PSIC - Psychology
Credits
3
This course offers the students the space for the discussion, studying and analysis to develop a critical attitude towards issues that take on human sexuality to identify the determining factors in terms of sexual health. The course has been designed as to answer the needs of training related to sexual health of the Colombian youth. To attain such purpose, this course allows its participants to examine the psychosocial, individual and family aspects that the research group has identified as related to the sexual decisions made by the youth. The critical analysis of these findings is done in the light of the theoretical and empirical evidence on the information available at national and international level.
Credits
3
Instructor
Rojas Angela
In this workshop we intend the students to learn how to handle and foresee their current and future stress. To this end, we expect that through lectures and readings the students 1) understand what the stress is and some of the main factors that render easier to cope with it, 2) identify the psychological or personal resources and characteristics that ease or hinder the handling of stress and its symptoms, and, 3) learn some of the main personal strategies for the prevention or control of the stress.
Credits
3
Instructor
Hermosa Rodriguez Angelica
Credits
3
Credits
3
Becoming a father or a mother is one of the tasks expected to occur naturally during the development of organisms. The conceptions that individuals have on what being a father or a mother means, the adequate moment of undertaking this task and the factors that can influence the raising of children are countless. The course approaches the general question of why organisms (humans and animals) become parents and how the maternity and paternity tasks are developed in different species and cultures.
Credits
3
Instructor
Carrillo Avila Sonia
The first years in people´s life become the base to establish special emotional relationships, to know, explore and learn about behaviors and skills that are fundamental for the survival and adaptations of organisms. Children should concentrate of enjoying and benefitting from the suite of development opportunities defined by the adults who take care of them. However, for many children this stage in life comes together will difficulties, abuses and risks that jeopardize their survival and optimum development. Children who are raised in such circumstances end up having problems in their adult life. Even though in recent years interest on childhood has increased around the world, there are still innumerable situations that hinder an optimum development of children and put their development at risk. The purpose of this course is to analyze, in the light of recent literature and various approaches of the evolution of children conception in different ties and contexts, and the factors that lead to and explain situations of abuse, maltreatment and risks for children in Colombia and in the world.
Credits
3
Instructor
Carrillo Avila Sonia
Currently, it is perfectly possible to see a boy/girl having 5 parents, that a woman ends her pregnancy even if she is brain dead, or that somebody is assisted to die while somebody else receives tissues and organs raised on a laboratory. These scenarios are not fiction but reality. Some other (as cloning and inter-species crossings) may barely be imagined as of now. This course takes on the different dilemmas and problems we are faced with by the new technological capacities, making special emphasis of the fashion how we understand the human being, parenthood, life and dead.
Credits
3
Instructor
Finck Barboza Carolyn
The infant development is a process of cultural nature, and therefore, most goals and achievements of development assumed as universal vary depending on the context and the culture of each community. This course will show why infancy must be culturally understood, and it will also examine the fashion how different cultures prepare boys and girls to become adults by promoting a critical vision on the cultural nature of childhood. The lectures, films and cases presented will offer different interpretations and they will question our ideas regarding childhood. Therefore, this course will allow understanding that they way how we regard childhood is as cultural, as the way how boys and girls socialize in cultures different to ours.
Credits
3
Instructor
Maldonado Carolina
Our daily experience is more and more characterized by the dilemmas of our identity about ourselves and others. We are beneficiaries and victims, at the same time, of the vertiginous rhythm that new technologies impose on our existence. This course opens the opportunity to understand how the culture, the social sciences and personal identities have been transforming one another, or, in other words, the notion of oneself throughout the history of the West.
