Veidlapa Nr. M-3 (8)
Study Course Description
Principles of Psychology in Professional Activity
Course Code
VPUPK_348
Branch of Science
General Psychology; Psychology
ECTS
4.00
Target Audience
Medical Services; Rehabilitation
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Kristīne Vende
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Psychology
Contacts
Riga, Dzirciema Street 16, vppk@rsu.lv, +37167061587
About Study Course
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.
Preliminary Knowledge
Not required.
Learning Outcomes
Knowledge
1.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
1.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.
Competences
1.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.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual 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. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
50.00% from total grade
|
10 points
|
|
Students are required to select and describe three specific situations from a professional context in which aspects related to the psychological topics covered in the study course can be identified. It is preferable to select situations in which professional conduct was not sufficiently professional, successful, or effective, so that these situations can subsequently be critically analysed and suggestions can be provided on how the actions or approach could be improved. Each situation should be described, analysed, and linked to the topics and concepts covered in the study course. The analysis should preferably draw on relevant academic literature, research studies, or other reliable sources, which should be appropriately referenced in the essay. |
||
|
2.
Examination |
50.00% from total grade
|
10 points
|
|
Watched video collections and provided answers to self-examination questions. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Introductory lecture. The role of psychological factors in the concept of biopsychosocial model in work with patients.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Consciousness and mental processes (perception, memory, thinking) and their influence on the patient's condition, interaction with the medical practitioner.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Consciousness and mental processes (perception, memory, thinking) and their influence on the patient's condition, interaction with the medical practitioner.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Active listening skills. Calgary-Cambridge Communication Guidelines.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Active listening skills. Calgary-Cambridge Communication Guidelines.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Needs, motivation. Unified motivation model. Self-efficacy, its importance and opportunities for promotion. Enhancers and penalties for learning new behaviors.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles of motivational interview. Motivational interview for change.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles of motivational interview. Motivational interview for change.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Different temperaments and personality types in communication.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Effects of stress and conflicts on professional activity.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Effects of stress and conflicts on professional activity.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Stress reduction strategies
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Stress reduction strategies
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
A review of recent research on the risks of occupational burnout and burn prevention in the healthcare setting. Personal resources for burnout prevention.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
A review of recent research on the risks of occupational burnout and burn prevention in the healthcare setting. Personal resources for burnout prevention.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Signs of conflict, meaning and possibilities of resolution. Conflict situations in professional activity, their types. Effective action in conflict situations.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Signs of conflict, meaning and possibilities of resolution. Conflict situations in professional activity, their types. Effective action in conflict situations.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Functions and role of psychologist, psychiatrist, psychotherapist in rehabilitation team work.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Functions and role of psychologist, psychiatrist, psychotherapist in rehabilitation team work.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Health behavior, its patterns. Preventive Health Behavior
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Cognitive-behavioral model in pain treatment. Psychological interventions for people with chronic illnesses.
|
Total ECTS (Creditpoints):
4.00
Contact hours:
44 Academic Hours
Final Examination:
Exam (Written)
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Introductory lecture. The role of psychological factors in the concept of biopsychosocial model in work with patients.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
The concept of contact. Professional and everyday contact.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Consciousness and mental processes (perception, memory, thinking) and their influence on the patient's condition, interaction with the medical practitioner.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Active listening skills. Calgary-Cambridge Communication Guidelines.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Needs, motivation. Unified motivation model. Self-efficacy, its importance and opportunities for promotion. Enhancers and penalties for learning new behaviors.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Different temperaments and personality types in communication.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Effects of stress and conflicts on professional activity.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Signs of conflict, meaning and possibilities of resolution. Conflict situations in professional activity, their types. Effective action in conflict situations.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Other
|
2
|
Topics
|
Functions and role of psychologist, psychiatrist, psychotherapist in rehabilitation team work.
|
Total ECTS (Creditpoints):
4.00
Contact hours:
20 Academic Hours
Final Examination:
Exam (Written)
Bibliography
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