Systemic Clinical Psychology Foundations (Theory and Research)

Recommended Prerequisites

The student must have good knowledge of English (reading) since many bibliographic references are in English.

Teaching Methods

This c.u.’s didactic methods are based on theoretical and practical teaching using lectures and active methodologies (e.g., role-play, debates, group dynamics, film analysis), fostering the articulation between theoretical concepts and their application, through reflective exercises; in the end of each teaching module, this c.u.’s chronogram preview a specific class dedicated to previous classes contents’ application. All the support material is provided prior to the classes, encouraging the students’ research and critical thinking as well as self-learning outside the classes.

Learning Outcomes

Knowledge and critical understanding of theoretical assumptions and concepts underlying systemic psychology and psychopatology as well as the scientific evidence that supports it. Implications for assessment and intervention. Learning outcomes: ability to 1) identify a system as a) the object of understanding / intervention and b) describe it in structural and functional terms, 2) analyze its functioning, communication processes, having change in perspective, 3) review the empirical evidence in the field and draw implications. 4) assess psychopathology situations in relational and ecosystemic terms; 5) deconstruct problems in terms of multiple views and their reframing, 6) construct systemic hypotheses and thereafter, to identify therapeutic approaches.

Work Placement(s)

No

Syllabus

1. Systemic paradigm/theoretical foundations: a) Systems Theory. Definition, structure and properties of systems; b) Cybernetics (s). Functioning and change in systems. The evolution of the cybernetic metaphor, combination with the constructivist and constructionist paradigms; c) Pragmatics of Human Communication. general principles and axiomatic.

2. Scientific evidence: empirical validation of systemic and family therapy; b) outcomes and process studies. Meta-analysis and systematic review; c) research on common factors in therapy and the particular case of systemic and family therapy

3. Systemic paradigm/concepts: a) complexity and interaction; b) change, multiple views and reframing. Implications of the systemic paradigm in assessment and intervention: a) the systemic hypothesis

4. Ecosystemic psychopathology: a) concepts and application; b)symptom's development, meaning and function.

Head Lecturer(s)

Luciana Maria Lopes Sotero

Assessment Methods

Assessment
Group work with presentation in the classroom: 40.0%
Individual work on a continuing basis, with a critical analysis based on theory of practical exercises and contents covered in the classes (portfolio): 60.0%

Bibliography

Bavelas, J. (2022). Face-to-Face Dialogue: Theory, research, and applications. Oxford University Press.

Borcsa, M., & Stratton, P. (2016). Origins and originality in family therapy and systemic practice. Springer.

Morin, E. (2017). Introdução ao pensamento complexo (6ª Ed.). Instituto Piaget.

Relvas, A. P. (2000). Por detrás do espelho. Da teoria à terapia com a família. Quarteto.

Sprenkle, D., Davis, S., & Lebow J. (2009). Common factors in couple and family therapy: The overlooked foundation for effective practice. The Guilford Press.

Vilaça. M., & Relvas, A. P. (2014). The state of the art in family therapy research: What works? How it works? International Journal of Social Sciences Studies, 2, 10-19.https://doi.org/10.11114/ijsss.v2i2.281

Watzlawick, P., Beavin, J. H., & Jackson, D. D. (2000). Pragmática da comunicação humana. Cultrix.