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

Complementary Bibliography