Universitat Internacional de Catalunya

Therapeutic Skills for the General Health Psychologist

Therapeutic Skills for the General Health Psychologist
6
14680
1
First semester
OB
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dra. MARTOS ALGARRA, Carla - cmartos@uic.es

Please send an e-mail to each teacher if an individual tutorial is required.

Introduction

General health psychologists must have different skills and competences to be able to carry out their work in the different situations that they are going to encounter. For this reason, this course aims to offer lectures with tools and applicability, as well as smaller group sessions to put everything learned into practice in situ.

Objectives

Upon completion of this subject, students should be able to:

 

  • Master interview techniques and therapeutic bond creation from different therapeutic models.
  • Show the necessary skills in managing emotions and in empathic, effective and responsible interpersonal communication with other professionals, with patients and caregivers at different times in the therapeutic process, from evaluation to discharge.
  • Use coping strategies appropriate to the different problems that may arise in the different contexts generated in their area of study.
  • Develop the ability to assess inequalities based on sex and gender and design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations.
  • Identify strategies for promoting gender equality, equity and respect for human rights.
  • Promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
  • Apply the ethical obligations that govern the interventions.
  • Use the skills to work in a team and in multidisciplinary groups.
  • Recognise the problems derived from the profession itself that can affect the therapist.

Competences/Learning outcomes of the degree programme

  • CB10 - Students should have learning skills that allow them to continue studying in a largely self-directed or autonomous manner.
  • CB7 - Students should be able to apply their knowledge and ability to solve problems in new or little-known environments, within broader (or multidisciplinary) contexts related to their area of study.
  • CB8 - Students should be able to integrate their knowledge and cope with the complexity of formulating judgements based on information that, being incomplete or limited, includes reflection on the social and ethical responsibilities linked to the application of their knowledge and judgements.
  • CB9 - Students should be able to communicate their conclusions and the knowledge and arguments supporting these conclusions in a clear and unambiguous manner to specialised and non-specialised audiences.
  • CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
  • CE11 - Understanding of the obligations and responsibilities of healthcare personnel regarding confidentiality of information and protection of patient personal data.
  • CE3 - Show interpersonal communication and emotional management skills appropriate for effective interaction with patients, family members and caregivers in the processes of identification, evaluation, diagnosis communication and psychological intervention and follow-up of the problem.
  • CE4 - Analyse critically and use clinical information sources.
  • CE5 - Use information and communication technologies in professional practice.
  • CE6 - Correctly write psychological reports to the recipients.
  • CE9 - Develop their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance.
  • CG1 - Ability to use the different information and communication technologies in professional performance in the clinical and healthcare field.
  • CG2 - Formulate working hypotheses in research and critically assess information to solve problems, applying the scientific method in the clinical and healthcare field.
  • CG3 - Plan work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance in the clinical and healthcare field.
  • CG4 - Know how to work and interact in multidisciplinary groups in the clinical and healthcare field.
  • CT1 - Evaluate inequalities based on sex and gender, to design mechanisms for achieving real equality, avoiding partial and discriminatory interpretations in the clinical and healthcare field.
  • CT2 - Implement strategies to promote gender equality, equity and respect for human rights in the clinical and healthcare field.
  • CT3 - Demonstrate ethical and professional commitment to civic and social responsibilities, especially regarding equality between people and respect for diversity in the clinical and healthcare field.
  • CT6 - Generate inclusive environments for sustainable development effectively at all levels in the clinical and healthcare field.
  • CT7 - Show critical ability in assessing one’s own work as well as that of other professionals using clinical information sources.
  • CT8 - Identify personal and professional limitations in the practice of their profession.

Learning outcomes of the subject

Upon completion of this subject, students should be able to:

 

  • Master interview techniques and therapeutic bond creation from different therapeutic models.
  • Show the necessary skills in managing emotions and in empathic, effective and responsible interpersonal communication with other professionals, with patients and caregivers at different times in the therapeutic process, from evaluation to discharge.
  • Use coping strategies appropriate to the different problems that may arise in the different contexts generated in their area of study.
  • Develop the ability to assess inequalities based on sex and gender and design mechanisms to achieve real equality, avoiding partial and discriminatory interpretations.
  • Identify strategies for promoting gender equality, equity and respect for human rights.
  • Promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
  • Apply the ethical obligations that govern the interventions.
  • Use the skills to work in a team and in multidisciplinary groups.
  • Recognise the problems derived from the profession itself that can affect the therapist.

Syllabus

INTRODUCTION TO THE CONTENTS OF THE SUBJECT 

THIRD GENERATION THERAPIES (Clara Vila)

  1. EMDR

1.1. Introduction to trauma

1.2. EMDR model

1.2.1. Theory and basic principles

1.2. 2.Treatment phases

1.3. EMDR clinical applications

1.3.1. Approach to different disorders and/or difficulties

1.3.2. Application in specific populations

1.4. Training and scientific evidence

 2. Mentalization-based therapy

2.1. Concept and development of capacity to mentalize

2.2. Bases of mentalization

2.3. Therapeutic model

2.3.1. Mentalization-based therapy techniques and tools

2.3.2. Therapist position

2.3.3. Clinical applications in specific populations (children, adolescents, family therapy...)

 

CRISIS INTERVENTION MODULE      (Lola Collado)          