Credits
3
Instructor
Ripoll Karen
Lev Vygotsky is rapidly becoming one of the most influential psychologists of the 21st century, even though he was born over a hundred years ago, and died at the age of only 37. Vygotsky’s formulation of the project for a new, revolutionary psychology, a cultural-historical psychology, has fascinated students, researchers and scholars in the West since his work was first translated in the 1960s. Now new translations, uncensored and unabridged, permit a fresh appreciation of his ideas. In this course we will read the new translation of Thought and Language that is available in the multiple-volume Collected Works. This text, part of which was dictated by Vygotsky on his death-bed, is truly a culmination of his ideas and research. Our aim will be to achieve a deep understanding of the problem he was seeking to solve, the methodology he developed, and the project for a new psychology which he offered us.
Credits
3
Instructor
Packer Martin
Credits
3
Instructor
Rueda Saenz Miguel
Credits
3
Instructor
Carrillo Avila Sonia
Credits
3
This course offers the initial elements for the basic training on neurosciences given to people pursuing studies on the sciences of learning. We are to present the basic aspects of anatomy and physiology of the nervous system, emphasizing on the relation of the nervous system - behavior. Within the anatomic aspects we include a quick study on the structure of the mammals’ ´nervous system, by conducting a compared study on the species. Within the physiological aspects we include the study of the fundamental principles of cellular biophysics. This course is supported on interactive-audiovisual material and also on laboratories where the students can have a first encounter to the neuroscience of behavior.
Credits
3
Instructor
Cardenas Fernando
This course corresponds to the logical continuation of the course Neuroscience I. For this reason, the criteria used in that course, are also used on this one. In terms of topics, this course offers an approach to the knowledge of the basic neurobiological process (perception, attention, emotion, memory, learning, thinking, language and conscience). The revision of each topic is conducted from a compared perspective of the species, providing the bases for the understanding of the psychopathology underlying the neurobiology. Likewise, we endeavor to bring the students closer to the experimental activities on neurosciences, by the conduction of several basic experiments.
Credits
3
Instructor
Cardenas Fernando
Credits
3
Psychology is a discipline that deals with key questions as: What is the conscience? What are emotions? How do we relate with other people and why? how do we learn? Among many other. Psychology approaches to these questions through empirical explorations subject to the logic of scientific reasoning. This course introduces the students to the psychological theories that have influenced social sciences and introduce the students to this discipline though exploration in the most representative areas of research.
Credits
3
Instructor
Fernandez Camila
Credits
0
Instructor
Maldonado Carolina
Learning is one of the most intriguing psychological processes. On one hand, it has an important role on the continuous process of adaptation of the body to the environment, and on the other, it is a process that requires very precise conditions to occur, as suggested by the relative infrequency of phenomena as the transfer of skills or knowledge from one context to another. In this course we will explore the main psychological theories on learning. (E.g. behaviorism theories, cognitive theory and socio-cultural theory) emphasizing on the conceptualization of the human learning and its implications in education.
Credits
3
Instructor
Jimenez Leal William
The main objective of this course is to allow the psychology students to get in contact with the psychology of emotion. During this semester we organize activities so that the students have the opportunity to think about conceptual issues, but also to know some practical skills related to the study of emotions and the promotion of emotional health. The course offers the students the different theories dealing with the emotional phenomenon, as well as the main problems or current questions studied by the scholars. With this overview we expect students to widen their analysis skills in this field, and from this conceptual basis, they may start to make their personal conception on this topic.
Credits
3
Credits
3
This CBU course will have the development of the conception of family life in the West (Europe) as its core topic. However, there will also be references to research on family and private life in Colombia and punctual aspects on relationships with a partner and parent-children relationships in Eastern cultures. There will be reflections, from the contributions of history, sociology, psychology and other social sciences, on the economical, ecological and cultural factors that have shaped family life through time. Likewise, the tensions that have characterized the difference between what is private and public will be approached, the continuous struggle to preserve the private life of the political power private, and the unevenness and contradictions entailed within what is private and what directly compromises the relationships among family members: tensions between men and women, between the young and the old, between the nuclear and the extended family.
