Universitat Internacional de Catalunya

Skills Laboratory 2

Skills Laboratory 2
6
14899
2
Second semester
OB
PSYCHOLOGY AREAS
PERSONALITY, MENTAL DISORDERS, ASSESSMENT AND PSYCHOLOGICAL TREATMENTS
Main language of instruction: Spanish

Other languages of instruction: Catalan

Teaching staff


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

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 better knowledge of himself, the acquisition of social and communication skills, and 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.

The psychology skills laboratory 2 continues with the development of personal strengths initiated in laboratory 1, with respect to communication it focuses on communication with others and in terms of the therapeutic relationship it incorporates evaluation and diagnostic techniques.

Pre-course requirements

To take this subject, you must have passed Psychology Skills Laboratory 1.

Objectives

  1. To become aware of their way of thinking, feeling and acting and acquire styles and habits that allow a better personal and professional development.
  2. To identify his oral and written communication style and develop interpersonal and social communication skills.
  3. To identify and reflect on the skills necessary to establish a good professional relationship.

Competences/Learning outcomes of the degree programme

TRAINING ACTIVITY:
  • 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.
  • 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.

Learning outcomes of the subject

  1. Develop an action plan for the development of your main strengths.
  2. Select realistic goals
  3. Identify unjustified assumptions.
  4. Recognize the influence of emotions on daily thoughts, attitudes and behaviors.
  5. Identify characteristics of his personality that affect his communication with others.
  6. Make good use of feedback.
  7. Make a short, concise and persuasive speech.
  8. Identify and apply healthy postural habits.
  9. Identify and apply relaxation techniques.
  10.  Identify and apply diagnostic assessment instrument

Syllabus

      1. Self-knowledge

1.1 Strengths of character II: Development of personal strengths.

1.2 Thought: Critical thinking.

1.3 Emotional intelligence II: Facilitation.

1.4 Healthy habits: Physical activity and relaxation.

      2 Social and communication skills.

2.1 Communication with others.

2.2 Social communication.

      3 Therapeutic relationship.

3.1  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.

TRAINING ACTIVITY:
  • 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.
  • 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.

Evaluation systems and criteria

In person



Attendance at the Psychology Skills Laboratory and at the Support internships is mandatory and essential to pass the course. Students may have a maximum of 3 absences. 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 the information related to the observed cases. 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 classes and Support sessions in the group to which they have been assigned.

Assessment

  • 30% ECOE PRACTICAL EXAM
    Transcription and analysis

  • 30% ECOE (June 8)

  • 10% Assessment workshops report

  • 10% Attendance at individual tutorials

  • 20% Reflective exercise on countertransference

For the second examination period, fulfilling the attendance requirement is mandatory, and only the failed part of the written assignments may be retaken. Honors (Distinction) will not be awarded in this examination period.

Bibliography and resources

Seligman, M. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press/Simon and Schuster.

Bisquerra, R. (2020). Universo de emociones. Valencia: PalauGEa

https://www.ycei.org/

Evaluation period

E: exam date | R: revision date | 1: first session | 2: second session:
  • E1 08/06/2026 15:00h
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