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Development of Methodological Materials and Psychoeducation in the Placement of Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:08.04.2021 09:52:14
| Study Course Information | |||||||||
| Course Code: | VPUPK_273 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Psychology | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 4 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Compulsory courses completed during the Bachelor programmes, Ethical and legal aspects of psychologist's professional activity, Group counselling. | ||||||||
| Objective: | Provide an opportunity to develop and improve the ability to perform psycho-educational work by developing educational material in psychology based on professional information sources – educational program and methodological material. To implement the psycho-educational program developed during the course for a certain target audience in practice. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Development process of an educational programme: development process of the project: goals, objectives, content, organisation of the placement. Psychoeducation. Methods of providing psychological help to certain target groups. Prerequisites for development of professional and reasoned educational programme – project (methodical material). Basic principles of successful contact creation in different target audiences. Identification of the client's goals and needs. Awareness of professional risk. | Lectures | 2.00 | auditorium | |||||
| 2 | Selection of didactic techniques for the target audience and for the purpose of the educational programme – project. Criteria for assessing the educational methodological material (lectures/classes and informative booklet/video presentation). Conformity of the results with the initial plan and objectives. Drawing up a support plan for psychological help, ensuring the feedback. Self-reflection on professional activity. | Lectures | 2.00 | auditorium | |||||
| 3 | Presentation of the project idea. | Classes | 4.00 | auditorium | |||||
| 4 | Presentation of the project implemented in practice. | Classes | 4.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | According to the total volume of the study course students: 1) purposefully prepare for classes, including: • consolidate the material given in lectures, read additional information sources, • learn and use professional terminology, build a personal information/data base on the selected topic, • keep up with the latest topicalities in specialty, do self-reflection on own activities (20% of the total evaluation of the study course). 2) to compile literature, data analysis and evaluation for the development of psychological education program and methodological material based on professional information sources in psychology (20%). 3) to choose the place of practice, to coordinate the target audience with the head of practice, to present the project of the psycho-educational program in the study group (10%). | ||||||||
| Assessment Criteria: | The exam makes up 50% of the final assessment of the study course. The assessment in the exam consists of: • independently developed and submitted psycho-educational program and methodological material (booklet or video) in its final version (15%). • the project has been implemented in practice (in the amount of 4 - 6 h) and its evaluation has been performed in accordance with the set criteria, a practice report has been prepared and submitted (20%). • self-reflection was performed orally (presentation 10 min.) In the study group (15%). Independent work makes up 50% of the final assessment of the study course: Literature compilation, data analysis and evaluation (20%) Psycho-educational program project presentation (10%) Purposeful and active involvement in classes, self-reflection (20%) | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | • Knows and describes basic theoretical and empirical principles of psychoeducation and psychology for development of methodological materials. • Understands the essential concepts and risks of professional activity, uses appropriate terminology. | ||||||||
| Skills: | • Selects the most appropriate methods of psychological support in accordance with the goal and objectives set. • Independently uses the acquired knowledge to establish contact with the client and create preconditions for psychological help to specific target audiences, provides and receives feedback in the educational process. | ||||||||
| Competencies: | • Demonstrates knowledge and skills to independently develop methodical materials, including them in non-formal education programme format, and to conduct psychoeducational work in the psychologist's practice. • Constantly implements the educational psychological support plan for clients, guides the psychological assistance process and provides/ receives feedback. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Öksüz, E., Karaca, S., Özaltın, G., & Ateş, M. (2017). The Effects of Psychoeducation on the Expressed Emotion and Family Functioning of the Family Members in First-Episode Schizophrenia. Community Mental Health Journal, 53(4), 464-473. | ||||||||
| 2 | Walshaw, P., Armstrong, C., Garrett, A., Bookheimer, S., Chang, K., & Miklowitz, D. (2016). 27.3 Neural response to family-focused therapy versus psychoeducation in youth at-risk for bipolar disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 55(10), S300 | ||||||||
| 3 | Improving Practices. (2019). Ģimenes psihoizglītība. Pieejams no: https://www.improvingmipractices.org/practice-areas/family-… | ||||||||
| Additional Reading | |||||||||
| 1 | Rienecke, R.D. (2017). Family-based treatment of eating disorders in adolescents: current insights. Available from: https://www.ncbi.nlm.nih.gov/pubmed/28615982 | ||||||||
| 2 | Sinha, N. (2013). Psychoeducation in Childhood Mental Disorders: Psychoeducation. Publisher: LAP LAMBERT Academic Publishing. ISBN-10: 3659402222. ISBN-10: 3659402222. ISBN-13: 978-3659402227 | ||||||||
| 3 | Brown, N. W. (2011). Psychoeducational Groups: Process and Practice 3rd Edition. Publisher: Routledge.ISBN-10: 0415882397 ISBN-13: 978-0415882392 | ||||||||
| Other Information Sources | |||||||||
| 1 | Pūce S., Rancāns E., Pūce A. (2013) Psihoedukācijas metodes pielietojuma nozīme šizofrēnijas pacientu ārstēšanā. RSU zinātniskā konference 2013.gada 21. un 22.martā Pieejams no: www.file:///D:/Psihoizglitosana/psihoedukacijas_metode.pdf | ||||||||
| 2 | The Free Dictionary By Farlex. 2009. Psihoizglītība. Available from: https://medical-dictionary.thefreedictionary.com/psychoeduc… | ||||||||
| 3 | Uzmanības deficīta un hiperaktivitātes sindroma (UDHS) diagnostikas un korekcijas vadlīnijas bērniem un pusaudžiem. Pieejams no: https://www.rsu.lv/sites/default/files/imce/Dokumenti/pnk/U… | ||||||||
