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Digital Technology Use in Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:03.11.2023 14:21:37
| Study Course Information | |||||||||
| Course Code: | VPUPK_272 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Psychology | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Zane Gulbe | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Knowledge of health psychology, clinical psychology, developmental psychology, psychometrics, psychological counselling acquired during Bachelor’s degree studies. Knowledge of health psychology theories and behaviour change acquired during Master’s degree studies. | ||||||||
| Objective: | To improve and promote the acquisition of knowledge about the application of digital technology, information technology and digital telecommunications technologies in psychology, their possibilities, limitations and specifics. To develop the ability to apply digital technologies, information technologies and digital telecommunications technologies in providing psychological assistance and counseling. Critically evaluate the existing remote psychological interventions, summarize the methods for solving the selected problem in the specific target group, as well as choose the most suitable methods of providing psychological assistance. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introductory lecture. Use of digital technologies in psychology. Online counselling and web-based research. Opportunities and limitations of web-based interventions. | Lectures | 2.00 | auditorium | |||||
| 2 | Remote psychological help and counseling | Lectures | 2.00 | auditorium | |||||
| 3 | Remote psychological help and group counseling | Lectures | 2.00 | auditorium | |||||
| 4 | Ethical, legal and data security aspects of remote psychological assistance and counseling | Classes | 2.00 | auditorium | |||||
| 5 | Digital competence in the 21st century | Classes | 2.00 | auditorium | |||||
| 6 | Development of psychological intervention/psychological assistance | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Make your practical contribution - both in a group and individually in the psychology of digital technologies in the content bank. Create a plan of psychological assistance according to the case of the client's difficulties, integrating into it several possibilities of application of digital technologies in psychological assistance. A mandatory requirement is the provision of feedback at the end of the study course in the e-environment - for the relevant study course. | ||||||||
| Assessment Criteria: | The grade in this study course will be cumulative. It will consist of: - Attendance, small assignments, group assignments and activity in lectures/lessons (max. number of points 1). - Evaluation of group work (in groups of 3) on the application of digital technologies in psychology (max. number of points 2) - present/demonstrate 6-8 min for the group In the lesson, provide a summary of methods, interventions, tools with a detailed explanation of their application - Evaluation of the individual work on the application of digital technologies in psychology (max. number of points 2). Submit 1 intervention, method, application of a digital solution in psychology/psychological support, counseling, etc. description (title, author/s, year, country of development, target group, application, results, conclusions, reference to the source and/or specific article) - to be submitted in writing in the e-environment by a certain date. (volume 1-3 pages) - Evaluation of the final thesis (max. number of points 5) Final thesis framework - (in groups of 3) • Characteristics of the difficulties/problems of the selected client, demographic data (detailed, but focused only on what is relevant and essential for the provision of psychological assistance). • Psychological assistance plan (detailed for each consultation and with justification, as well as the goal of the specific consultation), integrated digital technologies in the provision of assistance (at least 3 digital solutions) - for potential and more successful achievement of the goal). • Justification of the chosen application of digital technologies for providing psychological support (why exactly for this case, client, difficulties, purpose). Duration of psychological support (its justification), description and justification of the applied method/methods, justification of the combination, at least one application of digital technologies is minimally included - justification. • Expected effectiveness (based on theoretical principles, research). • Limitations (articulated clearly and in detail). • Submitted final paper: Power Point presentation (15 min) presented on one of the dates of the final exam and submitted in e-environment (presented by one of the group members) Final exam: Papers must be submitted on the e-study platform, in the section - Practical work. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students are familiar with the application of digital technology, information technology and digital telecommunications technology in psychology, their possibilities, limitations and specifics. Students define the nature of intervention and the main possible types of digital intervention in psychology, are familiar with the possibilities and limitations of digital intervention and remote counseling. | ||||||||
| Skills: | Students know how to use digital technologies, information technologies and digital telecommunications technologies in providing psychological assistance and counseling. Students are able to create a psychological assistance plan, integrating digital technologies, digital interventions; uses critical thinking abilities, analyzing the existing possibilities of digital technology application and interventions in the field of psychology, defines efficiency criteria and prerequisites; chooses the most appropriate methods of providing psychological assistance. | ||||||||
| Competencies: | Students critically evaluate existing remote psychological interventions, collect methods for solving the selected problem in the specific target group, and also choose the most suitable methods of providing psychological assistance. Students evaluate digital opportunities in psychology and interventions based on the learned criteria; develops a methodology for solving the selected problem in the specific target group/client, based on the differentiated needs of the target group; critically evaluates the application possibilities of digital technologies and interventions in psychology, argues about its strengths and potential risks, offers solutions for mitigating the identified risks; uses technology in providing psychological assistance. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Zane Gulbe, Ivans Jānis Mihailovs, Inese Paiča, Kirils Dubiņins, Tatjana Bergmane. (2021). Attālināta psiholoģiskā palīdzība un konsultēšana. Rīgas Stradiņa universitāte | ||||||||
| 2 | Bartholomew Eldredge, L. (2016). Planning Health Promotion Programs : An Intervention Mapping Approach / L. Kay Bartholomew Eldredge, Christine M. Markham, Robert A.C. Ruiter, Maria E. Fernández, Gerjo Kok, Guy S. Parcel. (Fourth ed., Jossey-Bass Public Health). | ||||||||
| 3 | Cooper, S., Campbell, L., & Smucker Barnwell, S. (2019). Telepsychology: A Primer for Counseling Psychologists ψ. The Counseling Psychologist, 47(8), 1074-1114. | ||||||||
| 4 | Lustria, M. L. A., Noar, S. M., Cortese, J., Van Stee, S. K., Glueckauf, R. L., & Lee, J. (2013). A meta-analysis of web-delivered tailored health behavior change interventions. Journal of health communication, 18(9), 1039-1069. | ||||||||
| 5 | Murray, E. (2012). Web-Based Interventions for Behavior Change and Self-Management: Potential, Pitfalls, and Progress. Journal of Medical Internet Research, 14(4), 30. | ||||||||
| 6 | Guidelines for the Practice of Telepsychology. (2013). American Psychologist, 68(9), 791-800. | ||||||||
| Additional Reading | |||||||||
| 1 | Abraham,C., Norman, P., & Conner, M. (2013). Understanding and Changing Health Behaviour: From Health Beliefs to Self-Regulation. Amazon Digital Services, Inc. | ||||||||
| 2 | Brannon, L., Feist, J., & Updegraff, J. (2013). Health Psychology: An Introduction to Behavior and Health. Cengege Learning. | ||||||||
| 3 | Gamble, N., Boyle, C., & Morris, Z. (2015). Ethical Practice in Telepsychology. Australian Psychologist, 50(4), 292-298. | ||||||||
| 4 | Murphy, J., & Pomerantz, A. (2016). Informed Consent: An Adaptable Question Format for Telepsychology. Professional Psychology: Research and Practice, 47(5), 330-339. | ||||||||
| 5 | Simons-Morton, B., McLeroy, K.C. & Wendel, M.L. (2011). Behavior Theory in Health Promotion Practice and Research. New York: Jones and Bartlett Learning, UNDP. | ||||||||
| Other Information Sources | |||||||||
| 1 | Zinātniskie raksti no EBSCO, PUBMED, SCIENCE DIRECT datu bāzēm | ||||||||
| 2 | Journal of Health Psychology | ||||||||
