SYLLABUS
Programme: Occupational Therapy
Title of course unit: Personal Development II
Year:1
Semester:2
ECTS credits:1,5
CNAEF area:090
Student workload in hours
Contact
Total
Theoretical
Lectures
37,5
Theoreticalpractical
Lectures
15
Laboratory
Classes
Supervised
Field Work
AutonoSeminars
Placements
Tutorials
mous
22,5
Summary
The Personal Development II Course is intended as a space / time analysis and self-knowledge, providing
opportunities for the development of personal, social and professional skills.
The content provided in this course include the presentation, knowledge and understanding of the models that
have been used in understanding and I (s) Other (s), mainly from the perspective of personal development..
Therefore this course has as main objective to provide students with a scientific expert in the field of personal
development, relating to occupational therapy practice, allowing them to develop skills of self, relationship with
the Other and with the group, and action leading to good practice.
Course Contents
1.Personal and social education.
2. Development of critical thinking and creative.
3. Values and beliefs.
4. Development of Self and Relationship (s) Other (s).
5. Gender factors in interpersonal relationships.
6. Management of positive emotions.
7. Promoting personal well-being and social development.
Recommended or required reading
Required:
Campos, B.P. (1991). Educação e desenvolvimento pessoal e social. Porto: Edições Afrontamento.
Duarte,T. (2007).Recovery da doença mental: uma visão para os sistemas e serviços de saúde mental. Análise
Psicológica,1 (XXV):127-133;
Fachada,M.(2000).Psicologia das Relações Interpessoais .Lisboa: Rumo;
Goleman, D.(2000).Inteligência emocional. Lisboa: Temas e Debates;
Helman,C. (2003).Cultura, Saúde e Doença. São Paulo: ARTMED;
Hofstede, G. (2003). Culturas e Organizações. Compreender a nossa organização mental.
Le Boterf, G. (2003). Desenvolvendo a Competência dos Profissionais. Porto Alegre: Artme
Lisboa: Edições Sílabo; MOREIRA, P. (2001).Para uma prevenção que previna. Coimbra: Quarteto;
Moreira, P. (2001). Para uma prevenção que previna. Coimbra: Quarteto.
Ornelas, J.(2008).Psicologia Comunitária. Lisboa: Fim de Século;
Ribeiro, J. (2007).Introdução à Psicologia da Saúde. Coimbra: Quarteto;
Seijo, J. (Coord.)(2003). Mediação de conflitos em instituições educativas. Manual para a Formação de Mediadores.
Porto: ASA;
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Sequeira, J. (1998). Desenvolvimento Pessoal. Lisboa: Monitor
Shinn,M.(2007). Contextos comunitários favoráveis ao bem-estar. Análise Psicológica, 1 (XXV): 35-61;
Vaz Serra, A. (1999).O Stress na vida de todos os dias. Coimbra: Gráfica de Coimbra.
Recommended:
WEBGRAFIA
Associacion psicológica iberoamericana de clinica y salud (go.to/apicsa)
American psychological association (www.apa.org)
British psychological society (www.bps.org.uk)
Division 38- health psychology- american psychological association (www.health-psych.org)
Division of health psychology of bps (www.heathpsychology.care4free.net)
European health psychology society (www.ehps.net/1024/index.html)
World health organization (www.who.int/en)
Revista
psicologia,
saúde
e doença
(www.scielo.oces.mctes.pt/scielo.php/script_sci_serial/pid_16450086/lng_pt/nrm_iso)
Sociedade portuguesa de psicologia da saúde (www.sp-ps.com)
Learning outcomes
On successful completion of this course unit, the student should be able to:





Understanding Identity as personal and social entity.
Recognize the impact of the relationship with the Self (s) Other (s), considering the gender perspective.
Understand the importance of values in shaping the character and understanding (s) Other (s).
Understand the problems of intra-and interpersonal nature.
How to manage positive emotions
Planned learning activities and teaching methods
It will appeal to different strategies of teaching and learning, including exhibitions, debates in small and large
groups, the analysis of case studies, viewing of videos, group dynamics, simulation situations, the exploitation
and analysis of various documents.
Contribution to the acquisition and development of specific skills
Fundamental:
 Understanding the strategies that allow self-knowledge.
 Provide skills development to enable personal harmony
Complementary:
 To train future professionals to learn to establish positive interpersonal relations.
Partial:

Know how to articulate the knowledge of personal development with the practice of occupational
therapy.
Evaluation methods and criteria

Individual Portfolio: "Booking of Personal Identity" (100%)
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