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Psychological Interventions with Children and Adolescents

Code 11786
Year 1
Semester S2
ECTS Credits 5
Workload T(30H)/TP(30H)
Scientific area Psychology
Entry requirements NA
Mode of delivery Face-to-face.
Learning outcomes This course aims to build a comprehensive and integrating framework of psychological intervention with children and adolescents, enhance knowledge and skills in the field of the models, techniques and psychological intervention programs. At the end of UC students should be able to:
1. Understand the specificities of psychological consultation with children and adolescents;
2. Apply developmental principles to the analysis and intervention on psychological problems of children and adolescents;
3. Identify the main emotional, behavioral and development disorders in childhood and adolescence;
4. Select, plan and implement the main intervention methodologies to specific problems;
5. Read and analyze, critically, scientific literature in this area;
6. To develop interpersonal relationship skills within the therapeutic intervention;
7. Presenting an ethical and deontological behavior.
Syllabus 1. Introduction to psychological intervention with children and adolescents
1.1 Developmental influences
1.2 Child counseling.
2. Presentation of specific models of intervention for high incidence psychological disorders in children and adolescents (e.g. neurodevelopmental disorders; anxiety disorders; disruptive, impulse-control and conduct disorders).
Main Bibliography - American Psychiatric Association (2014). Manual de diagnóstico e estatística das perturbações mentais: DSM-5. Lisboa: Climepsi.
- Barros, L. (2004). Perturbações de eliminação na infância e na adolescência. Lisboa: Climepsi.
- Carr, A. (2008). The handbook of child and adolescent clinical psychology (2nd Ed.). New York: Routledge.
- Gullota, T. P. & Blau, G. M. (Ed.) (2008). Handbook of childhood behavioral issues: evidence-based approaches to prevention and treatment. N.Y.: Taylor & Francis.
- Kendall, P. (2010). Child and adolescent therapy: cognitive-behavioral procedures (2nd Ed.). New York: The Guilford Press.
Teaching Methodologies and Assessment Criteria The teaching and learning activities include the systematization of knowledge, exposure to the theoretical content, analysis, and discussion of papers and programs/cases, role-playing, and individual and group work.

The parameters considered in the evaluation of this CU are:
1. two individual knowledge assessment tests: 40% of the final grade;
2. group work: 60% of the final grade.
Language Portuguese. Tutorial support is available in English.
Last updated on: 2022-06-17

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