Cursos / 1º Ciclo / Institute of Psychology and Educational Sciences :: Psychology
MODELOS COMPORTAMENTALISTAS E COGNITIVISTAS - 2016/2017
2º curricular year
Semestralidade: 1st semester
ECTS: 3
Teachers
Leading Teacher: Prof. Doutora Mariana Sousa
Assistant Professor: Prof. Doutora Mariana Sousa
Class type and School hours
Teórico-prática : 2 Horas
Teaching Language
Portuguese
Main Aims/Objectives
To present the epistemological and ontological foundations of behavioral and cognitive models and their implications for psychological intervention
Specific Aims/Objectives
To analyze the historical and social context that have favored the emergence and dissemination of behavioral and cognitive models
To analyze the epistemological and ontological foundations of behavioral and cognitive models and theories
To discuss the implications of these foundations for psychological intervention
Skills to be acquired
Knowledge on the historical and social context that have favored the emergence and dissemination of behavioral and cognitive models
Identification of the epistemological and ontological foundations of behavioral and cognitive models, and their implications for psychological intervention
Comparing behavioral and cognitive models and theories
Critically reflect on these models and theories
Teaching Procedures
Expository teaching
Analysis and discussion, in small or large group, of scientific productions
Practical exercises to illustrate and consolidate the theoretical contents
Programme
1.Behavioral models
1.1.Historical and social context that have favoured the emergence of behavioral models
1.2. Epistemological and ontological foundations of behavioral models
1.3. Classical conditioning model
1.4. Operant conditioning model
1.5. Bandura´s social learning model
2. Cognitive models
2.1. Historical and social context that have favoured the emergence of cognitive models
2.2. Epistemological and ontological foundations of cognitive models
2.3. Models of self-control
2.3.1. Thoresen & Mahoney’ self-control model
2.3.2. Kanfer’s self-administration model
2.3.3. Bandura’s elf-regulation model
2.4. Problem solving therapy models
2.4.1. D’Zurilla and Goldfried’ s problem solving model
2.4.2. Lazarus and Meichenbaum’s stress and confrontation skills model
2.5. Models of cognitive restructuring:
2.5.1. Meichenbaum’s Self-instruction model
2.5.2. A. Ellis’ Rational emotive therapy
2.5.3. A. Beck’s Cognitive therapy
Evaluation Type
According to the RGACC, the assessment of the curricular unit is constituted of two modes: continuous and final.
Continuous assessment:
1- Attendance of 70% of classes
2- Two written tests: on the theoretical component of the course
3- Other assessment elements: a written essay applying the concepts and methods of the psychological models to specific situations.
Weighting: 2 tests ~ 75% written tests; Other elements of assessment = 25%. Continuous assessment corresponds to 60% of the final grade.
Final assessment: The student may choose to be submitted to a final exam at the end of th
Teaching Resources
Computer, projector, scientific books and articles.
Sustainability Objectives
Keywords
Paradigms, models, theories, behavioral, cognitive
Main Bibliography
Author | Joyce-Moniz, L. |
---|---|
Title | Modificação do comportamento: teoria e prática da |
Edition | 5ª |
Place | Lisboa |
Editor | Livros do Brasil. |
Year | 2005 |
Author | Gonçalves, 0. |
Title | Terapias Cognitivas: Teorias e práticas |
Edition | 4.ª |
Place | Porto |
Editor | Edições Afrontamento. |
Year | 2004 |
Author | Dobson, K. S. |
Title | Handbook of cognitive-behavioral therapie |
Edition | 3rd |
Editor | Guilford Press. |
Year | 2010 |
Complementary Bibliography
Author | Gonçalves, 0. Coimbra: Quarteto. |
---|---|
Title | Introdução às Psicoterapias Comportamentais |
Author | Beck, J. S. . |
Title | Cognitive behavior therapy: basic and beyond |
Edition | 2nd |
Place | NY |
Editor | Guilford Press |
Year | 2011 |