| Code |
11771
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
5
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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 |
Presential.
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Learning outcomes |
In this course it is intended to promote a comprehensive approach to psychological assessment (PA), with the acquisition and development of knowledge and skills required in the initial interview and in the PA in the cognitive and personality domains, from a lifelong learning perspective (SDG 4). At the end, the student should be able to:
1. understand the PA process as a distinctive element of psychologists' practice and its contribution to promoting mental health and well-being (SDG 3);
2. show appropriate skills in conducting an initial PA interview;
3. select and use appropriate PA instruments in the cognitive and personality areas;
4. identify and critically analyze key technical and ethical issues relating to PA;
5. communicate clearly and appropriately with different audiences.
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Syllabus |
1. The process of psychological assessment (PA): aims, phases, general methodological and deontological issues.
2. The first interview of PA: characterization, stages, interviewer skills and techniques.
3. Intelligence assessment: characterization, administration, scoring and interpretation of some intelligence assessment instruments;
4. Personality assessment: characterization, administration, scoring and interpretation of some personality assessment instruments.
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Main Bibliography |
Gonçalves, M. M., Simões, M. R., Almeida, L. S., & Machado, C. (Coords.) (2003). Avaliação psicológica: Instrumentos validados para a população portuguesa (Vol. I). Quarteto.
Groth-Marnat, G. & Wright, A. J. (2016). Handbook of psychological assessment (6th ed.). Wiley. Morrison, J. (2014). The first interview. (4th ed.). Guilford Press.
Morrison, J. (2014). The first interview. (4th ed.). Guilford Press.
Rosset, C. M. (2005). Evaluación psicológica: Concepto, proceso y aplicación en las áreas del desarrollo y de la inteligencia (2ª ed.). Sanz y Torres.
Sommers-Flanagan, R., & Sommers-Flanagan, J. (2023). Clinical interviewing (7th ed.). Wiley.
Wechsler, D. (2009). Escala de Inteligência de Wechsler para Crianças – Terceira edição (WISC-III): Manual. Cegoc.
Weiner, I. B., & Greene, R. L. (2017). Handbook of Personality Assessment (2nd ed.). John Wiley & Sons.
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Teaching Methodologies and Assessment Criteria |
The theoretical and theoretical-practical sessions include a brief exposition of concepts and/or the use of critical reading of technical-scientific documents, the use of instruments, role-play techniques, practical exercises and debate, encouraging students’ active learning, using, for example, flipped learning and problem-solving applied to concrete cases. Students’ work, whether in independent study or in group activities, will be monitored by the teacher and discussed in class, so that students have the opportunity for regular self-assessment and to clarify eventual doubts throughout the semester, allowing for greater autonomy, flexibility and an individualized pace of progress in learning. Assessment includes group work (20%) and individual tests (80%). An overall mark of 6 or more is required for admission to the exam.
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Language |
Portuguese. Tutorial support is available in English.
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