Experience and Reflection I

Scholar Year: 2023/2024

Courses

Head Teacher Responsability João Miguel Lima Ferreira Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,27 1,07 1,33 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,27 João Ferreira   0,27 Theoretical-practical Totals 1 1,07 João Ferreira   1,07 Práticas-Laboratórios Totals 2 2,66 João Ferreira   1,33

Teaching language

Portuguese

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

a. Recognize the stages and functions of play at various ages
b. Identify types of games /play activities to use with children
w. Plan play activities and choose games suitable for therapeutic purposes;
d. Use play activities in the therapeutic relationship
e. Experience their one reactivity to the unforeseen and develop flexibility in problematic situations
f. Identify behaviors that characterize the relationship with the family
g. Develop parents' ability to manage and adjust their expectations
H. Prepare the setting to receive parents
i. Identify different modalities of culture, tradition, symbology, languages, ethnicities, values and lay knowledge
j. Modify clinical practice according to different modalities of culture, tradition, symbology, languages, ethnicities, values and lay knowledge
k. Dramatize the reception of children and families
l. Dramatize therapeutic sessions with children of different ages and with different problems

Syllabus

1. Play
1.1 The stages of playing and the different types of games and activities
1.2 Play in the construction of the therapeutic relationship, in the facilitation of communication and as a means to achieve therapeutic objectives
2. Speech Therapy service delivery
2.1 Child and family/caregivers care
2.2 Relationship with the family, management of parents' expectations
2.3 Intervention with children: parents present or absent in the session, relational modalities, speech therapist's vision, child's vision and parents' vision
2.4 Waiting room: different ways and settings to receive the child and/or parents
2.5 Reaction to the unforeseen: flexibility in problem situations
3. Culture, Traditions, Symbology, Languages, Ethnic, Values
3.1 Multiculturality and therapeutic relationship

Demonstration of the syllabus coherence with the UC intended learning outcomes

Experience and Reflection I promotes self-knowledge and the development of communicative and relational modalities relevant to the clinical dimension of speech therapist activity, in articulation with other courses, particularly those related to the development of child and with pathologies. Its contents include: the acquisition of theoretical knowledge about the importance of play in the relationship and therapeutic communication with children and its practical application; the parallel relationship that is built with the family and the importance of a sensitive action to cultural factors; identification by students of their own communicative and relational profile, reflective capacity on the consequences of these characteristics for professional action with children and families and ability to draw up a plan of action in the development of new skills that facilitate communication and relationship.

Teaching methodologies

Lecture
Practical demonstration
Simulated practice

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

Experience and Reflection I contributes to the knowledge and understanding of play and cultural aspects involved in the therapeutic relationship, particularly with children. This knowledge is exemplified in theoretical-practical classes and applied in practical classes, at levels of analysis, synthesis and self-assessment, characterizing their own behavior (cognitive and affective levels). In the classroom, students experience experiences related to the learning objectives, namely through role-play, on which they have to reflect, emphasizing the personal experience of the situation.
In the evaluation, according to the established learning objectives, the students are asked to reflect individually on the experiences (some of which are recorded for later self-observation), and the student must base his/her analysis with the contents covered in class and deepened by research of scientific evidence trough autonomous work.

Assessment methodologies and evidences

Continuous assessment methods and criteria
Individual component * [60%]
- Written Test (40%)
_Individual Written Work (20%)
Group component [40%]
- Written work(40%)
* [The mean of the individual component must be greater than or equal to 9.5 (0-20 scale).]

Exam assessment methods and criteria
- Written test [100%]

Bibliografia

Armstrong, K. H., Ogg, J. A., Sundman-Wheat, A. N., & St. John Walsh, A. (2014). Evidence-based interventions for children with challenging behavior. New York: Springer
Bowen, C. (2009). Multiculturalism in communication sciences and disorders. Acquiring Knowledge in Speech, Language and Hearing, 11(1)
Friehe, M. J., Bloedow, A., & Hesse, S. (2003). Counseling families of children with communication disorders. Communication Disorders Quarterly, 24(4), 211–220
Harrison, V. (2006). ColorCards activities: 101 ideas for children & adults. Milton Keynes, UK: Speechmark
Hughes, S. (2014). Bullying: What speech-language pathologists should know. Language Speech and Hearing Services in Schools, 45, 3–13
Poulsen, A. A., Ziviani, J., & Cuskelly, M. (2015). Goal setting and motivation in therapy: Engaging children and parents. London: Jessica Kingsley Publishers
Sunderland, M. (2006). Using story telling as a therapeutic tool with children. London, UK: Speechmark