Overall objectives:

1 - To know the historical and epistemological framework of Psychological Assessment and Clinical and Health Psychology, as well as definitions and concepts related to these two areas;
2 - To identify specificities of Psychological Assessment according to Clinical and Health Psychology areas of knowledge
3 - To achieve specialized competences of interview, observation and test? selection (considering instruments psychometric qualities);
4 - To recognize Psychological Assessment as a step-by-step, complex, comprehensive and integrative process;
5 - To promote critical reflection about the exclusive and central role of psychologist in the hypothetico-deductive process that underlies Psychological Assessment, giving special focus to inferential processes and deontology that regulates psychologist work.
6 - To understand the role of research in promoting Psychological Assessment development, and vice-versa.

Syllabus:

1 - Psychological Assessment in Clinical and Health Psychology context
1.1. - Theoretical framework, definitions and concepts
1.2. - Clinical and Health Psychology practice areas and specific objectives
2. - Psychological Assessment methods
2.1. - Interviews
2.2. - Observation
2.3. - Testing
3. - Step-by-step Psychological Assessment process
3.1. - The request
3.2. - Collection of information
3.3. - Hypothesis formulation and verification
3.4. - Evidence collection and hypothesis verification
3.5. - Data analysis and results communication
3.6. - Intervention planification and monitoring
4. - Neuropsychological assessment
5. - The psychologist the Psychological Assessment process
5.1. - Heuristics, biases and errors
5.2. - Ethics and deonthology in Assessment Psychology

Literature/Sources:

Barlow, D. H. , 2014 , The Oxford Handbook of Clinical Psychology , Oxford University Press
Cohen, R.J., & Swerdlik, M.E. , 2018 , Psychological Testing and Assessment: An introduction to tests and measurement , McGraw-Hill
Fernández-Ballesteros, R., Márquez, M. O., Vizcarro, C., & Zamarrón, M. D. , 2011 , Buenas Prácticas y Competencias en Evaluación Psicológica. El sistema Interactivo Multimedia de Aprendizaje del Proceso de Evaluación (SIMAPE) , Ediciones Pirámide
Fisher, C. B. , 2009 , Decoding the Ethics Code: A practical guide for psychologists , Sage
Gonçalves, M. M., Simões, M. R., & Almeida, L. S. , 2017 , Psicologia Clínica e da Saúde. Instrumentos de avaliação , Pastor
Groth-Marnat, G. , 2009 , Handbook of psychological assessment , John Wiley & Sons, Inc.
Miller, D. C. , 2007 , Essentials of School Neuropsychological Assessment , John Wiley & Sons, Inc.
Pachur, T. & Spaar, M. , 2015 , Domain-specific preferences for intuition and deliberation in decision making , Journal of Applied Research in Memory and Cognition
Suhr, J. A. , 2015 , Psychological assessment: A problem solving approach , The Guilford Press

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
An expositive methodology will be adopted in classes, using slides and online material. It will be prioritize classes? participation and discussion. In theoretical-practical lessons competences will be training using case studies and real and simulated practice (outside UMa, in collaboration with previously defined entities), using Psychology lab, unidirectional mirror and tests (available at Testoteca), as well as online techniques certified by Portuguese Psychologists Order. The reading of current literature will be stimulated just as searching in scientific database. Evaluation: written test (50%), that will assess capacity to content? integration and theoretical-conceptual accuracy; Portfolio (50%), that will include a compilation of practice and individual/autonomous work carried out in theoretical-practical classes, and a critical reflection about acquired and worked competences. 75% attendance will be necessary.