Learning Outcomes

1. Adequately analyse the data related to program evaluation.
2. Apply mediation and negotiation strategies in situations of conflict.
3. Classify the different techniques of program evaluation in order to assess its development, the results that have been obtained and their effectiveness.
4. Conduct interviews to collect relevant information, as well as administering questionnaires and self-report scales appropriate for each situation.
5. Create and maintain records that include all relevant aspects of persons, groups and situations, with proper identification and documentation.
6. Critically analyse the principles, values and procedures that govern the exercise of the profession.
7. Design performance models that take into account the family, social and community framework for promoting the quality of life of people.
8. Design strategies for collecting data and hypothesis testing to assess the extent of an intervention program and its ability to achieve the objectives for which it was designed.
9. Design strategies to evaluate a program, through the measurement of changes that these interventions have had on individuals, groups and organizations. Such strategies should facilitate subsequent decision making by professionals on the need to modify elements of the program.
10. Distinguish the variables that affect adherence to a psychological intervention.
11. Explain the explicit or implicit deontological code in your area of knowledge.
12. Explain to recipients the intervention options and the possible advantages and disadvantages of each.
13. Grasp and understand the entire message, properly interpreting its meaning based on verbal and nonverbal communication of an issuer.
14. Identify situations in which a change or improvement is needed.
15. Identify systems that allow the creation and e-management of individual and group histories, as well as trace logs and transmission of information to recipients of an intervention, especially in clinical and health settings.
16. Identify systems that ensure the longevity and accuracy of the information recorded in the records.
17. Identify the different levels for which indicators evaluating programs and interventions are required.
18. Interpret the specific content of a message from the point of view of the transmitter, demonstrating responsiveness, empathy and has been well played.
19. Make proper use of the instruments of assessment and diagnosis and assess their suitability for each particular situation and convenience, as well as their advantages and limitations.
20. Operationally define indicators that will be part of the evaluation.
21. Properly implement the strategies and instruments for evaluating programs in order to obtain information about each performance and the impact of interventions, especially in clinical settings and health.
22. Recognise and appreciate external assessment of personal actions.
23. Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
24. Reflect on the process that has been carried out with a program or intervention, identifying its scope and limitations.
25. Select appropriate methods and techniques tools for solving specific practical problems given the idiosyncrasies of each situation.
26. Select the most appropriate intervention strategies for the issues arising.
27. Show interest and consideration for the message, and understand the perspective of the issuer.
28. Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
29. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
30. Use active listening techniques, thus making the verbal and nonverbal language, to create a climate that facilitates communication between two or more participants.
31. Use strategies to promote the commitment of the recipient in the actions proposed intervention.