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Presentation
Presentation
This course addresses the structuring and transversal nature of relationships in Psychology, the specificities of helping relationships, and the centrality and interdependence of the verbal and non-verbal dimensions of communication. It aims to promote the development and training of skills required to establish working relationships and alliances, as well as self-analysis and critical reflection skills that foster communication and relationships that are both authentic and appropriate. Given the practical and laboratory-based nature of the course, emphasis is placed on experiential learning, the observation of models, peers and oneself, and the critical analysis of the experiences undertaken.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor | Semestral | 4
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Year | Nature | Language
Year | Nature | Language
3 | Mandatory | Português
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Code
Code
ULP608-22190
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
SC1. Helping relationships and communication skills 1.1. Specificities of helping relationships 1.2. Working alliance and therapeutic alliance 1.3. Empathy, genuineness, and authenticity 1.4. Otherness, intersubjectivity, and cultural humility 1.5. Mentalization and transference-countertransference dynamics SC2. Intentional use of communication and relational skills 2.1. Ivey's microskills model 2.2. Verbal and non-verbal communication and basic attending skills 2.3. Exploring and gathering information 2.4. Encouraging, facilitating, and focusing 2.5. Active listening 2.6. Psychoeducation and feedback 2.7. Reframing and restructuring SC3. Metacompetencies in communication and relationships 3.1. Self-observation, self-analysis, and critical reflection 3.2. Personal communication and relational style 3.3. Multicultural competencies, microaggressions, and repair
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Objectives
Objectives
LO1: Critically reflect on the structuring and transversal nature of relationships in Psychology. LO2: Understand the specificities of helping relationships and the interdependence between their personal, technical, and theoretical dimensions. LO3: Understand the importance of empathy, genuineness, and authenticity in establishing and maintaining helping relationships. LO4: Develop and demonstrate verbal and non-verbal communication and relational skills. LO5: Reflect on otherness and cultural humility and develop multicultural competencies. LO6: Intentionally use different communication micro-skills according to the goals and characteristics of the interaction. LO7: Develop and demonstrate self-observation, self-analysis, and critical reflection skills regarding one's own communication and relational style.
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Teaching methodologies
Teaching methodologies
The teaching methodologies prioritize an active, experiential, and student-centered approach, suited to the laboratory-based nature of the course. The development of communication and relational skills is promoted through practical exercises, simulations and role-play, observation of models, and the analysis of situations and vignettes. Progressive simulation activities allow students to apply, analyze, and improve their skills throughout the semester. Collaborative work, observation, and peer and teacher feedback promote experiential learning. Self-observation and critical reflection on one's own performance foster the development of intentionality, self-analysis skills, and a personal communication and relational style.
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References
References
Castonguay, L. G., & Beutler, L. E. (2006). Principles of therapeutic change that work. Oxford University Press. Hargie, O. (2011). Skilled interpersonal communication: Research, theory and practice (5th ed.). Routledge. Hill, C. E., & O'Brien, K. M. (2014). Helping skills: Facilitating exploration, insight, and action. American Psychological Association. Ivey, A., Ivey, M., & Zalaquett, C. (2013). Intentional interviewing and counseling: Facilitating client development in a multicultural society. Nelson Education. Kottler, J. A. (2008). A brief primer of helping skills. Sage Publications. Safran, J. D., & Muran, J. C. (2000). Negotiating the therapeutic alliance: A relational treatment guide. Guilford Press.
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Assessment
Assessment
A avaliação é contínua e contempla os seguintes elementos: a) trabalho de exploração da literatura e respetiva discussão oral (30%), correspondendo 10% à componente realizada em grupo e 20% à discussão oral individual; b) simulação/role-play intermédia, realizada presencialmente em contexto de aula (15%); c) simulação/role-play final videogravada (35%); d) relatório individual de reflexão crítica, com um máximo de três páginas (20%), centrado na análise do próprio desempenho, das competências desenvolvidas, das dificuldades identificadas e dos aspetos a desenvolver.
A aprovação à UC exige uma média ponderada das classificações obtidas nos diferentes elementos de avaliação igual ou superior a 9,5 valores.
Os estudantes sem aprovação poderão realizar avaliação na época de recurso. Na modalidade de avaliação final, será realizada uma simulação/role-play (60%) e um relatório de reflexão teórica, crítica e de autoanálise (40%), incidindo sobre os conteúdos e competências previstos na UC.
A melhoria de classificação é efetuada através da realização da avaliação prevista para a época de recurso.
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Mobility
Mobility
No