Credits
3
Instructor
Jimenez Leal William
Credits
3
This subject goes over the topics, authors, events, concepts, methods and studies that have a special meaning when it comes to describing the emergence, development and consolidation of the Psychology of Motivation as a specialized field within Psychology, also, it points out its latest trends. Furthermore, the course attempts to offer a multi-level approach to different phenomena on peoples´ lives, and, through this perspective, we intend to articulate the contributions given by different and numerous conceptual and methodological constructs in this particular field of knowledge.
Credits
3
Instructor
Chaux Enrique
Credits
3
This course intends to understand the conceptual diversity of the term memory, learn the contribution of the most important characters that have studied the scientific concept, understand the paradigmatic diversity in this field, analyze the methodological strategies and techniques connected to the empirical study of such a process and to finally discover the great potential there exists to apply the basic concepts of this area.
Credits
3
Instructor
Ibarra Avila Marta
This subject goes over the topics, authors, events, concepts, methods and studies that have a special meaning when it comes to describing the emergence, development and consolidation of Social Psychology as a specialized field within Psychology, also, it points out its latest trends. Furthermore, the course attempts to offer a multi-level approach to different phenomena on peoples´ lives, and, through this perspective, we intend to articulate the contributions given by different and numerous conceptual and methodological constructs in this particular field of knowledge.
Credits
3
This course intends to provide the theoretical elements that allow understanding the interactive and communicative process of interviews, regarded as one of the fundamental tools of the clinical method, which is the research method that allows attaining a comprehensive vision of human phenomena. Based on the aforesaid, we expect to train the student in the basic skills required for the conduction of interviews at personal and group level, as well as the analysis and interpretation of the information obtained through the said interviews.
Credits
3
Instructor
Arboleda Maria
This course attempts to familiarize the students with the theoretical and practical aspects related to the construction of psychometric tests, contemporaneous theory on psychometric evaluation, methodology for the construction of psychometrical tests, planning, construction and evaluation of measurement instruments, types of validity and reliability, regularization and standardization.
Credits
3
This course on evaluation is oriented towards two purposes a) that the students become acquainted with the basic concepts, procedures and general principles of the process of psychological evaluation on individuals, and b) that they develop the basic skills for the conduction of the said process under professional and ethical criteria. Bearing in mind the aforesaid, during the semester we combine elements of reflection on concepts and theoretical aspects with the practical application of those contents, through the brief psychological evaluation of an individual. The combination of theory and practice is conducted as per each phase of the process of psychological evaluation: initial interview, tests, qualification, and interpretation of results and drafting of the corresponding evaluation report.
Credits
3
Instructor
Ripoll Karen
How do we know if a psychological variable is the cause of another psychological variable? How can we design a study to find out whether a psychological intervention really achieves the changes we intend to? How do we know if the differences in the responses between men and women on an interview are the reflect of a true difference between men and women, or if they are merely the differences between the people we interviewed? These are some of the questions this course focuses on. Using statistical values as a research tool, we will try to begin to understand how to design quantitative research and how to analyze quantitative data in order to solve problems and to provide answers in psychology. We will seek for this understanding by conducting real-life exercises.
Credits
3
Instructor
Fernandez Camila
How can we design a research that allows us to identify if certain psychological characteristics are able to explain some others? How can we know what individual, familiar or contextual factors allow for a better understanding of behavior? What is the best way to match the mean values of certain variables among groups of peoples? How may we know if the frequency that some people conduct certain actions with depends on the context they are within? These are some of the questions that this course focuses on. Using statistics as a research tool, we will try to deepen on how to design quantitative research, and how to analyze quantitative data to solve questions in psychology. We will seek for this understanding by conducting exercises based on real-life examples, from the existing data.
Credits
3
Instructor
Vargas Trujillo Elvia
This course introduces the study of several methodological alternatives of qualitative fashion in Psychology. Its objectives are: a) to place the emergence of the qualitative approach in Psychology, b) to understand and to criticize the epistemological methods and its differences with other approaches, c) to distinguish the methodological and instrumental characteristics of the approach d) to develop the necessary competences for the conduction of qualitative studies, and e) to know, analyze and criticize qualitative strategies. We study specific strategies such as history of life, case-study, ethno methodology and action-research.
