Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Basic Skills Training for General Health Psychologist
Code: 43418Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| General Health Psychology | OB | 1 |
Contact lecturer
- Name :
- Nuria Osa Chaparro
- Email :
- nuria.delaosa@uab.cat
Teaching staff
- Tatiana Rovira Faixa
- Clara Selva Olid
- Montserrat Lacalle Sistere
- Gloria Adam Torres
- Guillermo Parra Lorenzo
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites.
Objectives
The main objective is basic professional competencies training for sanitary psychologist practitioners. These are mainly communication competencies, both in individual and group situations, with users or other professionals (teams or multidisciplinary contexts). Training in interview techniques and report writing in sanitary contexts will also be provided, as well as competencies for the use of technologies and documentation
Learning outcomes
- Make use of verbal and non-verbal skills in communication: handling difficult situations and giving bad news.
- Hold an interview in the healthcare context.
- Present the contents of a psychological report orally.
- Adapt the language used to the context and the individuals addressed.
- Know the main sources of scientific and professional guides for general health psychologists.
- Write psychological reports for users and for other professionals.
- Know the techniques, procedures and programmes of telecare.
- Know the evaluation and intervention techniques based on virtual reality.
- Know the specialist language of the area of activity.
- Display basic teamworking skills regarding the planning and coordination of professional activity.
Contents
GENERAL COMPETENCIES
1. Personal competencies (knowledge, attitudes, self-control, self-care....)
2. Communication competencies with other professionals and in work teams.
SPECIFIC COMPETENCIES
3. Interview competencies. Handling situations of conflict.
4. Report writing, types of reports. Oral reports.
5. Self-care. Communication of bad news.
6. Identification and management of clinical documentation. Specific documentation (NICE guides, ISNN, TRIP)
7. Use of technologies.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Worshops | 12 | 0.48 | |
| Personal and groupal work | 90 | 3.6 | |
| Master class | 4 | 0.16 | |
| Seminaires | 20 | 0.8 |
Sessions will mainly be workshops and seminars. Students will do practice activities.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev3. Communication activities | 15% | 10 | 0.4 | 9 |
| Ev4. Psychological report | 35% | 0 | 0 | 1, 3, 4, 5, 6, 7, 8 |
| Ev1. Interview competences | 35% | 4 | 0.16 | 1, 2, 3, 4, 5 |
| Ev2. Goups' dinamcs activities | 15% | 10 | 0.4 | 10 |
The final grade will be a weighted average of 4 activities:
EV1: Workshops and practice activities about interviews will account for 35% of the final grade.
EV2: Practice activities on videotaped group dynamics will account for 15% of the final grade.
EV3: Practice activities on communication competencies and self-care will account for 15% of the final grade.
EV4: 35% of the final grade comes from the group preparation of a written report and its presentation in class. A role-playing feedback session will be conducted by a group member chosen at random on the day of the assessment.
Any student who has submitted/completed assessment activities equivalent to or exceeding 40% of the total course requirements will be considered ELIGIBLE FOR ASSESSMENT.
A minimum weighted average grade of 5.0 across the four assessment activities is required to pass the course. Given the nature of the assessments, there is no possibility of reassessment (resit).
Students must obtain a minimum overall grade of 5.0 points (actually 4.85) and a grade of 4.0 points or higher in each of the EV1 and EV4 assessments. If these requirements, or any others established by the course, are not met, the maximum grade that may be recorded on the academic transcript will be 4.5 points.
| Type of feedback | EV | WEEK |
| Tipus de Retorn | EV i TIPUS | SETMANA | ||||
| Written |
|
|
||||
| Digital tool | Ev2 | Ev4 | 20 | 20 | ||
| In the classroom | Ev1 | Ev3 | Ev2 | 12 | 13 i 14 | 15 |
| Office |
|
|
AI
Ev1, Ev2 and Ev4 Prohibited use: \"In this subject, the use of Artificial Intelligence (AI) technologies is not allowed
in any of its phases. Any work that includes AI-generated snippets will be considered a misdemeanor
of academic honesty and may entail a partial or total penalty in the grade of the activity, or sanctions
in cases of severity.
Ev3; The use of AI is allowed but provided that the final result reflects a significant contribution of the student in the analysis and personal reflection. It will be necessary to clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how they have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater penalties in cases of seriousness.\"
Bibliography
Brems, C. (2001). Basic Skills in Psychotherapy and counseling. Thompson Learning
Buckman, R. & Kason, I. (1970). How to Break Bad News: A Guide for Health Care Professionals. Editorial: The Johns Hopkins University Press
Ezpeleta, Lourdes. (2001). La entrevista diagnóstica con niños y adolescentes. Ed. Síntesis
Fernandez, A. Y Rodriguez, B. (2002). Habilidades de entrevista para psicoterapeutas. Desclee de Brouwer, 2002
Gabino, Aurora. (2007). Ayuda al terapeuta cognitivo-conductual. Madrid:Pirámide
Hollenbeck, J.R., Ilgen, D.R., Sego, D.J., Hedlund,J., Major, D.A., Phillips, J. (1995). Multilevel theory of team decision making: Decision performance in teams incorporating distributed expertise. Journal of Applied Psychology 80, 292–316.
Lalonde, C., & Roux-Dufort, C. (2010). Crisis management in institutional healthcare settings: From punitive to emancipatory solutions. Organizational Development Journal, 28(1), 19-36.
Murphy, B.C. & Dillo, C. (2003). Interviewing in action: Relationship, process and change. 2nd Edition. Thompson Learning.
Perpiñá. C. (Coord.) 2014). Manual de la entrevista psicológica. Madrid. Pirámide.
Rothschild, B. (2009). Ayuda para el profesional de la ayuda. Psicofisiología de la fatiga por compasión y del trauma vicario.Bilbao: Desclée De Brouwer.
Rico,R.; Alcover, C.M. y Tabernero, C. (2010) Efectividad de los Equipos de Trabajo, una revisión de la última década de Investigación (1999.2009). Revista de Psicología del Trabajo y de las Organizaciones 26,1, 47-71.
Ownby, R. L. (1997). Psychological Reports: A Guide to Report Writing inProfessional Psychology, 3rd Edition: Wiley
Enllaços d’interés
Guías de pràctica clínica del National Institute for Health and Care Excellence http://www.nice.org.uk/
Guías de pràctica clínica del Sistema Nacional de Salud http://portal.guiasalud.es
http://www.tripdatabase.com/
Software
No specific one
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEmRD) Teoria (màster RD) | 1 | Catalan | first semester | afternoon |
| (SEMmRD) Seminaris (màster RD) | 111 | Catalan | first semester | afternoon |
| (SEMmRD) Seminaris (màster RD) | 112 | Catalan | first semester | afternoon |
| (SEMmRD) Seminaris (màster RD) | 113 | Catalan | first semester | afternoon |
| (SEMmRD) Seminaris (màster RD) | 114 | Catalan | first semester | afternoon |