Psychology and New Technology

Objectives

Over the last few years, the rapid emergence of new Information and Communication Technologies (ICTs) has drastically changed the way people relate, communicate and live. The area of psychology is no exception and, for several years, ICTs have become powerful tools at the service of mental health professionals. Precisely, the main mission of this subject is to bring the student closer to the uses and possibilities offered by the most current technologies in the field of psychology.

In particular, the specific objectives of the subject are:

• Promote the approach and interest in the new Information and Communication Technologies (ICT), and their possibilities in the research and development of applications in Clinical Psychology.
• Describe and analyze current technological applications aimed at the study, diagnosis and psychological treatment.
• Learn to use easily accessible technological tools in order to facilitate learning guided by competences to develop ICT projects in Psychology.
• Link the analysis and knowledge of current social and health problems to the development of technological solutions.
• Use scientific texts as a theoretical resource and self-training tool.
• Acquire and practice a work and study methodology specific to meaningful, progressively self-regulated and autonomous learning.
• Acquire the necessary skills to carry out collaborative team work.

It is important to note that for the correct monitoring of the subject no previous technical and/or technological knowledge is required on the part of the student.

Learning outcomes

• Learn about the use and possibilities of cyberpsychology. It has the capacity to use new technologies to carry out advice, diagnoses, interventions, consultations, supervisions, research studies and psychological treatment programs.
• Ability to design, develop, implement and evaluate cyberpsychology applications.
• It is developed in contexts of virtual interaction through the use of ICT.
• Assumes different responsibilities in individual or collaborative work and evaluates the results obtained.

Skills

general

• Act with ethical commitment.
• Be able to adapt to new situations.
• Be able to think creatively and develop new ideas and concepts.
• Be competent in the use of information and communication technology in psychology.
• Display capacity for initiative and entrepreneurship.
• Have good leadership skills.
• Recognize and respect human diversity.

Specific

• Be able to analyze and interpret the results of evaluation.
• Be able to check and validate tools, processes and services.
• Be able to choose appropriate psychological strategies and techniques to achieve objectives.
• Be able to describe and measure factors (personality, cognitive competence, skills, attitudes, etc.) and cognitive, emotional, psycho-biological and behavioral processes.
• Be able to establish psychological goals in different situations, proposing and negotiating goals with subjects.
• Be able to identify differences, difficulties and needs.
• Be able to obtain relevant data for evaluating interventions.
• Be able to plan and conduct an interview.
• Be able to plan and evaluate programs and interventions.
• Be able to provide appropriate and accurate feedback to subjects.
• Be able to select and manage instruments, processes and services, and identify individuals and groups concerned.
• Be able to use direct intervention strategies and methods with subjects: psychological counseling, therapy, negotiation, mediation, etc.
• Carry out analysis of needs and demands of subjects in different contexts.
• Know how to define objectives and develop an intervention plan based on objectives (prevention, treatment, counseling, integration, support, etc.).
• Know how to devise and adapt instruments, processes and services, in line with needs and theory.
• Know how to produce oral and written reports.
• Know how to select and build indicators and evaluation techniques for programs and interventions.
• Know how to use indirect intervention strategies and methods with subjects: advice, training of trainers, etc.
• Make diagnoses in line with professional criteria and the context of intervention.
• Understand and comply with professional ethics in psychology.

Core

• Display professional skills in complex multidisciplinary contexts, working in networked teams, whether face-to-face or online, through use of information and communication technology.

Content

Block 1: The irruption of ICT in mental health: the emergence of cyberpsychology

1.1 Introduction to cyber psychology

1.2 Classification of technologies in the field of mental health: Tele-psychology, mHealth, Virtual and Augmented Reality

1.3 Benefits and limitations of current technological systems

1.4 The role of the e-therapist

Block 2: Tele-Psychology

2.1 Psychology online. Features, advantages and limitations

2.2 Basic initial measures for the practice of Online Therapy

2.3 Use of secure technological systems and data encryption

2.4 Use of Web 2.0 tools and immersive social networks

Block 3: mHealth - Use of mobile devices in psychological intervention

3.1 Current uses of mHealth in psychological assessment and treatment

3.2 Wearables and gadgets in mental health

3.3 Future trends I: Ecological Momentary Interventions (EMI)

3.4 Future trends II: Chatbots and other artificial intelligence systems

Block 4: Virtual and Augmented Reality

4.1 What are VR and AR? Why use them in psychology?

4.2 Devices and components of a VR and AR team

4.3 Current applications of VR and AR in the field of psychology
• Assessment and diagnosis
• Psychological intervention
• Research
• Skills and competence training

4.4 Creation of digital content for psychological assessment and treatment

Evaluation

For the final evaluation of the course, both the participation and attendance at face-to-face classes and the correct development of the assigned tasks will be taken into account. To pass the subject the student must attend at least 80% of the classes

Evaluation of results:

At the end of the course there will be an individual test consisting of a theoretical-practical exam. This activity corresponds to 35% of the final mark of the subject and, only in the case of not passing it satisfactorily, the student will be able to take the make-up exam. In case of passing the final test, the student will not be able to take the make-up exam to improve the grade obtained.

Process evaluation:

It is required that the student carry out each of the proposed activities within the deadline set by the teacher. Throughout the semester, three group activities will be carried out and will represent 65% of the subject's final grade. These are theoretical and practical activities in which the student will have to reflect and put into practice the knowledge acquired during face-to-face classes. These activities will not be recoverable.

In the event of a new health emergency that involves confinement, the activities and evaluation weightings will not be altered. If they cannot be done in person, they will be transferred to virtuality.

Methodology

The development of the subject will include:

Class sessions: During the face-to-face sessions, the different theoretical and practical contents of the subject will be developed and the students will be guided in acquiring the necessary skills to handle the different technological tools and their integration in clinical contexts.

Tutoring sessions: These are individual and/or group sessions aimed at monitoring each student's learning.
Work plan: At the beginning of each thematic block, students will be given the work plan to be carried out (basic readings and assessment activities)

In the case of a health emergency situation that involves new confinement, teaching will be transferred to virtuality in its entirety and the methodology will be adapted to this new context.

Bibliography

Bibliography

• APA (2013). Guidelines for the Practice of Telepsychology. Retrieved from https://www.apa.org/pubs/journals/features/amp-a0035001.pdf
• Colombo, D., Fernández-Álvarez, J., García-Palacios, A., Cipresso, P., Botella, C. & Riva, G. (2019). New Technologies for the Understanding, Assessment, and Intervention of Emotion Regulation. Frontiers in Psychology, 10: 1261. Retrieved from https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01261/full
• Colombo, D., Fernández-Álvarez, J., Patané, A., Semonella, M., Kwiatkowska, M., Garcia-Palacios, A., Cipresso, P., Riva, G. & Botella, C (2019). Current State and Future Directions of Technology-Based Ecological Momentary Assessment and Intervention for Major Depressive Disorder: A Systematic Review. Journal of Clinical Medicine, 8, 465. Retrieved from https://www.mdpi.com/2077-0383/8/4/465
• de la Torre Martí, M. & Pardo Cebrián, R. (2018). Guía para la Intervención Telepsicológica. Retrieved from https://www.copmadrid.org/web/img_db/publicaciones/guia-para-la-intervencion-telepsicologica-5c1b5a8602018.pdf
• Wiederhold, B.K. & Bouchard, S. (2014). Advances in Virtual Reality and Anxiety Disorders. Retrieved from https://www.springer.com/gp/book/9781489980229

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.