Lurdes Veríssimo: “School is one of the main contexts and drivers for promoting mental health.”

 

How important was school in your life?

School “saved” me on many occasions… It was this very positive experience that created in me this desire to work with children and young people and be able to contribute to their mental health, their full development, their fulfilment, and their psychological well-being.

 

What memories do you have from your childhood?

I was born in Germany. I come from a family with financial difficulties and life was difficult in Portugal's 60s and 70s and, therefore, my parents emigrated…I lived in Germany until I was 5 years old. I ended up growing up in Coruche, in Ribatejo.

 

In addition to the happy experience at the school, volunteering also defined your professional trajectory…

Yes, it was decisive. Since I was 14, I volunteered, participated in many projects, and joined several organizations. My free time was dedicated to it. In mental health hospitals, communities for drug addicts, nursing homes, daycare centres... I volunteered in Coruche as well as in various places across the country. It was what allowed me to learn about different realities and reinforce that Psychology would be my path.

 

Who encouraged you to volunteer?

Maybe no one. It's a curious question, but I think from an early age, I felt that my time could be managed more intelligently and at the service of other people. It never made much sense for me to do nothing. Summer holidays were huge, and there was nothing to do in Coruche (laughs). It was my motivation that led me to get so involved in volunteering.

 

When did you leave Coruche?

When I went to university and moved to Coimbra to study Psychology. It was a fantastic experience. I enjoyed living in Coimbra so much that leaving was very hard (laughs)!

 

During your undergraduate studies, you chose the field of Educational and Human Development Psychology. What is the purpose of this area of Psychology?

This area seeks to create conditions so that people, throughout their entire life cycle, have opportunities to develop to their maximum fulfilment and potential to achieve psychological well-being. When we talk about Educational Psychology, we talk about contributing to empowering and raising people's potential. It is a promoting, proactive area that prevents psychological adjustments and mental health problems. Psychologists in this area not only work with children and young people, but they also work with people throughout their lives. And you can intervene directly or indirectly through educators, teachers, parents, caregivers, and so on.

 

School is the place of development par excellence?

School is something incredible... We don't all go to the hospital, we don't all go to court, we don't all go to prison, to the sports club... But we all go to school! And for many years and for a long time a day. What happens at school and how development, well-being, and socio-emotional skills can be strategically promoted there is central. School is one of the main contexts and drivers for promoting mental health.

 

“We take the training of psychologists very seriously.”

 

What followed finishing your degree?

My first job was in a shelter in Coimbra. Only then did I come to Porto and start working on research and connecting with the academic world.

 

Was it something unexpected?

Yes, because if you had told me 30 years ago that I would follow an academic path, I would have laughed out loud. It ended up happening… A professor invited me to a project at the Faculty of Psychology and Educational Sciences at the University of Porto and I accepted. It was a matter of opportunity. I grabbed it and everything followed naturally. At the time I became involved in Social Psychology, it was in this area that I did research and my master's degree. It is a very interesting area that cuts across all areas of Psychology, but then I returned to Educational Psychology and did my doctorate in that field.

 

“I don’t give up proximity, contact, and relationships with people.”

 

You came to Católica to join the team that created the Psychology course in 2004. What distinguishes Psychology at Católica?

The other day, a student at the end of a class came to me and asked “Professor, is the training good here?” Do you know what I replied? I laughed (laughs) and said that the best thing was to ask my colleagues who already graduated from Católica! They will be the ones who will best know how to answer you. As for me, I believe in this project. I have for 20 years, and I continue to. We wear the shirt 100%, and we are aware of the great responsibility it is to instruct psychologists. We take the training of psychologists very seriously. It is what sets us apart: our genuine concern for students, the cross-curricular training that includes social-emotional skills, the opportunities we provide, such as community service and service learning, and our research. People are already getting to know the hallmarks of our work, and every year we have more students studying with us.

 

What motivates you most about your profession?

The opportunity to train psychologists motivates me. It is a big responsibility, and I can contribute to it. For me, it is a great privilege. I want to impact people, and I can train more quality psychologists. So, I always try to have a component here that is more outside the domains of teaching and research. I am the coordinator of the University Psychology Clinic at FEP. I have always done psychology consultations with children, young people, and families. And therefore, there is also a strong applied component in my professional life. I don't give up proximity, contact, and relationships with people.

 

Do you take this to class?

I take a lot, and I think that captivates students. I believe this makes me a better professional. I notice that students' eyes shine bright when there are tangible examples, factual situations, and real stories.

 

An outstanding teacher in your life?

My teacher from the old Primary School was a remarkable person in my life.

 

Why? Did she believe in her students’ potential?

Completely! When a child feel that they believe in them, this will create and activate a series of psychological processes that are determining... Children evolve much more whenever they feel that they believe in their capabilities.

 

But students are easily labelled, and prejudices are born...

That’s where Social Psychology comes in! First impressions, prejudices, and stereotypes - are all cognitive economy mechanisms for “surviving” the cognitive boom. But the truth is that this has a lot of impact... it is serious when people who work with other people do not question their prejudices, their stereotypes, their ideas, and their first impressions. Often, when a student is not trusted, there are not even enough indicators to say that a student is capable or not. There are many distorted generalizations, and some teachers from primary and secondary to higher education, commit profound injustices because they do not know how to put their ideas and stereotypes in check. Many situations could be avoided if teachers tried to do this before making an early and probably unfair judgment. And when we talk about children and young people in primary and secondary education, the school really must be a safe space from a psychological point of view. Students must know that they can trust at least one adult who gives them opportunities to evolve and who does not immediately judge their difficulties and vulnerabilities.

 

“We walk in this life to take care of each other (…)”

 

What do you like to do in your spare time?

I go for a walk every day at seven in the morning. It helps me clear my head. I rest by reading, watching series, and cooking. I love cooking. Cooking is also a way of caring and loving.

 

What moves you?

God. Love. I have a faith that moves and inspires me. We walk in this life to take care of each other, and that is the great driving force of my existence. As Saint Augustine said, “Love and do what you want”.