Code | Type | Head of UE | Department’s contact details | Teacher(s) |
---|---|---|---|---|
UP-M1-MPSYCH-023-M | Compulsory UE | HENDRICK Stéphan | P351 - Psychologie clinique systémique et psychodynamique |
Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
---|---|---|---|---|---|---|---|---|---|
Français | 0 | 0 | 0 | 0 | 0 | 5 | 1 |
AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | |
---|---|---|---|---|---|---|---|---|
P-SPCS-100 | ||||||||
P-SPCS-101 |
Unité d'enseignement | ||
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UP-M1-MPSYCH-019-M Approches psychothérapeutiques centrées sur les systèmes |
Objectives of general skills
- Analyse a situation (individually or collectively) in reference to theories and methodological approaches within psychology.
- Master and appropriately mobilise knowledge and methodological approaches to understand and explain the normal/atypical/pathological functioning of individuals, groups or organisations.
- Analyse and model a situation (individually or collectively) by critically selecting theories and methodological approaches.
- Justifiably choose an intervention and implement and evaluate it.
- Master knowledge on interventions to improve a given situation (individually or collectively), as well as implement them.
- Critically analyse the extent and limitations of different types of intervention.
- Implement intervention with reference to theoretical models of intervention, taking into account the constraints and resources in the situation encountered.
- Appropriately apply different types of intervention.
- Communicate and exchange information in a structured and adapted way to the intended purpose and relevant public.
- Present and structure data in a clear, precise, neutral, and non-oriented way.
- Present the results of a diagnostic evaluation (orally and in writing) and inform various representatives.
- Write a report arguing over an intervention (including evaluation).
- Present research results (orally and in writing).
- Work effectively with different actors as part of a team or a network of professionals.
- Contribute to the coordination and animation of a multi-professional and multi-disciplinary team.
- Implement the most effective ways of collaboration in a given situation.
- Share knowledge and data to carry out a common project.
- Act ethically and professionally.
- Refer to ethical principles to define the framework of their professional practice.
- Act in compliance with specific legislative frameworks and the code of conduct of Belgian psychologists.
- Adopt professional attitudes (think critically, avoid prejudices, respect professional confidentiality, etc.).
- If necessary, appeal to peers or other professionals of other disciplines or expertise.
- Assess and pursue professional and personal development.
- Monitor knowledge and methodological approaches in order to evolve their thinking and practice.
- Learn from practice (based particularly on assessment). Question themselves.
- Analyse their personal functioning and adapt their professional attitudes. Effectively manage their emotions.
- Continue to train and improve their skills.
UE's Learning outcomes
1 Identify key parameters and variables moderating and mediating family, marital and ecosystem of various psychopathological disorders 2 Describe the main family, marriage and ecosystemic specific interventions models in various psychopathological disorders 3 Explain and criticize a research article based on qualitative analysis
UE Content
1. Family Psychopathology and Family support in : - Child and Adolescent (attachement disorders, ADHD, drugs, behavioral disorders, eating disorders (Dr. Simon), parental separation, abuse and mistreatment. - adults: mental disorders (schizophrenia, bipolar disorder, borderline, depression, anxiety disorders, eating disorders, etc.), traumatized families,- marrital (alcoholism, domestic violence)- crises interventions / post-traumatic stress therapy. 2. Introduction to qualitative analysis: Thematic analysis (AT), Grounded Theory (GTM) and IPA (Interpretative Phenomenological Analysis) 2. Introduction to qualitative analysis: Thematic analysis (AT), Grounded Theory (GTM) and IPA (Interpretative Phenomenological Analysis)
Prior experience
Not applicable
Term 1 for Integrated Assessment - type
- Presentation and works
- Written examination
Term 1 for Integrated Assessment - comments
Not applicable
Term 2 for Integrated Assessment - type
- Presentation and works
- Written examination
Term 2 for Integrated Assessment - comments
Not applicable
Term 3 for Integrated Assessment - type
- Presentation and works
- Written examination
Term 3 for Integrated Assessment - comments
Not applicable
Resit Assessment for IT - Term 1 (B1BA1) - type
- Presentation and works
- Written examination
Resit Assessment for IT - Term 1 (B1BA1) - Comments
Not applicable
Type of Teaching Activity/Activities
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Mode of delivery
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Required Reading
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Required Learning Resources/Tools
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Recommended Reading
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Recommended Learning Resources/Tools
AA | |
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P-SPCS-100 | |
P-SPCS-101 |
Other Recommended Reading
AA | |
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P-SPCS-100 | |
P-SPCS-101 |