Medical Tourism - The field of Psychology

Transcription

1 1 Guide Course GUIDE COURSE University Master in Judicial Psychology Universidad Católica de Valencia Year 2015/2016

2 2 Object: 6 Field: APPLIED PSYCHOLOGY IN THE LEGAL FIELD 6 Module: PREVENTION AND INTERVENTION PROGRAMS IN LEGAL PSYCHOLOGY 18 Educational Model: COMPULSORY EDUCATION YEAR: 1st / Semester: 1st Directors: Coordinator: Dra. Moret Tatay, Carmen (TC) Collaborator teacher: Dra. Beneyto Arrojo, M José (TC-UCV) Dr. Esteve Rodrigo, Jose Vicente Dr. Carbonell Vayá, Enrique Dña. Gil Cabedo, Pilar Dña. Robredo Torres, Cristina Dra. Villanueva Badenes, Lidon s: mariacarmen.moret@ucv.es MODULE ORGANITATION Module I: EVALUATION TECHNIQUES IN LEGAL PSYCHOLOGY FIELD COURSES PSYCHOLOGY AND LAW 6 Juridical, forensic and criminology basics of 24 Course/ semester 6 1/1

3 3 Guide Course METHODOLOGY AND TECHNOLOGY ASSESSMENT IN LEGAL PSYCHOLOGY VALUATION IN DIFFERENT FIELDS OF LEGAL APPLICATION 12 6 psychological intervention Applied psychopathology to court 6 1/1 Systematics and development of assessment for legal contexts Psychological expert opinion in court Module II: PREVENTION AND INTERVENTION PROGRAMS IN LEGAL PSYCHOLOGY FIELD COURSES APPLIED PSYCHOLOGY IN THE LEGAL FIELD 6 INTERVENTION AND TREATMENT IN THE LEGAL PSYCHOLOGY Module III: FINAL PROJECT 12 Dynamic and systems in the legal psychology Techniques and strategies for intervention with victims and aggressors Prevention and psychological intervention in different legal contexts FIELD COURSES 6 1/1 6 1/1 18 Course/ semester 6 1/1 6 1/2 6 1/2 6 Course/ semester FINAL PROJECT 6 FINAL PROJECT 6 1/2 Module IV: PRACTICUM FIELD COURSES ETERNAL PRACTICES 12 Practicum: Juridical penal - penitentiary psychology and juridical familiar Psychology and of the minor 12 Course/ semester 12 1/2 : Prerequisites: NOT REQUIRED It is recommended that the students possess basic knowledge of Social Psychology, Personality, Psychopathology, Assessment and Psychological Therapies.

4 4 GENERAL GOALS To train the student to acquire professional skills to assess and intervene effectively in the various areas of legal psychology, using own methods of Psychological Science. To provide students with tools to gain an overall and significant training in the areas of psychology applied to the courts, prison psychology, crime, psychology of testimony and jury psychology police and armed forces, victimology and mediation. To account for the theoretical influences of Legal Psychology such as: Anthropology, Criminology, Law, Human Rights, Epistemology, Legal Medicine, Sociology and Victimology, among others. To Enable a specialization that, notwithstanding a single curriculum for all, allow the student is oriented toward the domain of skilled labor in the area of legal psychology, according to their preferences, through the Practicum and Final Project. BASIC AND GENERAL COMPETENCIES CB7 - That students are able to apply their knowledge and ability to solve problems in new or unfamiliar environments within broader contexts (or multidisciplinary) contexts related to their field of study CB8 - Students should be able to integrate knowledge and handle complexity, and formulate judgments based on information that was incomplete or limited, include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments CB9 - Students can communicate their conclusions, knowledge and reasons to specialists and non-specialists in a clear and unambiguous way CB10 - That students have the learning skills to allow them to continue studying in a way that will have to be largely self-directed or autonomous CG2 To analyze and contrast the various theoretical influences on Legal Psychology (anthropology, criminology, law, human rights, epistemology, legal medicine, sociology and victimology, among others) CG4.- To select and to apply own and specific instruments of intervention in areas psico-socio-juridics bearing in mind the contextual variables that affect the individual CG5.- To understand the aspects of the individual and group conduct,, to identify variables of personality, psycobiológics, interaccionals and of social influence processes in the legal behavior of the persons Competence measuring scale