Credits
3
Credits
0
In graduation project 1 and 2 (each level is developed during a semester) the fundamental objective is to have the students able to display the proper command of the said skills. The student will be autonomous in terms of the selection of the topic, the problem, and the line of work he/she wants to follow, however, the said work must be registered in one of the research lines of the research practices. In this regard, the graduation project must provide contributions to the research line up to some extent. The degree thesis may be theoretical or empirical, basic or applied.
Credits
3
Instructor
Maldonado Carolina
In graduation project 1 and 2 (each level is developed during a semester) the fundamental objective is to have the students able to display the proper command of the said skills. The student will be autonomous in terms of the selection of the topic, the problem, and the line of work he/she wants to follow, however, the said work must be registered in one of the research lines of the research practices. In this regard, the graduation project must provide contributions to the research line up to some extent. The degree thesis may be theoretical or empirical, basic or applied.
Credits
3
Credits
3
In this space the students have the opportunity to know the institutions and organizations where the professional practices are conducted, and to revise the different activities that a psychologist may be able to conduct in our country. Furthermore, we provide the student with the basic information on the professional practice that he/she is to choose.
Credits
0
Instructor
Arboleda Maria
The main objective of this course is to present the ethical considerations as an integral element on the professional training in Psychology. Likewise, we intend to familiarize the student with situations and aspects within the exercise of the profession, whose moral assessment is hard to make, presenting and discussing alternatives for solutions and examining its consequences. Another objective of the course will be to discuss the main ethical guidelines ruling the exercise of the profession of Psychologist (international and national wise).
Credits
3
Instructor
Finck Barboza Carolyn
During two semesters, the students who choose the Final Exam as an option to Degree Thesis get prepared individually for the said exam, by seeking to integrate the largest part of the basic knowledge studied during their undergraduate training. The students who choose this option must take two elective courses at the end of the degree, in order to have a final amount of seven.
Credits
3
Instructor
Larreamendy Jorge
Over the last two semesters the students may choose to conduct professional practices in different institutions. The objective is to develop the professional skills and integration of theoretical-methodological and instrumental concepts, applied to problems, needs or particular cases that any institution may have. The student may become acquainted with the institution for 30 hours a week, and he/she may conduct activities as psychologist on the chosen area, under the supervision of a professor.
Credits
9
Over the last two semesters the students may choose to conduct professional practices in different institutions. The objective is to develop the professional skills and integration of theoretical-methodological and instrumental concepts, applied to problems, needs or particular cases that any institution may have. The student may become acquainted with the institution for 30 hours a week, and he/she may conduct activities as psychologist on the chosen area, under the supervision of a professor.
Credits
9
Instructor
Arboleda Maria
Credits
0
This course has been designed so that, from the understanding of an organization as a cultural metaphor and its different variants, we will explore its effects upon the types of organizational structure by providing criteria and tools for the organizational designing and redesigning, as well as their articulation to the processes of human management, as well as the possibility to improve the levels of performance and development of the most important assets of the enterprises: their human resource.
Credits
3
Instructor
Sanchez Saavedra Felipe
The behavioral-cognitive clinical model is a discipline that continuously generates efficacy techniques more relevant as per the approach to behavioral problems in human beings characterized by being specific to the problems faced by each individual in particular. The understanding of the problem behavior is based on the assessment conducted on the person, and the intervention derives from the clinical formulation and the generation of a cause model of the problems faced by the client. The course intends to familiarize the student with the theoretical and practical principles of the behavioral cognitive therapy, as well as with the relevant aspects of evaluation and formulation of clinical cases.
