Teacher(s)
Agrigoroaei Stefan; Agrigoroaei Stefan (compensates Willemsen Jochem); Samson Dana (coordinator); Willemsen Jochem;
Language
French
Main themes
This course is designed to allow students to apply the concepts and methods presented during the Clinical Psychology, Health Psychology, and Neuropsychology lectures.
Using case studies (e.g., real or constructed scenarios, videos, medical records), this course will allow students to:
- Develop and practice the skills involved in the diagnostic process (using concepts from previous lectures, additional literature reviews, and knowledge about assessment instruments)
- Develop the abilities to identify appropriate psychological interventions
- Develop and practice their communication skills, by clearly and accurately presenting the results of their analyses and suggested interventions
Using case studies (e.g., real or constructed scenarios, videos, medical records), this course will allow students to:
- Develop and practice the skills involved in the diagnostic process (using concepts from previous lectures, additional literature reviews, and knowledge about assessment instruments)
- Develop the abilities to identify appropriate psychological interventions
- Develop and practice their communication skills, by clearly and accurately presenting the results of their analyses and suggested interventions
Learning outcomes
At the end of this learning unit, the student is able to : | |
| 1 |
The goal of this course is to integrate and apply the concepts presented (i) during multiple previous lectures and (ii) in the literature, in order to - Analyze situations, scenarios, and cases, - Make a diagnosis, and - Identify and present the appropriate interventions. At the end of this course students will be able to analyze a situation (person, group, or institution) in light of the theories, empirical results, and methods specific to psychological sciences (A2). In order to accomplish this goal, the students will have to: - Know and integrate the concepts discussed during the Clinical Psychology, Health Psychology, and Neuropsychology lectures (A1) - Search for relevant information in the scientific literature (A1) - Use instruments and tests to obtain additional information and to adjust and improve their analyses and diagnoses (A2-E1) - Search and evaluate the information about interventions (B1) and determine the ones that are the most appropriate/ in line with the existing empirical results (E1-E2) - Communicate in a clear, structured, and precise manner the results of their observations, analyses, and suggested interventions (C1-C2) The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the program(s) can be accessed at the end of this sheet, in the section entitled 'Programmes / formations proposant cette unité d'enseignement (UE) |
Content
As part of this course, students acquire and apply knowledge in clinical psychology, neuropsychology, or health psychology to two situations related to professional practice as a psychologist.
The first situation involves a case analysis. Students are expected to draw on concepts covered in the core courses of the programme, search the scientific literature for relevant additional information, and become familiar with the interpretation of tests and assessment tools relevant to the case profile.
The second situation involves producing a science communication resource aimed at conveying scientifically validated information to a non-specialist audience on a topic related to the case analysis, with the aim of contributing to prevention, raising public awareness, or providing psychoeducation for patients or their relatives.
The first situation involves a case analysis. Students are expected to draw on concepts covered in the core courses of the programme, search the scientific literature for relevant additional information, and become familiar with the interpretation of tests and assessment tools relevant to the case profile.
The second situation involves producing a science communication resource aimed at conveying scientifically validated information to a non-specialist audience on a topic related to the case analysis, with the aim of contributing to prevention, raising public awareness, or providing psychoeducation for patients or their relatives.
Teaching methods
Students complete two group assignments under the supervision of a teaching assistant in one of the proposed fields. The course includes group sessions and question-and-answer sessions.
The first assignment focuses on case analysis and is completed in Q1. Seminar and question-and-answer sessions provide guidance and support for the case analysis process. The outcome of the group assignment is presented in the form of a written report (diagnostic analysis) and an oral presentation (proposed interventions).
The second assignment focuses on the development of a science communication tool for a non-specialist audience, with the aim of contributing to prevention, raising awareness, or providing psychoeducation. This assignment is completed in Q2. The seminar sessions support the development of the tool, ensuring that it is grounded in the scientific literature and appropriately tailored to the target audience. Students are given creative freedom in choosing the format of the tool they develop. The final product is presented at a public event open to members of the Faculty and selected professionals invited for the occasion.
The first assignment focuses on case analysis and is completed in Q1. Seminar and question-and-answer sessions provide guidance and support for the case analysis process. The outcome of the group assignment is presented in the form of a written report (diagnostic analysis) and an oral presentation (proposed interventions).
