The REHACOG program is an instrument that features 300 intervention exercises. It comprises eight modules which can be used in a random and non-sequential way (with respect to a needs assessment): 1) Concentration and Attention; 2) Language; 3) Learning; 4) Memory; 5) Executive Functions; 6) Everyday Activities; 7) Social Skills, Social Cognition; and 8) Psychoeducation or Information/Training/Sensitizing [suitable and adaptable in conformity with the issues in question (psychoses, dementia, dependencies, learning difficulties, autism, development or promoting development and learning in general, etc.)] (Figueira & Paixão, 2015).

In the Concentration and Attention Module, the exercises and tasks have to do with the four components of attention: sustained attention (the task memory’, selective attention (free of distractions), divided attention (the ability to attend to two tasks simultaneously), and alternating attention (ability requiring mental flexibility) (Figueira & Paixão, 2015).

The Learning and Memory Module features tasks that have to do with three types of memory with respect to time: “the sensory memory which supposes a momentary recognition and lasts milliseconds; the short-term memory related to the working memory; and the long-term memory which retains information for a longer period of time” (Figueira & Paixão, 2015, p. 3). The module also includes tasks that allow for training memory capacity, such as recovery techniques based on examples taken from everyday life (Figueira & Paixão, 2015).

In terms of language (Language Module), exercises or activities dealing with syntax, grammar, vocabulary, comprehension and verbal fluency, and use of figurative language are developed (Figueira & Paixão, 2015).

With respect to executive function (Executive Functions Module) the intervention concerns three areas: 1) the selection and execution of cognitive plans, that is, the necessary behaviours to select and complete an activity aimed at achieving an objective; 2) control over one’s time, that is, calculating the necessary time, approximately speaking, to successfully complete a plan, create timetables, execute the plan and continually review the amount of time spent; and 3) behavioural self-regulation, which is, knowledge of oneself and of one’s own behaviour and that of others, and the ability to control behaviour. Control and regulation originate those behaviours that are suitable to the social milieu, thus avoiding the likelihood of acting in a way that runs contrary to what is socially expected (Figueira & Paixão, 2015).

Concerning Social Cognition, emotional processing or the recognition of emotions, social reasoning (perception and social knowledge) the Theory of Mind and social dilemmas (style of attribution) are included (Figueira & Paixão, 2015). Of the various aspets of social skills in this module, highlighted are empathy, assertiveness, active listening, verbal and communication, among others (Figueira & Paixão, 2015).

The Module of Everyday Activities suggests tasks such as eating, controlling one’s bowel movements, using the toilet, getting dressed, bathing, mobility/getting around (bed, sofa), taking walks, going up or down stairs, etc. Also in this module are tasks such as: the ability to make purchases, to use the telephone, to prepare food, to take care of the housework, to wash one’s clothes, to use public transport, to regulate one’s medicines, to use money, etc. given how these tasks require the subject to adapt to their surroundings. “Being more complex, advanced everyday activities are the set of elaborated behaviours of management and regulation of one’s physical surroundings and social environment that allow the individual to develop a social role, maintain good mental health, and enjoy excellent quality of life. Such activities can be travel, participation in social actions, work, gardening and do-it-yourself projects, sport, etc” (Figueira & Paixão, 2015, p. 4).

The Psychoeducational Module, the main focus of the present article and customizable with respect to the issue or the population in question (already available in European Portuguese for dependencies, autism, dementia, and light or moderate cognitive deficits), includes a CD with the necessary information that may sensitize family caregivers and social support networks with information and basic training.

In the case of dependencies, provided are:

the materials necessary for training in psychoeducation with clients and/or families on such themes as general questions and symptoms, mediation and other therapies, the consumption of hazardous substances, specific information for families, social resources, and relaxation techniques. This module comprises six specific rubrics in which each facet of the question is developed: the first rubric describes the symptoms of the disease; the second, its evolution; in the third, the types and forms of medication are identified; the fourth rubric is dedicated to the family and all the issues that it involves; in the fifth, the theme of relaxation is taken up; and finally, in the sixth, the existing social resources for this population are discussed.

As for the informational/training module on the theme of Autism/Disorder on the Autism Scale (Figueira & Vieira, 2021; Vieira, 2017), five rubrics are considered: 1) conceptualization; 2) causes; 3) diagnosis and assessment; 4) intervention, and 5) social resources.

The rubric Conceptualization covers: I) Concepts; II) Origin of the word; III) History of Autism, itself divided into: 1) Leo Kanner and Hans Asperger; 2) Bruno Bettelheim and Lorna Wing and Judith Gould; IV) the Autism spectrum, and V) Analysis based on the Diagnostic and Statistical Manual of Mental Disorders-V (DSM-V).