5 5 Guide Course CG7 - To develop, synthesize and defend the psychological expert reports on the judiciary, with the utmost rigor and sensitivity CG8 To recognize the essential elements of the profession, including ethical, legal responsibilities, professional practice focused on individuals and populations while respecting their autonomy and professional secrecy CG9 - To develop a specialization, subject to a single curriculum for all, allowing them to orient toward mastery of specialized work within legal psychology, according to your preference, and through the Practicum and Master's Dissertation. CROSS-SECTIONAL COMPETENCES CTR1 - To know, understand and manage information CTR7 To use scientific evidence to select appropriate instruments for assessment, intervention and prevention tools in legal psychology CTR8 - To analyze, select and integrate relevant information within the interdisciplinary field of action itself CTR10 To establish and maintain relationships with other professionals to test and validate knowledge and realities CTR11 To share and disseminate academic and professional knowledge through effective communication oral and / or written CTR12 To update and reorganize the knowledge and skills relating to the policy framework itself SPECIFIC COMPETENCES CES1 To perform forensic psychological assessments in court. CES2 To guide and/or expertise to advise the courts on issues specific to their discipline CES3 To design and implement programs for the prevention, treatment and integration of offenders and victims, either in the community or in prisons, both individually and collectively CES5 To train and/or select a legal system professionals (judges, prosecutors, police, lawyers, prisons staff, etc..) In content and useful techniques in their work. CES6 To prepare and develop information campaigns and social awareness for the general population and risk. CES7 To promote and contribute to improving the situation of the victim and their interaction with the legal system. CES8 To foster negotiated solutions to juridic conflicts through a mediation intervention to help alleviate and prevent emotional and social harm. To present an alternative to the legal route, where involved parts have a dominant role. Competence measuring scale Competence measuring scale

6 6 CES9 To develop contents and professionalizing scientific contributions in the field of legal psychology CES11 To analyze and develop strategies to prevent violence. CES16 To understand and interpret the various policies related to prevention, care and intervention at regional, Spanish and European level, and assess its impact on the contexts of reference. LEARNING OUTCOMES COMPETENCIES RA1. Deepening on the development and maturation of children and their dynamics affected. RA2. Learn key detection mechanisms battered child. RA3. Understanding the basic psychological processes in adolescents with roles of victims and / or perpetrators RA4. Understanding bullying in its various manifestations. RA5. Understanding the dynamics of maltreatment, abuse and assaults. RA6. Deepening the criminal group dinàmic RA7. Describe the dynamics and effects of family breakdown on its members. RA8. Knowing the psychological aspects of separation and divorce. RA9. Approach to the psychology of testimony and jury. RA10. Learning strategies and revitalization of jury selection. RA11. Know the processes of decision making in legal contexts

7 7 Guide Course ACTIVITY ON-CAMPUS CLASS PRACTICAL CLASSES OFFICE ASSISTANCE ASSESSMENT ACTIVITY GROUP WORK INDEPENDENT WORK ON-CAMPUS EDUCATIONAL ACTIVITIES Teaching-Learning Methodology Teacher presentation of contents, analysis of competences, explanation and in-class display of skills, abilities and knowledge. Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor to review and discuss materials and topics presented in classes, seminars, readings, papers, etc. Set of oral and/or written tests used in initial, formative or additive assessment of the student INDEPENDENT WORK ACTIVITIES Teaching-Learning Methodology Group preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or smallgroup tutoring sessions. Work done on the university e-learning platform ( ) Student study: Group Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to be presented or submitted in theoretical lectures, practical and/or small-group tutoring sessions. Work done on the university e-learning platform ( ) Relationship of Course with Learning Outcomes Relationship of Course with Learning Outcomes 1,20 0,60 0,40 0,20 Total (2,40*) 0,20 3,40 Total (3,60*)