Credits
3
Credits
3
Instructor
Cadavid Ruiz Natalia
Credits
3
Credits
3
Instructor
Cardenas Fernando
Credits
3
Instructor
Gomez Maquet Yvonne
Credits
3
Instructor
Arciniegas Sanchez Laura
Credits
3
Instructor
Gomez Ortiz Viviola
Credits
3
Instructor
Vargas Trujillo Elvia
Credits
3
Instructor
Jaramillo Rosa
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Credits
3
Instructor
Carrillo Avila Sonia
This course examines the categories of DSM-IV as a widely accepted classification approach, and it ranges from childhood to old age. Emphasis is made on the theoretical explanations offered by different psychological approaches regarding disorders, rather than descriptions. In appropriate cases, the course focuses on biological influencing factors. The course starts with a test on the historical evolution of the concepts of normality and abnormality, and ends with an analysis of the main vital crises. It also includes activities that help illustrate the concepts of the course.
Credits
4
Instructor
Agudelo Velez Diana
This course pursues the following objectives: a) to learn the normal sequence of psychological development, b) to analyze the cultural and social factors that have an impact on development, c) to examine the different stages of development and the specific characteristics of each stage, and d) to learn some problems present in human development. The laboratory focuses on the methods and techniques used in research on development, and using some of the tests for diagnosis of psychological development. This course reviews the different aspects of human development covering the phases of adolescence, adulthood, old age and death.
Credits
4
Instructor
Fernandez Camila
The purpose of this course is to understand the main conceptual elaborations that have been used in Corporate Psychology, characterize the strengths and weaknesses of each one in different contexts and assess their usefulness within the current professional practice. The original documents in which each one of the theories is based will be reviewed to foster the critical vision of the student upon them, avoiding the mediation of re-interpretations by other authors. As a result, the main tool are debates on assigned readings, for the student to question (and be questioned) about the strengths and weaknesses of each one of these theoretical approaches to professional life.
Credits
3
Instructor
Sanchez Saavedra Felipe
Credits
3
Credits
3
It is a curricular venue for students to develop the subject of their research project and start their methodological design.
Credits
4
Instructor
Villegas Maria
Credits
4
It encompasses the review of theoretical discussions on qualitative research, emphasizing on discourse perspectives, hermeneutics and narrative, linguistic direction and literary genre. It also addresses advanced methods for qualitative analysis of data and use of specialized software programs for this type of analyses, such as Atlas ti and Nud*ist.
Credits
4
thesis or doctoral dissertation, under the mentoring of one of the Department´s full-time professors. The activities include literature reviews, specification of research design, performance of pilot sutdie4s, data collections, results analysis and writing technical reports and articles to be published. During the investigations process for purposes of the masters thesis or doctoral dissertation, the student participates in the Colloquium, which is a collegiate forum for critical discussion, literature exploration, design progress and results analysis. The Colloquium is attended by Psychology Masters and Doctoral program students, and Department Professors. In Thesis and Doctoral Colloquium, the students, prior agreement with their tutor, may register up to 8 credits per semester. The students who have finished their Psychology Masters degree at Universidad de los Andes and who are enrolled in the Doctoral program, may obtain equivalence for up to 16 credits for Thesis and Colloquium. The Doctoral program student may register Thesis and Colloquium during the intersemester periods, prior agreement with their tutor.
Credits
4
Instructor
Villegas Maria
Credits
4
Instructor
Villegas Maria
thesis or doctoral dissertation, under the mentoring of one of the Department´s full-time professors. The activities include literature reviews, specification of research design, performance of pilot sutdie4s, data collections, results analysis and writing technical reports and articles to be published. During the investigations process for purposes of the masters thesis or doctoral dissertation, the student participates in the Colloquium, which is a collegiate forum for critical discussion, literature exploration, design progress and results analysis. The Colloquium is attended by Psychology Masters and Doctoral program students, and Department Professors. In Thesis and Doctoral Colloquium, the students, prior agreement with their tutor, may register up to 8 credits per semester. The students who have finished their Psychology Masters degree at Universidad de los Andes and who are enrolled in the Doctoral program, may obtain equivalence for up to 16 credits for Thesis and Colloquium. The Doctoral program student may register Thesis and Colloquium during the intersemester periods, prior agreement with their tutor.
