VPSY6210 Mental Health and Traumatic Stress Course description

Language of instruction: Norwegian

The purpose of this course is to develop the students’ skills and relational competence in mental health care. The course covers human reactions to traumatic stress, as well as key work methods and prevention strategies at an individual, group and society level. The student will acquire knowledge and skills in order to identify, evaluate and interact with people with psychological reactions as a consequence of trauma and crises.

Master's Degree Programme in Health Sciences - specialisation in Mental Healthcare

and Advanced Programme in Mental Health Care is carried out jointly.

Admission to the programme.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can discuss the significance of trauma, crises and people’s reactions to these in a social and cultural context;
• can assess how attitudes affect relational and care work
• has insight into how communication can be used as a tool in relational and care work
• can describe key explanatory models on the connection between traumatic stress, mental health complaints and associated work methods
• can critically assess the significance of relationships when working with people with complaints related to traumatic stress

Skills

The student

• can apply research-based knowledge when working with people with traumatic stress and mental health complaints at individual, group and societal levels
• can discuss and apply relevant theories when working with people with traumatic stress and mental health complaints at individual, group and societal levels
• can apply relational knowledge in cooperation with users/patients with trauma experiences
• can identify and assess the risk of suicide and violence

General competence

The student

• can discuss the connection between professional understanding, perspective on human life and attitudes when interacting with people with traumatic stress and mental health complaints
• can use relevant knowledge on traumatic stress when interacting with users/patients, next of kin, professionals and the general public

The course will use varied, student-active work methods. Work and teaching methods include study groups, lectures, seminars, self-study, and simulation and relational skills training. The simulation is based on recognised therapeutic methods in the field of mental health care.

The following must have been approved in order for the student to take the examination:

• Participation in compulsory activities, 80% participation in seminars, and simulation and relational skills training
• A written assignment carried out individually or in groups. Scope: 750 words (+/-10%)

This is the second of four courses in orthopaedic technology. The course builds in particular on the clinical work processes covered in ORI1000 and ORI1300. Knowledge from the courses in anatomy, pathology and biomechanics will also be used. The focus is on the adaptation of insoles, foot orthoses and adaptation of orthopaedic shoes. This includes functional analyses of the foot, gait analysis, scanning for digital modelling of foot orthoses, pressure measurement, biomechanical perspectives and psychosocial consequences for people with foot disorders.  

The student will be given an introduction to preventive measures against strain injuries of the feet and maintaining gait function. The course also covers partial foot prostheses.

The student must have passed the first year of the programme or equivalent.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can describe the relationship between foot anatomy, pathology, biomechanics and function of the foot
• can give an account of foot disorders that form the basis for the use of foot orthoses or orthopaedic shoes
• can give an account of the design and construction of foot orthoses and orthopaedic shoes
• can describe the components of shoes and explain production processes relevant to footwear and foot orthoses
• can describe biomechanical principles and theories applied in the design and adaptation of foot orthoses, orthopaedic shoes and partial foot prostheses
• can describe the significance of the shoe for the function of users with a partial foot prosthesis
• can describe preventive measures to correct deformities, reduce pain and prevent wounds

Skills

The student

• can carry out, under supervision, clinical processes that form part of the follow-up plan for users who need footwear and foot orthoses
• can conduct a gait analysis, identify biomechanical issues and use this information in orthoses treatment
• can use outcome measures related to the users of footwear and foot orthoses
• can use the ICF framework to explain how disabilities due to foot problems can affect people
• can use pressure measurement equipment and use the results in the selection and assessment of orthoses
• can use relevant research to analyse topics relating to footwear and foot orthoses
• can, under supervision, prepare work descriptions and carry out technical procedures used in the production of footwear and foot orthoses
• can analyse and reflect on clinical and technical solutions, document clinical work in patient records and communicate this orally

General competence

The student

• can work independently and cooperate with users and other professions in the field of footwear and foot orthoses
• can discuss the need for professional guidelines
• can reflect on how communication should be adapted to different age groups and levels of functioning
• can reflect on the population's knowledge of own health and the consequences for guidance and information

The work and teaching methods used vary between seminars, a clinical and technical module, lectures, digital resources, student cooperation and self-study.

The following coursework requirements must be met before the student can take the exam:

• a minimum attendance of 80 % at seminars and skills training.
• two individual process descriptions (clinical/technical) of 1,500 words (+/- 5%) based on the learning outcomes listed under ‘Skills’.