The main goal of the CU Advanced Seminars in Psychology II is to promote students contact with professionals operating in several specialized applied fields of Psychology (Clinical and Health Psychology, Education and Human Development), namely in the area of psychological assessment and intervention.

Goals:

1. To integrate knowledge related to psychological assessment;
2. To critically reflect on the variety of contexts where subjects take part, as well as on the best way to coordinate informants report about the problem;
3. To recognize routine outcome assessment as a source to better understand the evolution of the psychotherapeutic intervention;
4. To acquire knowledge in the area of psychological intervention;
5. To critically reflect on the adjustment of strategies to the subject and to the problem.

At the end of the CU, students must be able to:

• Select adjusted methods and instruments of psychological assessment attending to the problem, to the individual’s characteristics, and to the variety of contexts;
• Integrate the information provided by all informants, from several contexts, in order to obtain a better  understanding of the problem and its impact in client’s adjustment;
• Draw a routine outcome assessment protocol that allows the monitoring of the therapeutic gains, and the identification of possible moments of step backwards, leading to the adjustment of therapeutic aims and psychological intervention strategies;
• Integrate knowledge on a variety of psychological intervention strategies and methods;
• Select psychological intervention strategies and methods that fit to the problem and to client’s resources.

In parallel, students should develop a set of soft skills that will contribute to their professional training in the area of psychology:

• Critical thinking applied to psychological assessment and intervention;
• Team work competencies (e.g., ethics, negotiation, leadership, time management, organization);
• Abilities of systematic search;
• Communication and use of relevant and scientific arguments;
• Fit verbal and non-verbal speech, as well as behaviour to situations and contexts of work.