Psychoeducational Programs for the Promotion of Psychological Health

Recommended Prerequisites

Degree in psychology

Teaching Methods

Presentation, discussion, analysis of resources / programs supported by physical materials / technological resources. Active participation of students in the manipulation and operation of different tools.

Learning Outcomes

- Concetualizing health from a psychological perspective

- Identify principles and theoretical guidelines underlying the intervention for the promotion of psychological health

- Distinguish models of intervention

- Analyze the structuring components of a program/plan/project/curriculum:

            Goals, purposes, objectives defined on the basis of taxonomies

            Contents/psychological processes

            Methodologies: targets and beneficiaries; interfaces; resources; procedures (location in spaces,

          timing, duration, ...); activities

            Evaluation

- To know psychological intervention programs oriented to different contexts, populations and problems/needs

- Select evidence-based psychological or neuropsychological intervention programs

- Dominate the use of intervention programmes, according to development and lifelong learning objectives

- Integrate interdisciplinary learning, articulating knowledge acquired with the practical use of resources

Work Placement(s)

No

Syllabus

1. Concepts:

  1.1 Psychological health

  1.2 Programme

  1.3 Psychoeducational intervention

     a. areas of training and personal, academic and professional qualification

     b. models of intervention

2. Dimensions of intervention and functions of the educational psychologist

  2.1 Legal framework

  2.2 Theoretical and methodological guidelines

3. Programs and Resources for psychoeducational intervention, at the level of:

     a. prevention: universal, selective and indicated

     b. stages of life-long development / life cycle from an ecological perspective

     c. domains of development (cognitive, affective, psychomotor, ...)

     d. learning processes

     e. general and/or specific competences:

        e.1. The psychologist agent in the promotion of skills, health and welfare

        e.2 Promotion of psychologist skills

     f. formal and non-formal contexts of intervention

 

Head Lecturer(s)

Joaquim Armando Gomes Alves Ferreira

Assessment Methods

Assessment
Synthesis work: 50.0%
Report of a seminar or field trip: 50.0%

Bibliography

Figueira, A.P.& Pinto, M.A. (2018). Consciência Metalinguística. Teoria, desenvolvimento e instrumentos de avaliação e de intervenção. Oeiras: Psiclínica.

 Figueira, A.P. & Pinto, M. (2019). A compreensão dos textos de problemas matemáticos: aspetos metalinguísticos e metacognitivos. Lisboa: Psiclínica.

 Forman, S. et al. (2009). Evidence-Based Interventions in Schools: (…). School Mental Health 1, 26. https://doi.org/10.1007/s12310-008-9002-5

 Latorre, A. & Navarro, C. (2002). Psicología escolar: programas de intervención. Málaga: Aljibe.

 Maher, C., & Zins, J.(1987). Psychoeducational interventions in the schools: (…). New York: Pergamon.

 Palacio, C., López, G., & Nieto, L.(2006). Qué es la intervención psicopedagógica: definición, principios y componentes. El Ágora USB Medellín-Colombia, 6(2), 215-226.

 Rojo, V. et al. (2002). Diseño y evaluación de programas. Madrid: Editorial EOS.

 Sanchiz Ruiz, M.L(2009). Modelos de orientación e intervenciónpsicopedagógica. Castelló: U.Jaume I