The course is based on an active, collaborative, and experiential methodology, focused on the development of learning strategies through case analysis, critical reflection, and the resolution of real or simulated educational situations. Cooperative teamwork is encouraged, as well as Service-Learning (ApS) as a tool to connect theoretical content with professional practice. In addition, the use of generative artificial intelligence is integrated as a cognitive and metacognitive support resource throughout the process.

The methodological approach is framed within an educational Partnership perspective, where both teaching staff and students share responsibility in the construction of knowledge, decision-making, and the evaluation of the learning process.

Sessions combine spaces for collective construction, reading and discussion of texts, practical activities, classroom dynamics, and autonomous work. Students take on an active and reflective role throughout the course, developing both individual and group-based learning evidences.

Assessment in this course is continuous, formative, and competency-based. It is based on a range of assessment tasks that capture both the learning process and the outcomes achieved by students. These tasks combine individual and collaborative work and include activities involving analysis, reflection, creation, and the practical application of course content. The assessment tasks and the type of feedback students will receive are detailed below.

• EV1 – Individual Portfolio (Individual, 25%)
• A reflective and personal record of the learning process throughout the course. It enables students to connect practical experiences, theoretical content, and competency development. Individual written feedback will be provided weekly through the virtual learning environment. Common issues will also be discussed during theoretical sessions, and students may request individual tutorials to address specific questions.
• EV2 – Development of a psychoeducational assessment (Group, 25%)
• Design of a psychoeducational consultation proposal based on a real or fictional case, integrating theoretical concepts, intervention models, and practical tools. This is the main collaborative assessment task. Written feedback will be provided both through the virtual learning environment and in person during practical sessions. Group tutorials may also be arranged to support the group's progress and provide further guidance.
• EV3 – Critical Incident Video (Group, 20%)
• A collaborative audiovisual production representing a significant educational situation, analysed using the PANIC framework. This task allows students to apply their knowledge of coping strategies and psychoeducational interventions. Group written feedback will be provided, and teams may request a group tutorial during Week 9 for additional discussion.
• EV4 – Presentation of psychoeducational counseling (Group, 10%)
• Presentation of the consultation project to the class, demonstrating effective communication skills and the use of visual resources. Assessment focuses on clarity, coherence, and the quality of the arguments presented. Immediate oral feedback will be provided after the presentations, followed by written feedback through the virtual learning environment during Week 15.
• EV5 – Individual Final Reflection (Individual, 20%)
• A final personal reflection connecting the learning achieved throughout the course with the course objectives and the student's professional development. Individual written feedback will be provided through the virtual learning environment during Week 19. Students may also request tutorials to receive more personalised feedback.

All assessment tasks must be submitted by the established deadlines in order to be assessed. Active participation, commitment to collaborative work, and the reflective quality of submissions will be key elements in the assessment process.

Students who submit assessment tasks accounting for less than 40% of the final course grade will receive a final grade of "Not Assessable" (NA). The course will be considered successfully completed when students submit all compulsory assessment tasks by the established deadlines obtain a final weighted average grade of 4.85/10 or higher and achieve a minimum grade of 4/10 in every assessment task worth 20% or more of the final grade. Students who do not meet the requirements to pass the course may be eligible for the resit assessment provided that they have been assessed on tasks representing at least two-thirds (2/3) of the total course grade and they have obtained a final course grade of 3.5/10 or higher.

This course does not include a single final assessment, as the learning process is based on continuous, participatory evaluation supported by multiple evidences, which reflect both individual progress and group contribution. The course design follows an active and cooperative methodology that requires sustained engagement throughout the semester, making it unfeasible to assess learning through a single final exam. This structure allows for a more accurate and meaningful assessment of key competences such ascritical thinking, shared decision-making, self-regulation, and the ability to apply knowledge in practical and real-life contexts. For more information, you can review the Faculty's Evaluation Guidelines. Similarly, the subject does not include a Synthesis Test.

In this course, the use of generative Artificial Intelligence (AI) tools is permitted as support in certain learning activities, provided that their use is responsible, transparent, and aligned with the educational objectives of the course. The final result of any activity must reflect a meaningful, personal, and critical contribution from the student. If AI tools are used, students must clearly identify the parts generated with these technologies, specify which tools were employed, and include a critical reflection on how they influenced both the process and the final outcome. The undeclared use of AI, or its use as a substitute for personal development of the work, will be considered academic dishonesty and may result in a penalty in the activity grade or, in severe cases, sanctions according to the academic regulations of theUniversitat Autònoma de Barcelona.