1. Introduction to Emergency Psychology

1.1. Definition and related concepts

1.2. The emergency psychologist: role and functions

1.3. Areas of application

1.4. Current legal and regulatory framework for emergency psychology in Spain

1.5. Victimological categories and main psychological responses

2. Main techniques of psychological intervention in emergency psychology

2.1. Psychological first aid

2.2. Psychological demobilisation techniques

2.2.1. Techniques to modify physiological response (PRACTICUM 1 – Intervention in anxiety crisis)

2.2.2. Techniques to modify cognitive response (PRACTICUM 2 – Mood management)

2.2.3. Techniques to modify motor response

2.3. Communication in emergencies: an intervention strategy

2.3.1. Communication techniques in emergencies

2.3.2. Communication of bad news (PRACTICUM 3 – Developing a procedure for communicating bad news)

3. Emergency psychological intervention in vulnerable groups

3.1. Crisis intervention in childhood and adolescence

3.2. Crisis intervention for older people

3.3. Crisis intervention for people with disabilities

3.4. Crisis intervention for people with mental illness

4. Emergency management with violent behaviours

4.1. Agitation vs. aggressiveness

4.2. How to act with an agitated person

4.3. How to act with a violent person

4.4. PRACTICUM – Related to aspects such as limits, assertiveness, behaviour modification, transference and countertransference (emotional contagion)

5. Crisis intervention with victims of gender violence

5.1. The cycle of violence

5.2. Skills and knowledge for treating victims of abuse

5.3. Intervention protocol

6. Psychological intervention in suicidal crisis

6.1. Myth vs. reality

6.2. Suicidal behaviour

6.3. Stages and phases of suicidal behaviour

6.4. Psychological intervention in attempted suicide

6.4.1. Assessment of suicidal behaviour

6.4.2. Intervention protocol

6.5. Action for suicidal behaviour over the phone

6.6. PRACTICUM – Medium-term evaluation (consultation)

6.7. PRACTICUM – Role-playing suicidal behaviour over the phone

7. Psychological intervention for first responders

7.1. Definition and related concepts

7.2. Characteristics and needs of first responders

7.3. Psychological intervention after the emergency

8. Intervener self-care

8.1. Neurophysiology of activation and thought

8.2. Characteristics and needs of the therapist

8.3. Long-term consequences of intervention in critical situations

8.3.1. Compassion fatigue

8.3.2. Vicarious or secondary trauma

8.3.3. Burnout

8.4. Introduction to self-care: skill development

8.5. Post-emergency self-care techniques 

8.6. PRACTICUM – High emotional impact session role-playing (abuse, violence, suicidal thoughts)

 

ONTOLOGICAL COACHING MODULE (Mercè Moreno)

  1. What is ontological coaching?
  2. What is the ontology of language?
  3. Fundamental principles of language ontology
  4. Basic postulates of language ontology
  5. Basic linguistic actions based on language ontology: affirmations, requests, offers, promises, statements/judgement
  6. Ontological coaching model intervention stages

 

TRANSACTIONAL ANALYSIS MODEL MODULE (Mercè Moreno)

  1. What is transactional analysis?
  2. What are the advantages of this model?
  3. Transactional Analysis Tools: Ego States, functional analysis of Ego states, drivers, transactions, Power Games, Psychological Games and Drama Triangle
  4. Life script- Mandates- Redecision
  5. The role of the contract in therapeutic interventions according to the TA model

 

DISC MODEL MODULE (Mercè Moreno)

  1. Theoretical framework of the DISC model: The 4 quadrants
  2. How we are seen behaviourally: Verbal language, non-verbal language
  3. Interpersonal relationships
  4. Communicational and relational approaches according to the DISC model
  5. Strengths and areas for improvement according to our communication and relational style

 

PSYCHOPHARMACOLOGY MODULE (Montse Pamias)

Review of the main drugs

WELLBEING EMOTIONAL GUIDE (Joan Guasch)

PRACTICAL PART

INTERVENTION IN EMERGENCIES (Xavier Savin)

PRACTICUM 1 – Intervention in anxiety crisis

PRACTICUM 2 – Mood management

PRACTICUM 3 – Development of a procedure for the communication of bad news

PRACTICUM 4 – Related to aspects such as limits, assertiveness, behaviour modification, transference and countertransference (emotional contagion)

 

TESTS AND REPORTS (Òscar Cervera)

- Test administration

- Writing reports

 

THERAPEUTIC SKILLS module (Marina Santamaría)

  1. INTRODUCTION.
    Norms, presentation of the participants, setting, presence...
  2. NON-VERBAL SKILLS
    Dynamics
  3. THE FIRST INTERVIEW
    Therapeutic alliance, setting, roles plays...
  4. THERAPIST IDENTITY AND SELF-CARE. Common mistakes, therapeutic style, transference and countertransference...
  5. GROUP MANAGEMENT
    Contextualisation of therapeutic groups, Input feedback, practical dynamics...
  6. CLOSING
    Closing feedback, rituals, return session, commitments...

Teaching and learning activities

In person



Teaching methodologies

Training activities

Lectures (CM)

(AD)

Collaborative Learning (CA)

(ACE)

Case Method (MC)

Autonomous Learning (AA)

Autonomous Learning (AA)

(AE)

Evaluation systems and criteria

In person



Subject taught on-site in the classroom

The assessment is divided into 2 parts:

  1. Compilation of what was learned in class with personal reflection that will be corrected with a rubric (60%)
  2. A report based on the data provided (40%)
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