Universitat Internacional de Catalunya
Skills Laboratory 1
Other languages of instruction: Catalan, English
Teaching staff
After class or request an appointment by mail.
Introduction
The psychology skills laboratory is a space for experiential learning in small groups, which aims to provide the student with (a) a better knowledge of himself, (b) the acquisition of social and communication skills, and (c) the development of skills to establish a good professional relationship.
It is a space that combines work in the classroom with assistance to SUPPORT, and is present during the four courses of the degree in order that the student will acquire a deeper level in the three areas of competence (a, b, and c).
The psychology skills laboratory 1 focuses mainly on the identification of the student's own strengths and communicative style, and on the basis for the reception of the patient / client.
Pre-course requirements
Not required.
Objectives
- To become aware of their way of thinking, feeling and acting and acquire styles and habits that allow a better personal and professional development.
- To identify his oral and written communication style and develop interpersonal and social communication skills.
- To identify and reflect on the skills necessary to establish a good professional relationship.
Competences/Learning outcomes of the degree programme
- CG06 - Flexibility, respect and discretion in the use of data corresponding to people, groups and organisations.
- CT03 - The capacity for analysis and synthesis.
- CT04 - The capacity to work in a team
- CT06 - The ability to develop interpersonal skills
- CT08 - The ability to put theoretical knowledge into practice
- CT09 - The ability to communicate adequately, both orally and in writing
Learning outcomes of the subject
- Identify their strengths and strengthen those that allow a better personal development.
- Identify and differentiate rational thoughts and beliefs from irrationals.
- Identify and discriminate emotions and make an adequate expression of them.
- Start, maintain and close conversations.
- Uses tools of assertive communication.
- Listen actively.
- Identify sleep hygiene guidelines.
- Identify and apply mindfulness techniques.
- Identify elements that favor the link with the patient / client.
Syllabus
1. Self-knowledge.
1.1 Strengths of character I: Identification.
1.2 Thought: Cognitive distortions.
1.3 Emotional intelligence I: perception.
1.4 Healthy habits: dream and mindfulness.
2. Social and communication skills.
2.1 Communication bases.
2.2 Active Listening
2.3 Assertiveness
2.4 Conversation skills.
3. Therapeutic relationship.
1.1 Clinical cases I: link and reception.
Teaching and learning activities
In person
The methodology followed in psychology skills laboratories is an experiential methodology based on reflective thinking, practice and participation. For this, the groups have been planned in a maximum of 12 people. The practical classes will be combined with work in groups, role playing techniques and debate and discussion. During the semester students will go to SUPPORT some afternoons in groups of 5, where they will observe real cases from an adjoining room with a double mirror.
| TRAINING ACTIVITY | METHODOLOGY | EVALUATION SYSTEM |
|---|---|---|
| The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. This is a unit in which students can train and learn clinical skills in order to develop specific and cross-disciplinary competences and their ability to communicate, make decisions and handle clinical situations, using mannequins, simulated robots and standardised patients to ensure quality medical care and learn to diagnose and cope with clinical problems without placing real patients at risk. A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort. This is a scenario in which a lecturer, with a small group of students, answers any questions that may surface throughout the learning process. This helps the lecturer detect the elements that are less obvious to students and provide tools to address aspects that do not work correctly. This activity may be done individually or in group. This methodology should not be confused with personal student guidance, which is in addition to the curricular education. | Practical classes enable students to gain first-hand experience with their future work tools; small practical demonstrations of the theoretical knowledge acquired during the theory classes will be carried out in small groups or individually. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. A group dynamic in which students simulate or play out typical situations in order to give those who will intervene in such situations in real life a better understanding of the procedure. | A circuit with 12-20 stations in which the person being evaluated must carry out a series of tasks in a certain period of time. The format will vary and may include procedures with standardised patients, computerised cases, the evaluation of a test, the preparation of a report, the interpretation of test results, problem solving, etc., all of which make it possible to evaluate the students’ performance, skills and competences in a standardised manner. The laboratories provide students an introduction to the facilities that can be found in companies, research centres and top level technological centres. Learning in an environment with these characteristics facilitates the students’ subsequent labour insertion while decreasing the distance between their education and their profession. The students’ active attendance in class reflects their degree of involvement in the form of interest and their interaction with the lecturer and the rest of their classmates. Registry in which the students compile evidence of their learning and improvement on an ongoing basis as proof of what they have learned. This proves useful in developing cross-disciplinary competences related to professionalism and professional ethics. It helps them manage the learning process, particularly autonomous learning, and certify competences. Open and semi-structured registry of one’s conduct, such as a field diary. |
Evaluation systems and criteria
In person
Attendance at the Psychology Skills Laboratory and to Support is mandatory.The student may only have a maximum of three absences that must be duly justified and informed. If the number of absences allowed is exceeded or they are not justified, it will not be possible to pass the subject.
The practices in Support require the signing of a commitment by the student that guarantees the confidentiality of the information on the observed cases. Failure to comply with this commitment implies the direct suspension of the subject and the opening of a file.
Each student must attend classes and Suppoer in the group that has been assigned.
The evaluation will be through the reflective portfolio about the programmed activities, and the dossier of Support. In addition, part of the evaluation will result from the inter-subjects practical test (ECOE format) made at the end of the semester, in which different situations will arise that the student will have to solve individually.
Class participation: 20%
Portfolio and narrative record: 40%
Inter-subjects practical test:40%
It is necessary to pass each part with 5 to do the average.
In the second call students will recover the parts failed on the 1st call. Honors qualifications will not be awarded in this call.
Bibliography and resources
Castanyer, O. (2018). Quiero aprender a quererme con asertividad. Bilbao: Desclée de Brouwer.
Fernández-Berrocal, P y Ramos, N. (2004). Desarrolla tu inteligencia emocional. Barcelona: Kairós.
Peterson, C. & Seligman, M. (2004). Character Strengths and Virtues: A Handbook and Classification. New York: APA , Oxford University Press.
Vallejo-Nagera, J.A. (2013). Aprender a hablar en público hoy. Planeta.
Evaluation period
- E1 20/05/2022 15:00h
- E2 30/06/2022 12:00h