Principles of Psychology in Professional Activity

Study Course Description

Course Description Statuss:Approved

Course Description Version:1.00

Study Course Accepted:15.02.2024 16:01:38

Study Course Information
Course Code:		VPUPK_348		LQF level:		Level 6
Credit Points:		2.67		ECTS:		4.00
Branch of Science:		Psychology; General Psychology		Target Audience:		Medical Services; Rehabilitation
Study Course Supervisor
Course Supervisor:		Kristīne Vende-Kotova
Study Course Implementer
Structural Unit:		Department of Health Psychology and Paedagogy
The Head of Structural Unit:
Contacts:		Riga, 5 J. Asara Street, vppkrsu[pnkts]lv, +37167061587
Study Course Planning
Full-Time - Semester No.1
Lectures (count)		10	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		20
Classes (count)		12	Class Length (academic hours)		2	Total Contact Hours of Classes		24
Total Contact Hours								44
Part-Time - Semester No.1
Lectures (count)		4	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		8
Classes (count)		6	Class Length (academic hours)		2	Total Contact Hours of Classes		12
Total Contact Hours								20
Study course description
Preliminary Knowledge:
Not required.
Objective:
To provide an opportunity for students to learn the basic concepts of psychology and to develop the ability to apply the acquired knowledge in professional activities, as well as to improve skills for communication with the patient, his relatives and colleagues.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Introductory lecture. The role of psychological factors in the concept of biopsychosocial model in work with patients.			Lectures		1.00	other
3	Consciousness and mental processes (perception, memory, thinking) and their influence on the patient's condition, interaction with the medical practitioner.			Lectures		2.00	other
4	Active listening skills. Calgary-Cambridge Communication Guidelines.			Classes		2.00	auditorium
5	Needs, motivation. Unified motivation model. Self-efficacy, its importance and opportunities for promotion. Enhancers and penalties for learning new behaviors.			Lectures		1.00	other
6	Basic principles of motivational interview. Motivational interview for change.			Classes		2.00	auditorium
7	Emotions: primary and secondary, the functions of emotions and their role in everyday life and in the rehabilitation process. Work and communication with different patient groups.			Lectures		1.00	other
8	Different temperaments and personality types in communication.			Lectures		1.00	other
9	Effects of stress and conflicts on professional activity.			Lectures		2.00	other
10	Stress reduction strategies			Classes		2.00	auditorium
11	A review of recent research on the risks of occupational burnout and burn prevention in the healthcare setting. Personal resources for burnout prevention.			Classes		2.00	auditorium
12	Signs of conflict, meaning and possibilities of resolution. Conflict situations in professional activity, their types. Effective action in conflict situations.			Classes		2.00	auditorium
13	Functions and role of psychologist, psychiatrist, psychotherapist in rehabilitation team work.			Classes		2.00	auditorium
14	Health behavior, its patterns. Preventive Health Behavior			Lectures		1.00	other
15	Cognitive-behavioral model in pain treatment. Psychological interventions for people with chronic illnesses.			Lectures		1.00	other
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Introductory lecture. The role of psychological factors in the concept of biopsychosocial model in work with patients.			Lectures		1.00	other
2	The concept of contact. Professional and everyday contact.			Classes		1.00	other
3	Consciousness and mental processes (perception, memory, thinking) and their influence on the patient's condition, interaction with the medical practitioner.			Lectures		1.00	other
4	Active listening skills. Calgary-Cambridge Communication Guidelines.			Classes		1.00	other
5	Needs, motivation. Unified motivation model. Self-efficacy, its importance and opportunities for promotion. Enhancers and penalties for learning new behaviors.			Lectures		1.00	other
7	Emotions: primary and secondary, the functions of emotions and their role in everyday life and in the rehabilitation process. Work and communication with different patient groups.			Lectures		1.00	other
8	Different temperaments and personality types in communication.			Classes		1.00	other
9	Effects of stress and conflicts on professional activity.			Classes		1.00	other
12	Signs of conflict, meaning and possibilities of resolution. Conflict situations in professional activity, their types. Effective action in conflict situations.			Classes		1.00	other
13	Functions and role of psychologist, psychiatrist, psychotherapist in rehabilitation team work.			Classes		1.00	other
Assessment