Credits
4
Credits
4
Credits
8
Credits
4
Credits
4
Credits
4
The program evaluation is defined as a systematic research process, which provides reliable scientific information to make decisions on the interventions that take place in a specific social context. The seminar on program and project evaluation offered by the Psychology Department has been designed in order for graduate students to: a) recognize program evaluation as one of the application fields in psychosocial research, b) learn the main conceptual and methodological elements on program evaluation, c) develop skills to execute processes for planning and evaluation of social programs in a rigorous and systematic manner.
Credits
4
Credits
3
Instructor
Gomez Ortiz Viviola
Credits
4
Credits
4
Credits
4
Credits
4
Credits
4
Credits
4
Credits
4
Credits
4
Credits
3
Instructor
Estrada Angela
Credits
0
Instructor
Cardenas Fernando
Credits
3
Instructor
Larreamendy Jorge
Credits
3
Instructor
Ramos Carrillo Elsa
Credits
4
Instructor
Cardenas Fernando
Credits
4
Credits
4
Credits
12
The seminar constitutes the first clinical course of the master’s degree and is divided in two parts. The first part includes an introduction to the field of clinical psychology as a science and as a profession. It will describe clinical psychology as a general field of knowledge and, in particular, in the framework of psychology. It will analyze clinical psychology within its historical, social, scientific and professional context and it will discuss current trends and possible future developments with an emphasis on the role of the clinical psychologist in our context. It will also discuss the relation between Clinical Psychology and Health Psychology. Finally, the course will dwell on the ethical principles and guidelines not only for the graduate course but also for professional practice. In the second part, the course will discuss the principles of behavior evaluation, within the general context of psychological evaluation in order to lay the theoretical and conceptual foundations for the understanding of the clinical formulation process. It will discuss the main principles within a historical perspective, and it will focus on the analysis in the process of evaluation as a proof of hypothesis based on causal behavior models. It will introduce and discuss methods of observation and behavior recording and psycho-physiological evaluation. Finally, it will analyze the role of the clinical interview in the process of evaluation and integrate the concept of clinical formulation as a necessary condition to develop the treatment plan in clinical psychology and health psychology.
Credits
3
The Meta-Analysis has been consolidating itself as the appropriate methodology to quantitatively integrate the published results of a research field. By the end of the course, students must be able to read a meta-analysis published in a scientific magazine and to assess, in a critical way, its procedures, analysis techniques and conclusions. Likewise, they must be capable of expressing how they will define the conduction of a meta-analysis and perform the most basic procedures autonomously. The specific objectives of the course are: 1) To understand the philosophy in which the meta-analysis is based, 2) To apply the most basic techniques of data analysis, and 3) to attain the necessary skills to critically understand and assess a meta-analysis published in an international magazine.
Credits
3
As a requirement, Doctorate students must perform an internship at an internationally well-known prestigious research center or university, under the supervision of a professor from such institution. The internship must be at least four months long, which may be divided into two inter-semester terms of two months each. The student must request authorization from the Graduate Studies Committee of the Department to conduct an internship longer than one semester. The moment at which the internship takes place depends on the aims of the same. There are, at least, three possible objectives: 1) To learn a particular method or technique mastered by the supervising professor and that is needed for the development of the dissertation. 2) To collect data that will be part of the dissertation. 3) To analyze, under the coaching of the supervising professor, the data previously collected from the dissertation.
Credits
3
Instructor
Gomez Maquet Yvonne
This clinical seminar is devoted to analyzing the current state of research, assessment and treatment of depression and the bipolar disorder in children and adults. Like other seminars on specific disorders, during the first part of the course, topics connected to contemporary theoretical conceptions about the basic psychological concepts implied in this type of disorders and the most recent theoretical formulations on their nature, origins and developments will be included. In the second part, the main assessment methods will be reviewed, as well as the depression treatment that has an empirical support. Likewise, intervention of special cases and the types of depression present in different stages of life will be analyzed. Finally, the last sessions will be devoted to the assessment and intervention of bipolar disorders.
