Universitat Internacional de Catalunya
Skills Laboratory 1
Other languages of instruction: Catalan
Teaching staff
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, demand analysis and goal setting.
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
| 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. |
Learning outcomes of the subject
-
Analyze a patient's or client's needs, identifying their explicit and implicit requirements based on information gathered during the initial interview.
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Formulate specific, measurable, achievable, relevant, and time-bound intervention goals based on the patient's or client's needs.
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Identify elements that foster a positive relationship with the patient/client
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Identify their strengths and enhance those that enable their personal development.
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Identify and differentiate between rational and irrational thoughts and beliefs.
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Identify and distinguish emotions and express them appropriately.
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Identify emotional wounds.
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Identify and apply mindfulness techniques.
Syllabus
1. Self-knowledge
1.1. Strengths and Weaknesses
1.2. Thinking: Cognitive Distortions
1.3. Emotional Intelligence I: Perception and Regulation of Emotions
1.4. Emotional Wounds
1.5. Healthy Habits: Mindfulness
2. Communication Skills
2.1. Active Listening
2.2. Formulating Questions
2.3. Constructive Feedback
3. Therapeutic Relationship
3.1. Bonding and Acceptance
3.2. Analyzing Needs
3.3. Goal Setting
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 Skills Laboratory classes and at the Support internships is mandatory and essential in order to pass the course. Students may have a maximum of three absences across all course-related activities (small-group classes, workshops, tutorials, and Support internships). If the permitted number of absences is exceeded, it will not be possible to pass the course.
The Support internships require students to sign a commitment ensuring the confidentiality of information related to the cases observed. Failure to comply with this commitment will result in an automatic fail of the course and the opening of a disciplinary procedure.
Each student must attend the Laboratory classes and Support activities in the group to which they have been assigned.
The course assessment is distributed as follows:
25% Objective Structured Clinical Examination (OSCE): Interdisciplinary exam conducted at the end of the semester, consisting of three scenarios that the student must resolve individually while interacting with an actor.
A minimum grade of 5 is required to be included in the average.
25% OSCE Exam Preparation:
- Includes the performance and recording of a role play with an actor, completion of a written exercise reflecting on one’s own performance, and a feedback session.
- To receive a grade, students must attend both the role play and the subsequent feedback session and submit the written exercise.
15% Oral Defense of Communication Skills:
- Each student will have 15 consecutive days of communication skills training through the SimSkills platform.
- Those who successfully complete the six simulations will be eligible to carry out the oral defense of their skills. They will have 7 minutes to explain and illustrate the strengths and weaknesses identified during the training.
- If the six simulations are not successfully completed, the student will not be allowed to carry out the oral defense, and this percentage of the final grade will not be awarded.
15% Learning and Service Experience:
- At the end of the semester, students will visit a nursing home in groups, where they will hold a conversation with older adults with the aim of actively listening to them.
- After the activity, students must respond on the course intranet to a short reflection question focused on the learning achieved and the understanding of the professional role.
10% Support Internship: Individual reflective exercise handwritten in class, consisting of a response to a question related to the internship.
5% Attendance at Mentoring.
5% Attendance at Self-Awareness Workshops.
Second call:
- Meeting the minimum class attendance requirement is mandatory.
- It will not be possible to retake activities or recover the percentages associated with tutorials, workshops, or SimSkills.
- If the student attended the Support internship and the learning and service activity, it will be possible to recover the corresponding reflective assignments.
- No Honors Distinctions (Matrícula de Honor) will be awarded in this session.
In all examination calls, the degree program’s orthography regulations will be applied.
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 08/06/2026 08:00h