Unaided Work:
Students read the indicated literature sources, get acquainted with methodological materials, video collections; answers self-examination questions on each of the topics; actively participates in lectures and practical classes, argues about the acquired material, performs tasks. A diary of professional development is written in the lessons. Requirements: according to the main topic of the lesson, the student makes a short description of the topic, noting the main findings about the importance of the topic in professional activities in health care, as well as noting their strengths and skills related to the topic. Final work: essay "The role of psychology in professional health care". Requirements: Using entries in the professional development diary and literature sources, the student must have at least two A4 pages. (Times New Roman, 12, not less than 680 words) writes and submits an essay on the role of psychology in professional health care. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal.
Assessment Criteria:
1. Watched video collections and provided answers to self-examination questions - 50%. 2. Essay “The role of psychology in professional activity in health care” - 50
Final Examination (Full-Time):		Exam (Written)
Final Examination (Part-Time):		Exam (Written)
Learning Outcomes
Knowledge:		Students recognize different personality types and client / patient motives in communication; characterizes the connection of emotions with cognitive processes; describes the concepts of need and motivation, knows the ways to strengthen self-efficacy; understands the importance of coping with stress. Describe the components of communication that are the basis for establishing and maintaining contact with the patient, his family and colleagues, defining the signs of conflict; lists the main features of personality types; describes the risks, signs and methods of prevention of burns. Knows the latest knowledge about communication, including conflict resolution, in the healthcare environment. Compares and distinguishes between professional and everyday communication.
Skills:		Students understand the functions and role of a psychologist, psychiatrist, psychotherapist in the work of a rehabilitation team; recognizes and describes different emotions and feelings; understands the impact of various factors on an individual's health; uses critical thinking skills when analyzing clinical cases. Active listening is used in simulations, professional conversation is conducted, anamnesis is collected and a motivational interview is conducted, conflict resolution skills are applied in simulated learning situations; identify situations that pose a risk of burnout. Evaluate your resources, burnout risks and skills to be developed in professional communication.
Competencies:		Using the acquired knowledge of the basics of psychology, students analyze clinical cases; when analyzing a clinical case, is able to argue with the basic concepts of general psychology. Differentiates communication with different patient groups and personality types and justifies / describes their choice; distinguishes the signs of different conflict situations in training simulations, evaluates their burnout risks.
Bibliography
No.	Reference
Required Reading
1	Mārtinsone, K. & Miltuze, K. (2015). Psiholoģija. 1. Pamatjautājumi – teorijas un pētījumi. Rīga: Zvaigzne ABC
2	Mārtinsone, K. & Miltuze, K. (2015). Psiholoģija. 2. Personība, grupa, sabiedrība, kultūra. Rīga: Zvaigzne ABC
3	K.Mārtinsone, V.Sudraba (Red.). (2019). Veselības psiholoģija: Teorijas un prakses starpdisciplinārā perspektīva. Rīga: RSU.
4	Furlong, Gary T.,&Mississauga, Ont. (2005). The conflict resolution toolbox:models&maps for analyzing, diagnosing, and resolving conflict). Canada: J.Wiley&Sons( no1-14 lpp) (izdevums akceptējams)
5	Mārtinsone, K., Milltuze, A. (red.). (2015). Psiholoģija (no 127.-214. lpp, 11., 12., 13. nodaļa). Rīga: Zvaigzne ABC.
6	Mārtinsone, K., Sudraba, V. (red.). (2016). Veselības psiholoģija. Rīga: RSU (2. nodaļa, 3. nodaļa, 4. nodaļa, 5.1. nodaļa).
7	Miller, W., Rollnick, S., (2012). Motivational interviewing: preparing people for change. New York; London: Guilford Press.
8	Ramachandran, V., Stach, B. (2013). Professional Communication in Audiology. Plural Publishing, Inc., (audiologopēdiem)
Other Information Sources
1	Kennedy, P. (Ed.). (2012). The Oxford handbook of rehabilitation psychology. Oxford University Press.
2	Edelman, R. (Ed.) (2000). Psychosocial Aspects of the Health Care Process. Pearson Education.
3	Carlson, Mark. (2014). CBT for chronic pain and psychological well-being: a skills training manual integrating DBT, ACT, behavioral activation and motivational interviewing: Wiley-Blackwell
4	Handbook of the psychology of aging / 2016