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Experience and Reflexion III
Scholar Year: 2023/2024
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LICTF |
21 |
|
3º |
2,0 |
|
54,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
a. Recognize and explain the systemic family model;
b. Identify and employ family care techniques;
c. Organize the therapeutic context to accommodate a family;
d. Demonstrate adequate communication, attitude and proxemia in the relationship with a family;
e. Apply interview techniques to families with diverse dynamics;
f. Change behavior and communicative approaches to adjust to potentially conflictual situations;
g. Practice techniques to deal with family conflict;
h. Identify and explain the protocols for professional practices, related to the announcement of bad news;
i. Practice situations of delivering bad news;
j. Recognize different therapeutic approaches in groups;
k. Identify and practice group dynamics techniques;
l. Identify appropriate counseling techniques for families or therapeutic groups.
Syllabus
I. The systemic family model
• Structure
• Functions
• Interaction patterns
• Subsystems
• Transitions: natural crisis and accidental crisis
• Family life cycle
II. The service delivery to families
• Family care techniques: communication, attitude and proxemics, therapeutic setting, clinical interviews with families
• Dealing with family diversity
III. Complexity and conflict in the family system
IV. The announcement of bad news
• The SPIKES model
• Communication skills of the professional
• The case of announcing the child's disability / chronic illness to the family and its implications
• Individual / family adaptation process
V. Therapeutic groups and group dynamics
VI. Counseling techniques
Demonstration of the syllabus coherence with the UC intended learning outcomes
Experience and Reflection III promotes self-knowledge and the development of communicative and relational modalities involved in the therapeutic relationship with families and groups, relevant to the clinical dimension of the speech therapist's performance. Its programmatic contents include the acquisition of theoretical knowledge related to families and groups and the announcement of bad news and the subsequent practical application in the context of simulated practice.
It promotes the acquisition and consolidation of theoretical knowledge and practical application of the systemic family model and techniques of care to families, constitution and leading therapeutic groups and appropriate forms of counseling, through the integration of theory with practice and reflexive capacity over their experience and their involvement in the personal work to be developed.
Teaching methodologies
Lesson
Demonstration
Simulated practice
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Experience and Reflection III include exposition of contents for acquisition of knowledge relative to families, groups and announcement of bad news; demonstration by the teachers, in simulated practice, of the therapeutic procedures for the care of a family; simulated practice for the acquisition of specific techniques for intervention in the target populations under study and recording of these simulations for further study, discussion, joint reflection and individual evaluation of the situations experienced, aiming the systematization of conclusions. A methodology that favors the theory / practice relationship is favored, fostering evidence-based practice, critical thinking, self-analysis, and the identification of personal and professional development needs.
The evaluation is individual and includes reflexive elements and demonstrative elements of the learning of the practices worked.
Assessment methodologies and evidences
Continuous assessment methods and criteria
Individual component * [55%]
- Written work (10%)
- Test (45%)
Group component
- Group work (45%)
* [The mean of the individual component must be greater than or equal to 9.5 values.]
Exam
- Test (100%)
Attendance system
According to Academic Regulation
Bibliografia
Barker, P. (2000). Fundamentos da terapia familiar. Lisboa: Climepsi Editores.
Brabender, V., Fallon, A., & Smolar, A. I. (2004). Essentials of group therapy. Wiley.
Cummings, E. M., & Davies, P. (2010). Marital conflict and children: An emotional security perspective. New York, NY: Guilford Press.
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.
Gameiro, J., & Sampaio, D. (2000). Terapia familiar. Porto: Afrontamento.
Gronita, J. C. (2008). O anúncio da deficiência da criança e suas implicações familiares e psicológicas. Universidade Aberta. Obtido de http://www.inr.pt/content/1/751/coleccao-informar
Pappas, N. W., & McLeod, S. (2009). Working with families in speech-language pathology. San Diego, CA: Plural Publishing.
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