The second assignment focuses on the development of a science communication tool for a non-specialist audience, with the aim of contributing to prevention, raising awareness, or providing psychoeducation. This assignment is completed in Q2. The seminar sessions support the development of the tool, ensuring that it is grounded in the scientific literature and appropriately tailored to the target audience. Students are given creative freedom in choosing the format of the tool they develop. The final product is presented at a public event open to members of the Faculty and selected professionals invited for the occasion.
Evaluation methods
The overall grade is the average of the grade for the case analysis assignment (50%) and the grade for the science communication project (50%).
The grade for the case analysis assignment is the average of the written component (50%) and the oral component (50%), multiplied by an adjustment coefficient reflecting the student’s participation within their group. The group participation adjustment coefficient is calculated on the basis of the relative participation indicator obtained from the assessment conducted using the DYNAMO tool.
The grade for the science communication project is the average of the grade for the final product (50%) and the grade for the accompanying technical report (50%), multiplied by the participation coefficient obtained from the DYNAMO tool.
For both the case analysis and the science communication project, the participation coefficient is applied as follows:
Students may no longer join a group from Week 6 of Q1 onwards. In the event of absence during the first 5 weeks, a grade of 0/20 will be awarded for the assignment for the first examination session. However, the student may join a group for the science communication project in Q2.
If a student does not achieve a passing overall grade in the June examination session but receives a grade of 10/20 or higher for one of the two assignments, the passing grade for that assignment will be retained. The student may submit an improved version of the failed assignment during the September examination session. If both assignments receive failing grades, the student can submit improved versions of both assignments. The overall grade for the September examination session is calculated as a weighted average of the grade for the case analysis (50%) and the grade for the science communication project (50%), with each grade multiplied by its respective group participation adjustment coefficient if the improved assignment is submitted as group work.
The grade for the case analysis assignment is the average of the written component (50%) and the oral component (50%), multiplied by an adjustment coefficient reflecting the student’s participation within their group. The group participation adjustment coefficient is calculated on the basis of the relative participation indicator obtained from the assessment conducted using the DYNAMO tool.
The grade for the science communication project is the average of the grade for the final product (50%) and the grade for the accompanying technical report (50%), multiplied by the participation coefficient obtained from the DYNAMO tool.
For both the case analysis and the science communication project, the participation coefficient is applied as follows:
- If the DYNAMO relative participation indicator is greater than or equal to 0.85, the adjustment coefficient is 1. This means that the student receives the same grade as the group grade.
- If the DYNAMO relative participation indicator is below 0.85, the adjusted grade is calculated as follows:
[Group grade × 0.75 × DYNAMO relative participation indicator + Group grade × 0.25].
This means that 75% of the overall group grade is adjusted downward for the individual student in proportion to their DYNAMO relative participation indicator.
Students may no longer join a group from Week 6 of Q1 onwards. In the event of absence during the first 5 weeks, a grade of 0/20 will be awarded for the assignment for the first examination session. However, the student may join a group for the science communication project in Q2.
If a student does not achieve a passing overall grade in the June examination session but receives a grade of 10/20 or higher for one of the two assignments, the passing grade for that assignment will be retained. The student may submit an improved version of the failed assignment during the September examination session. If both assignments receive failing grades, the student can submit improved versions of both assignments. The overall grade for the September examination session is calculated as a weighted average of the grade for the case analysis (50%) and the grade for the science communication project (50%), with each grade multiplied by its respective group participation adjustment coefficient if the improved assignment is submitted as group work.
Other information
This course is offered in an “English-friendly” format, meaning that students may present their part of the oral presentation for the case analysis assignment in English and answer questions in English. They may also interact with the teaching assistant in English. However, the group written report for the case analysis assignment, the science communication project, and the accompanying technical report must be completed in French.
Students will be expected to draw on skills acquired in the courses Observation Methodology, Psychodiagnostics, and Social Psychology.
Students will be expected to draw on skills acquired in the courses Observation Methodology, Psychodiagnostics, and Social Psychology.
Online resources
Slides and documents on Moodle.
Bibliography
Voir/See Moodle.
Faculty or entity
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
Bachelor in Psychology and Education: General
