Behavior Modification

Recommended Prerequisites

It is advisable that students have already done the following disciplines: Psychology of Learning and Resolution of Problems, Development Psychology and Biology and Behaviour.

Teaching Methods

This Curricular Unit, theoretical-practical, used essentially expository and interactive methods. Practical activities (exercises, role-plays) will also be carried out using participant modeling techniques, behavioral representation, case discussion and feedback.

Learning Outcomes

 The CU has the main aim:

1. To make students familiar with the emergency context and basic assumptions of Behavioral Therapy;

2. To make known to the students the main characteristics of the Paradigm of Classical Conditioning, Operant and Social Learning, as well as its therapeutic implications;

3. Introduce students to the importance and function of behavioral assessment - behavioral formulation;

4. It also intends to promote the acquisition of skills in the application of different therapeutic techniques derived from these paradigms to different behavioral and emotional problems.

 

 Skills to be developed:

Acquisition of knowledge about behavioral paradigms;

To know the therapeutic implications derived from the behavioral paradigms;

Acquisition of theoretical and practical skills to apply different strategies and therapeutic techniques to different behavior and emotional problems.

 

Work Placement(s)

No

Syllabus

1. The context of the emergency of behavioural therapy and the scientific background.

2. The British and the American school

3. Paradigm of classical conditioning: fundamental concepts, type A and type B conditioning, psychopathology, therapeutic methods emerging from this paradigm and limitations.

4. Paradigm of the operating Conditioning: fundamental concepts, psychopathology, therapeutic strategies and limitations.

5. Paradigm of Social learning: fundamental concepts, psychopathology, therapeutic methods and limitations.

6. Behavioural assessment

7. Behavioural description – functional analysis

Assessment Methods

Assessment
Mini Tests: 5.0%
Prova Escrita com perguntas de resposta de escolha múltipla, perguntas para desenvolvimentos de conceitos e um caso clínico para leitura e intervenção comportamental (identificação dos conceitos fundamentais, avaliação e formulação e aplicação das estratégias terapêuticas dadas): 95.0%

Bibliography

1. Gonçalves, O.F. (1999). Introdução às psicoterapias comportamentais. Quarteto. Coimbra; 2.  Bellack, A., Hersen, M. & Kadzin, A. (1990). International Handbook of Behavior Modification and Therapy (2nd ed). New York: Plenum Press: 3.  Eysenck, H. & Martin, I. (1987). Theoretical foundations of behavior therapy. New York: Plenum Press; 4. Lonsdorf, T.,  Menz, M., Andreatta, M., Fullana, M., Golkar, A., & Haaker, J., (2017). Don´t fear `fear conditioning`. Methodological considerations for the design and analysis of studies in human fear acquisition, extinction and return of fear. Neuroscience and Behavioural Reviews, (77), 245-285. http://dx.doi.org/10.1016/; 5. Krypotos, A., Effting, M., Kindt, M., & Beckers, T., (2015). Avoidance learning: a review of theoretical models and recent developments. Frontiers of Behavioral Neuroscience, 21. https://doi.org/10.3389; 5. Buck. M. (2010). Two factor theory of learning: application to maladaptive behavior. School and Health, 21.