8 8 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool Attendance and active participation to practice sessions Objective test Theory and practice activities. Individual assessment (diagnosis, expertise, etc) LEARNING OUTCOMES ASSESSED A,6RA,7RA, 8RA,9RA, A,6RA,7RA, 8RA,9RA, A,6RA,7RA, 8RA,9RA, Allocated Percentage MENTION OF DISTINCTION: The mention of Distinction will be awarded to students who have achieved excellent results for all the competences and learning outcomes. DESCRIPTION OF CONTENTS 1. DEVELOPMENT AND MATURATION IN CHILDHOOD AND ADOLESCENCE 2. RELATIONAL DYNAMICS OF CRIME 3. WITNESSES, JURORS AND TESTIMONIALS 4. DISORDERS IN FAMILY AND CANONICAL LAW COMPETENCES CB6,CB7,CB8 Y CB9 CG1,CG3,CG7 Y CG9 CTR1,CTR7,CTR8,CTR10,CTR11 Y CTR12 CE1,CE2,CE3,CE5,CE6,C E7,CE8,CE9,CE11 Y CE16 1 TEMPORAL ORGANIZATION OF LEARNING: CONTENT/TEACHING UNIT DEVELOPMENT AND MATURATION IN CHILDHOOD AND ADOLESCENCE Nº OF MEETINGS (2,5h) 2 RELATIONAL DYNAMICS OF CRIME 8 3 WITNESSES, JURORS AND TESTIMONIALS 2 4 DISORDERS IN FAMILY AND CANONICAL LAW 6 4

9 9 Guide Course REFERENCES Barudy, J. y Dantagnan, M. (2007). Los buenos tratos a la infancia. Barcelona: Gedisa. Bruck, M. y Ceci, S. (2004). Forensic developmental pychology: Unveiling four common misconceptions. Current Directions in Psychological Science, 13, Cederborg, A.C., Alm, Ch., da Silva Nises, D.L. y Lamb, M. E. (2012). Investigative interviewing of alleged child abuse victims: an evaluation of a new training programme for investigative interviewers. Police Practice and Research: An International Journal, DOI: / Cohen, J. A. y Scheeringa, M. S. (2009). Post-traumatic stress disorder diagnosis in children: challenges and promises. Dialogues in Clinical Neuroscience, 11, De Paúl, J., Arruabarrena, Mª I. (2005). Manual de protección infantil. Barcelona: Masson. Finkelhor, D., Ormrod, R. K. y Turner, H. A. (2009). The developmental epidemiology of childhood victimization. Journal of Interpersonal Violence, 24, Herman, J. (2004). Trauma y recuperación. Madrid: Espasa. Margolin, G. y Gordis, E. B. (2000). The effects of family and community violence on children. Annual Review of Psychology, 51, Villanueva, L. y Clemente, R. A. (2002), (Coords.), El menor ante la violencia: Procesos de victimización. Castellón: Servei de Publicacions de la Universitat Jaume I. Psicología. ( Ética y Deontología para Psicólogos, edita Colegio Oficial de Psicólogos de España, 2004 Guía de buenas prácticas para la elaboración de informes psicológicos periciales sobre custodia y régimen de visitas de menores, Editada por Colegio Oficial de Psicólogos de Madrid, 2009 Ética y Deontología en la Práctica Psicológica, Editada por Colegio Oficial de Psicólogos de Madrid, Echeburúa y Corral (1991) Manual de violencia familiar. Manuales Psicología. Siglo Veintiuno de España, Editores. Cantón Duarte, J. y Cortés Arboleda, M.R. (2000) Guía para la evaluación del abuso

10 10 sexual infantil. Ariel. Echeburúa, E. y Guerricaechevarría, C. (2007) Abuso sexual en la infancia: Víctimas y AgresoresEdiciones Pirámide. Juan Carlos Sierra, Eva Mª Jiménez, Gualberto Buela-Casal (coords.) (2010), Psicología Forense: manual de técnicas y aplicaciones, Madrid, Biblioteca Nueva. Sanmartín Espluges, J. (Coord.) (2008). Violencia contra niños. Ariel Soria, M.A. (Coord.) (2002). Manual de Psicología Penal Forense. Atelier Ramírez, M. (2003), Cuando los padres se separan: Alternativas de custodia para los hijos (Guía Práctica), Madrid, Biblioteca Nueva. Vázquez, B. y Catalán, M.J. (2008), Casos prácticos en Psicología Forense, Madrid, Editorial EOS, Psicología Jurídica.