Credits
3
Instructor
Agudelo Velez Diana
This course is intended to provide the fundamentals of professional behavior relative to clinical evaluation, case formulation and conceptualization, treatment plan, intervention procedures and organization of written material such as clinical records and psychological reports, through simulation cases, supervised role pay and observation exercises,
Credits
3
This clinical seminar will be devoted to analyzing the current state of emotional processes and anxiety disorders studies. Like in the other seminars regarding specific disorders, during the first part of the course, topics connected to contemporary theoretical conceptions about the basic psychological processes implied in these types of disorders, the most recent theoretical formulae on their nature, origins and development, the neurobiological and conditioning principles and the aspects of clinical description and classification, will be included. The second part will be devoted to deepening on specific disorders including psychopathology, assessment and intervention elements.
Credits
3
Instructor
Castro Leonidas
This seminar is devoted to analyzing the current state of research in the field of Health Psychology. Like other seminars, during the first part of the course, topics connected to the contemporary theoretical conceptions on individual health and the psychological and social aspects that influence the same will be included. In the second part, transversal questions present in health behaviors and disease prevention will be reviewed, in order to finally consider the concrete applications that may be used for pain management, while considering in particular the stigmatization, discrimination and the way to intervene individuals who suffer a chronic or terminal disease. One of the purposes of this course is to sensitize the student before the health care problems and to awaken his/her interest towards the application of the acquired knowledge to understanding specific disorders (cancer, HIV AIDS, diabetes).
Credits
3
Instructor
Castro Leonidas
Supervised practice is the primary training strategy to develop high quality professional clinical competences. At first, the supervisor observes and provides feedback on the clinical performance of the student, though observation, using a Gesell dome or audio or video recordings of the sessions. Once the student has demonstrated he/she masters the basic clinical skills, he/she will have the opportunity to work on clinical cases directly, under close supervision of an experienced professional clinical psychologist. The supervision will be conducted on a one on one basis or in groups of not more than three students. During the first sessions, the supervisor may directly participate in the session with the patient together with the student and will be able to model or subsequently provide feedback on performance. The number of patients assigned to each student will progressively grow throughout the training, beginning with four cases during the first clinical practice term and finishing with eight cases during the last semester. The practice will include different types of problems, clinical population and intervention formats. During the last academic term, the students will receive additional training on groups’ management and the needed competences for them to supervise other training students. With the aim of complying with international accreditation standards on graduate practices, Master’s Degree students shall complete approximately 900 hours of clinical activities during their training, including direct contact with patients, supervision, preparation and administrative tasks. Even if the clinical supervisor is the final responsible for the case, the student must fulfill the requirements of the program and those from the District Secretariat of Health.
Credits
3
Instructor
Castro Leonidas
Supervised practice is the primary training strategy to develop high quality professional clinical competences. At first, the supervisor observes and provides feedback on the clinical performance of the student, though observation, using a Gesell dome or audio or video recordings of the sessions. Once the student has demonstrated he/she masters the basic clinical skills, he/she will have the opportunity to work on clinical cases directly, under close supervision of an experienced professional clinical psychologist. The supervision will be conducted on a one on one basis or in groups of not more than three students. During the first sessions, the supervisor may directly participate in the session with the patient together with the student and will be able to model or subsequently provide feedback on performance. The number of patients assigned to each student will progressively grow throughout the training, beginning with four cases during the first clinical practice term and finishing with eight cases during the last semester. The practice will include different types of problems, clinical population and intervention formats. During the last academic term, the students will receive additional training on groups’ management and the needed competences for them to supervise other training students. With the aim of complying with international accreditation standards on graduate practices, Master’s Degree students shall complete approximately 900 hours of clinical activities during their training, including direct contact with patients, supervision, preparation and administrative tasks. Even if the clinical supervisor is the final responsible for the case, the student must fulfill the requirements of the program and those from the District Secretariat of Health.
