Experience and Reflection II

Scholar Year: 2023/2024

Courses

Head Teacher Responsability Helena Maria de Jesus Germano Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,53 2,66 1,6 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,53 Helena Germano   0,53 Theoretical-practical Totals 1 2,66 Helena Germano   2,66 Práticas-Laboratórios Totals 2 3,20 Helena Germano   1,60

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

a. Know and apply the Gibbs Reflection model;
b. Identify communicative styles that can facilitate/hinder the establishment of a therapeutic relationship;
c. Use communication styles that facilitate the therapeutic relationship;
d. Identify the non-verbal components of therapeutic communication;
e. Self-analyze the non-verbal behaviors of own communication;
f. Identify and interpret the patient's non-verbal behaviors;
g. Recognize clinical interview, communication and counselling techniques in a clinical context;
h. Apply the interview, communication and counseling techniques appropriate to each moment of the therapeutic
dialogue;
i. Organize the therapeutic space, position and relative distance between therapist and patient;
j. Identify culturally responsible practices in Speech and Language Therapy;
k. Be familiar with the "Convention on the Rights of Persons with Disabilities" and the "Declaration of the Rights of Persons with Disabilities" and relate them to the scope of work of speech therapists;
l. Develop a therapeutic relationship and dialog appropriate to people with differences/disabilities.

Syllabus

1. The Gibbs reflection model and its applications
2. Communicative styles: assertiveness, aggressiveness, passivity, manipulation;
3. Attitude, relationship and therapeutic communication: active listening, tone of voice, empathy,
respect, cordiality, concreteness, assertiveness, conviction, modulation of reactivity, transference and
countertransference;
4. Non-verbal communication in interpersonal relationships;
5. Self-identification of idiosyncrasies that facilitate/hinder therapeutic communication;
6. Clinical interview in Speech Therapy: techniques to facilitate verbalization and content elaboration;
7. Communication in a clinical context and basic principles of counseling;
8. Cultural competence and culturally responsible practices in speech therapy;
9. Diversity, difference, disability: concepts and underlying social representations;
10. Adapting the therapeutic relationship to people with physical differences, disabilities or other
differences;
11. Networking: building a professional support network.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This curricular unit (CU) promotes self-knowledge and the development of communicative and relational modalities relevant to the clinical dimension of the speech therapist's work, in articulation with other curricular units in the course. Its syllabus includes the acquisition of theoretical knowledge about relationships and therapeutic communication and their practical application, the identification by students of their own communicative and relational profile, the ability to reflect on the consequences of these characteristics for professional action and the ability to draw up an action plan to develop new skills that facilitate communication and relationships.

Teaching methodologies

Lesson
Demonstration
Simulated practice

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Experience and Reflection II contributes to knowledge of communicative styles, non-verbal communication and components of the clinical interview and therapeutic communication, from a theoretical point of view. This knowledge is exemplified in theoretical-practical classes and applied in practical classes, at the levels of analysis, synthesis, self-assessment and characterization of student's own behaviour (cognitive and affective levels). In class, students live experiences through role play, on which they have to reflect.
In the assessment, in accordance with the established learning objectives, students are asked to reflect individually on the experiences (some of which are recorded for later autoscopy) based on research into scientific evidence. Knowledge is also assessed through a written test.

Assessment methodologies and evidences

Continuous assessment methods and criteria

Individual component* [80%]
- Written assignments (50%)
- Written test (30%)

Group component [20%]
- Group work (20%)

*The average of the individual component must be greater than or equal to 9.5 points.

Assessment methods and criteria by exam
- Written test (100%)

Attendance system

According to Academic Regulations

Bibliografia

Droppa, M., & Lee, H. (2014). Motivational interviewing: A journey to improve health. Nursing 2014, 44(3), 40–45.
Flasher, L. V., & Fogle, P. T. (2012). Counseling skills for speech-language pathologists and audiologists (2.a ed.). Clifton Park N.Y.: Delmar Cengage Learning.
Hardcastle, S. J., Fortier, M., Blake, N., & Hagger, M. S. (2017). Identifying content-based and relational techniques to change behaviour in motivational interviewing. Health Psychology Review, 11(1), 1–16.
Leutenberg, E. A., Liptak, J. J., & Brodsky, A. L. (2008). The communication skills workbook: Self-assessments, exercises & educational Handouts. Duluth, Minnesota: Whole Person Associates, Inc.
Miller, W. & Rollnick, S. (2013). Motivational interviewing : helping people change. New York : Guildford Press
Nunes, J. M. M. (2010). Comunicação em contexto clínico. Lisboa.
Organização das Nações Unidas (2006). Convenção sobre os direitos das pessoas com deficiência.
Reis, J. (2005). Aptidões de comunicação e de relação para profissionais de saúde [doc electr], Interativa. [s.l.]:Novartis
Tellis, C. & Barone, O. (2018). Counseling and interviewing in speech-language pathology and audiology: a therapy resource. Burlington : Jones & Bartlett Learning