoring support: Portuguese, English

Regime de Frequência: Presencial

Presentation

It is sought that students acquire an integrated set of knowledge on human functioning that can ground specialized knowledge to be acquired throughout their training as psychologists

Sustainable Development Goals

4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Learning Goals

Reveal knowledge about the main behavioral, cognitive, and systemic models of human functioning.

Reveal knowledge about criteria for the transtheoretical analysis of human functioning.

Demonstrate critical analysis and reflection skills on human functioning.

Be able to generalize and transfer theoretical knowledge to daily experiences.

INTRODUCTION

1.1. Epistemological considerations: The value of a psychological theory

1.2. The study of personality

1.3. Criteria for analysis of human functioning

BEHAVIORAL MODELS

2.1. Historical perspective

2.2. John Watson and behaviorism

2.3. Skinner and the theory of operant conditioning

2.4. Practical implications

2.5. Advantages and limitations of behavioral models

COGNITIVE MODELS

3.1. The Emergence of the Cognitive Revolution

3.2. The social-cognitive approach of Albert Bandura

3.3. Approaches to information processing

3.4. Advantages and limitations of cognitive models

3.5. The evolution towards constructivism

SYSTEMS MODELS

4.1. The emergence of systemic perspectives

4.2. The systemic perspective of human functioning

4.3. Practical implications

Teaching Methods

Theoretical classes - Expository method, dialogue with students to encourage understanding of theory through analysis of everyday experiences and exercises on the practical implications of the presented theories. These methodologies aim to foster learning of relevant content, critical thinking, and theory-practice articulation.

Practical classes - Oral presentations, debates on topics related to behavioral, cognitive, and systemic models, and group work to solve challenging situations proposed by the teacher. These methodologies aim to foster oral communication competencies, theory-practice relationship, and collaborative work.

Open classes (in-person/online) - Featuring national and international guests to facilitate the integration of theory and practice or the internationalization of training.

Autonomous work outside of classes - Research, reading texts, and group content preparation. Voluntary collaboration in research (e.g., data collection and database preparation).

Assessment

Continuous Evaluation
Completion of a written exam (70% weight) at the end of the semester and a practical assignment (30% weight). The written exam evaluates the content of the theoretical classes.
Attendance must not be less than 75% of theoretical classes and 75% of practical classes.

Final Evaluation
Students opting for the exam regime must complete a written exam (70% weight) and a practical exam (30% weight). The written exam will cover all material taught in theoretical and theoretical-practical classes. The "practical exam" will include content from assignments done in practical classes.
Students are considered to have passed with a final grade of 10 or higher.