Credits
3
Instructor
Castro Leonidas
Supervised practice is the primary training strategy to develop high quality professional clinical competences. At first, the supervisor observes and provides feedback on the clinical performance of the student, though observation, using a Gesell dome or audio or video recordings of the sessions. Once the student has demonstrated he/she masters the basic clinical skills, he/she will have the opportunity to work on clinical cases directly, under close supervision of an experienced professional clinical psychologist. The supervision will be conducted on a one on one basis or in groups of not more than three students. During the first sessions, the supervisor may directly participate in the session with the patient together with the student and will be able to model or subsequently provide feedback on performance. The number of patients assigned to each student will progressively grow throughout the training, beginning with four cases during the first clinical practice term and finishing with eight cases during the last semester. The practice will include different types of problems, clinical population and intervention formats. During the last academic term, the students will receive additional training on groups’ management and the needed competences for them to supervise other training students. With the aim of complying with international accreditation standards on graduate practices, Master’s Degree students shall complete approximately 900 hours of clinical activities during their training, including direct contact with patients, supervision, preparation and administrative tasks. Even if the clinical supervisor is the final responsible for the case, the student must fulfill the requirements of the program and those from the District Secretariat of Health.
Credits
3
Instructor
Castro Leonidas
In Clinical Cases Reviews, the students must make clinical presentations of one of their cases to students, supervisors and professors. Through this activity, the students will develop competence to make presentations before their peers and interdisciplinary groups on the progress of their clinical activity, as well as to receive and provide feedback within a context of respect and professional and academic collaboration.
Credits
3
Supervised practice is the primary training strategy to develop high quality professional clinical competences. At first, the supervisor observes and provides feedback on the clinical performance of the student, though observation, using a Gesell dome or audio or video recordings of the sessions. Once the student has demonstrated he/she masters the basic clinical skills, he/she will have the opportunity to work on clinical cases directly, under close supervision of an experienced professional clinical psychologist. The supervision will be conducted on a one on one basis or in groups of not more than three students. During the first sessions, the supervisor may directly participate in the session with the patient together with the student and will be able to model or subsequently provide feedback on performance. The number of patients assigned to each student will progressively grow throughout the training, beginning with four cases during the first clinical practice term and finishing with eight cases during the last semester. The practice will include different types of problems, clinical population and intervention formats. During the last academic term, the students will receive additional training on groups’ management and the needed competences for them to supervise other training students. With the aim of complying with international accreditation standards on graduate practices, Master’s Degree students shall complete approximately 900 hours of clinical activities during their training, including direct contact with patients, supervision, preparation and administrative tasks. Even if the clinical supervisor is the final responsible for the case, the student must fulfill the requirements of the program and those from the District Secretariat of Health.
Credits
3
Instructor
Castro Leonidas
In the Clinical Cases Reviews, the student shall prepare a clinical paper on one of the cases under study to present before students, supervisors and professors. Through this activity, the student will develop competences to present the progress of the clinical activity, before his/her peers and interdisciplinary groups, as well as to receive and provide feedback within a respectful context where professional and academic collaboration are present.
Credits
3
Instructor
Castro Leonidas
Credits
3
Credits
3
Instructor
Ripoll Karen
As in the Masters program in Clinical Psychology and Health the graduation project is focused on applied research, it will be integrated into the clinical internship and case studies with the only case methodology, the development or validation of evaluation tools, performance or reapplication of correlation, experimental or quasi-experimental studies, pilot studies, or reapplication of group studies on the effectiveness of clinical protocols.
Credits
3
Instructor
Castro Leonidas
Credits
4
Credits
0
Credits
0
Credits
3
Instructor
Larreamendy Jorge
Credits
3
Instructor
Larreamendy Jorge
Credits
3
Credits
3
Credits
12
Credits
9
Credits
0
Credits
0
Credits
0
Credits
4
Credits
8
Credits
0
Credits
0