Internship in Psychology of Education, Development and Counselling

Recommended Prerequisites

It is recommended that the student has successfully completed the first year of the Master

Teaching Methods

The teaching methodology is based on active learning methodologies promoting critical thinking: observation, training and autonomous practice in the internship institution; cases and specific themes presentation, discussion and reflection.

Learning plan includes two periods:

- Preparation of the internship and integration in the team and in psychological practice (from October to December), with presentation of an interim report in January;

- Development of the teaching-learning activities planned for the internship (from January to June), with presentation of the final report.

Learning Outcomes

It is expected that the student/intern has access to a comprehensive and diversified contact with the different domains of psychological practice, in the contexts in which the educational psychologist works:

1- Prepare students to act in multidisciplinary teams, adopting a multilevel approach in the 3 main areas of intervention of the education psychologist: early intervention, SNE and vocational and career development;

2- Get the students familiar with generic psychological assessment practices and and with specific assessment protocols;

3- Acquire psychological counseling strategies, capable of promoting the well-being of children, adolescents and/or adults,depending on the contexts;

4- Participate in the design and implementation of individual educational programs, curricular integration plans, promotion of health and school success programs and educational and/or training projects, within an ecosystem approach;

5- Prepare psychological assessment reports and technical advice

Work Placement(s)

No

Syllabus

The syllabus contents are linked to the practice of the educational psychologist, namely:

1 - Psychological assessment in different domains: specific difficulties in learning and reading, writing and calculus; giftedness; autism spectrum disorders; hyperactivity and attention problems; mental disability; vocational and career counseling; operative diagnosis and developmental potential;

2 - Design, implementation and evaluation of evidence-based intervention programs in different fields of action (e.g. early intervention, SNE, promotion of school success and personal and organizational well-being, psychosocial transitions; vocational and career counseling);

3- Performance in multidisciplinary teams integrating and/or proposing transdisciplinary action projects that are able to effectively respond to the needs of the host institution;

4-Construction of a professional identity based on skills and ethical principles.

Head Lecturer(s)

Joaquim Armando Gomes Alves Ferreira

Assessment Methods

Assessment
Elaboration of the internship report with assessment by a jury: 100.0%

Bibliography

American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Washington, DC : American Psychological Association.

Código Deontológico da Ordem dos Psicólogos Portugueses (2011). Retrived from: https://www.ordemdospsicologos.pt/ficheiros/documentos/web_cod_deontologico_pt_revisao_2016.pdf

Grapin, S. & Kranzler, J. H. (2018). School Psychology: Professional Issues and Practices New York, NY: Springer.

Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.). (2016). Handbook of response to intervention: The science and practice of multi-tiered systems of support (2nd ed.). Springer Science + Business Media.

A bibliografia específica será indicada pelo orientador de acordo com as atividades de estágio desenvolvidas por cada aluno/a nas diferentes instituições de acolhimento. The bibliography will be indicated by the Academic Internship supervisor according to the activities developed by each student within the institutions .