ESTRATEGIAS DIDÁCTICAS EN LA FORMACIÓN DE TERAPEUTAS BREVES EN LA CLÍNICA UNIVERSITARIA DESDE LA PERSPECTIVA DE DOCENTES- TERAPEUTAS EXPERTOS.
ESTRATEGIAS DIDÁCTICAS EN LA FORMACIÓN DE TERAPEUTAS BREVES EN LA CLÍNICA UNIVERSITARIA DESDE LA PERSPECTIVA DE DOCENTES- TERAPEUTAS EXPERTOS.
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DOI: https://doi.org/10.22533/at.ed.558542505026
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Palavras-chave: enseñanza multimodal, terapia breve centrada en soluciones, clínica universitaria
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Keywords: multimodal teaching, solution-focused brief therapy, university clinic
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Abstract: This study focuses on the professional training of clinical psychologists as solution-focused brief therapists in the context of university clinics of the Facultad de Estudios Superiores Zaragoza of the Universidad Nacional Autónoma de México. Although the study plans of this agency include an educational model and curricular programs recognized and endorsed by official bodies, the absence of information on didactics, as well as the processes and resources for teaching psychotherapy used by teachers, is notable. In this way, based on the differentiation between didactics and curriculum, a study is presented from educational action research with the objective of identifying the basic skills that a group of 5 expert teachers consider necessary to develop in students and the classroom resources they use to do so. The teachers were previously selected using the Delphi technique and then participated in three cycles of interviews, one of them in the panel mode. The results indicate that teachers use different combinations of media and semiotic modes to teach learning content. The teachers reached agreement on the definition of three types of skills: theoretical-conceptual, skills for intervention and skills to relate to the user. The semiotic means and modes for each skill are described and the particularities of their practice in university clinics are discussed.
- Lidia Beltrán Ruiz
