| Code |
14880
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| Year |
3
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
T(30H)/TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
-
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Mode of delivery |
Face-to-face.
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Work placements |
N/A.
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Learning outcomes |
The aim of the course is for students to understand the theoretical and ethical foundations of the psychological assessment process.
Therefore, at the end of the course, students should be able to:
1. Know the purpose of Psychological Assessment (PA) as a specific and distinctive element of the scientific and professional activity of psychologists.
2. Understand the need to use various methods/techniques/instruments and informants in the PA process, as well as the impact of psychological processes on decision-making in PA (heuristics, biases and errors).
3. Identify key technical, psychometric and ethical/deontological issues relating to the use of PA methods/techniques/instruments.
4. Understand the objectives, characteristics, advantages and disadvantages of each of the PA methodologies explored (interviews, direct observation, behavioral assessment scales).
5. Identify and acquire information sharing/communication skills in the PA process.
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Syllabus |
1. Psychological assessment (PA): definitions, contexts and history.
2. Theoretical models of PA
3. Psychological processes in PA behaviors.
4. Phases of the PA process.
5. Psychometrics, construction and challenges in the use of PA instruments.
6. PA methods: interviews, mental state examination, direct observation and behavioral assessment scales.
7. Feedback in PA: psychological reports and communication.
8. Ethics and Deontology in PA
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Main Bibliography |
American Educational Research Association, American Psychological Association, American Council on Measurement in Education (2014). Standards for educational and psychological testing (3rd ed.). American Educational Research Association.
Cohen, R. J., Schneider, W. J., & Tobin, R. M. (Eds.) (2022). Psychological Testing and Assessment: An Introduction to Tests and Measurement. McGrawHill.
Geisinger, K.F. (Ed.) (2013). APA handbook of testing and assessment in psychology. Washington, DC: American Psychological Association.
Groth-Marnat, G., & Wright, A. J. (Eds.) (2016). Handbook of psychological assessment (6th ed). Wiley.
Julie A. Suhr (2015). Psychological assessment: A problem-solving approach. Guilford.
McConaughy, S. H., & Achenbach, T. (2009). Manual for the ASEBA: Direct Observation Form. Burlington, VT: Author.
Zuckerman, E. L. (2010). Clinician’s thesaurus: The guide to conducting interviews and writing psychological reports (7 th ed.). Guilford.
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Teaching Methodologies and Assessment Criteria |
The teaching and learning activities in this course will take the form of theoretical sessions (with presentation and discussion of content) and theoretical-practical sessions (with group discussion and presentation, encouraging arguments about the advantages and disadvantages of psychological assessment methods and techniques).
Assessment is continuous and includes assessment through active participation in theoretical-practical classes and through two knowledge assessment tests.
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Language |
Portuguese. Tutorial support is available in English.
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