With respect to Causes, this rubric is divided into Explanatory Theories which are further broken down into “non-organic”, “semi-organic” and “organic”. A brief exposition on the studies and theories which attempt to explain Autism Spectrum Disorders (ASD) will be carried out, of which we note: “Behavioural Theories”, “Immunological Studies”, Pre- Peri-, and Post-Natal Factors”, “Common Threshold Model”, “Psychoanalytical Models”, “Biological Theories”, “Genetic Theory”, “Neurochemical Studies”, “Alternative Theories”, “The Russell Model”, “Psychological Theories”, “Theory of Mind”, “Bowler’s Proposal Model”, “Theory of Executive Functions”, “Hobson’s Model”, and “Central Coherence Theory” (Vieira, 2017).

As for Causes, this rubric is divided into Explanatory Theories, which are further classified as “non-organic”, “semi-organic”, and “organic”. A brief exposition on the studies and theories that attempt to explain Autism Spectrum Disorders (ASD) is carried out: “Behavioural Theories”, “Immunological Studies”, “Pre-, Peri- and Post-natal Factors”, “Genetic Theory”, “Neurochemical Studies”, “Alternative Theories”, “Russell’s Model Theory”, “Psychological Theories”, “Theory of Mind”, “Bowler’s Proposal Model”, “Theory of Executive Functions”, “Hobson’s Model”, and “Central Coherence Theory” (Vieira, 2017).

The third rubric is dedicated to Diagnostics and Assessment, meant to explain matters of diagnostics and assessment, an approach to the DSM, and a brief explanation of some instruments used to evaluate and diagnose individuals with Autism Spectrum Disorders. In more explicit terms, the rubric is divided into: I) Diagnostics and Assessment, with this item further divided into (a) Final results; (b) Prior to assessment; (c) During assessment, and d) After assessment; II) Difficulties in assessing ASD; III) Phases of assessment, which branch out into the areas of (a) Clinical History; (b) Psychological Evaluation; (c) Psychiatric Evaluation, and (d) Biomedical Evaluation; IV) the DMS (evolution of the DSM criteria, the DSM-V and autism, and the principal differences between the DSM-IV and the DSM-V), and V) Instruments of assessment, of which there are: (a) Autism, Diagnostic Observation Schedule (ADOS); (b) Social Communication Questionnaire (SCQ), (c) Psychoeducational Profile Revised (PEP-R); (d) Psychoeducational Profile 3 (PEP-3); (e) Adolescent and Adult Psychoeducational Profile (AAPEP); (f) Griffiths Mental Development Scale; (g) Wechsler’s Scale; (h) Vineland Adaptive Behavior Scales; (i) Teste de avaliação da linguagem na criança; (j) Scale of Preverbal Communication, and (k) the Test of Pragmatic Language (TOPL) (Vieira, 2017).

In the fourth rubric we find Interventions. These are divided into: the Cognitive Nature Model, Portage Program; Transactional Intervention Model; Constructivist Intervention of Chronic Disease; Modelo Teacch; Structured Teaching Model (Organization in space: Transition Area; Meeting Area; Learning Area; Work Area; Play Area; Group Work Area; Computers; Organization of time: Schedules, Work Plan; Transition Card); Behavioural Nature Model; Applied Behaviour Analysis (ABA); Fundamental concepts of ABA; Consequences: punishment and procedures based on punishment; Consequences: punishment and procedures based on reinforcement; Variables that determine inadequate behaviour; Initial Assessment; Objectives to be reached; Application of the Programs; Assessment of Progress; Types of Social Skills; Definition of Social Skills Training; Aspects to work on; Social Skills Training Programs; Social Histories; Transfer Training; Guided Practice; Relaxation Training; Didactic Games; Psychoanalytic Intervention Model; Family Intervention; DIR^® Model / DIRFloortime^®; Levels of emotional functioning; Developmental profile; Comprehensive functional developmental intervention program Son-Rise – Social Communication, Emotion Regulation, Transactional Support (SCERTS); Makaton; Picture Exchange Communication System (PECS); Equine-assisted therapy; Music therapy; Occupational therapy (Vieira, 2017).

The fifth rubric is dedicated to Social Resources. In Social Resources, we find: 1) Rights attributed to a person with ASD; 2) Associations and entities which support such people; 3) Social Security; 4) the Portuguese Employment and Professional Training entity (Emprego e Formação Profissional – EFP) and 5) Documentaries and films on the topic. All the information relative to this module, including direct links to the specific support pages and film, video and documentary resources, are available on the website in attachment (Figueira & Vieira, 2021; Vieira, 2017).

In order to carry out the original Psychoeducational Module that we intend to present, we here proceed with an exhaustive bibliographical search on the theme in question (Pereira, 2017). Once the information was systematized, it was next screened by known professionals in the field, in their role as experts or judges. Following this, the information was organized according to the rubrics in the pre-established architecture.