HEALTH PSYCHOLOGY (COURS GUIDE)

Transcription

1 1 HEALTH PSYCHOLOGY (COURS GUIDE) Psychology Degree Department of Personality, Assessment and Therapeutic Intervention FACULTY OF PSYCHOLOGY, TEACHING AND EDUCATION SCIENCES Catholic University of Valencia Academic Year

2 2 COURSE GUIDE TO HEALTH PSYCHOLOGY MODULE: Electivity Itinerary: Clinical and Health Psychology FIELD: HEALTH PSYCHOLOGY Subject: HEALTH PSYCHOLOGY ECTS 6 Type of learning: elective Teacher: Lourdes Alapont Pinar YEAR: 4 Semester: 1 Department: Personality, evaluation and therapeutic intervention ml.alapont@ucv.es SUBJECT ORGANIZATION Electivity ITINERARY: CLINICAL PSYCHOLOGY AND HEALTH 30 Duration and temporal location within the curriculum: The Health Psychology course is part of the final course grade, in the first quarter, based on the theoretical content of other subjects related to clinical and health psychology.this subject of the focus of health and disease from a biopsychosocial perspective, and therefore seeks to inform the center's contribution student health psychology in the prevention and treatment of disease and the promotion and maintenance of health. Subjects and Courses Subject ECTS Courses ECTS Course/ semester HEALTH PSYCHOLOGY 6 4º 6 1º

3 3 COURSE GUIDE TO THE SUBJECT: HEALTH PSYCHOLOGY Prerequisites: No prerequisites. GENERAL GOALS 1. Learn the concepts and theoretical models of psychology in the field of health and disease processes. 2. Know the main applications of health psychology in the various contexts in which it can play a role 3. Being able to design a proper psychological prevention plan to the specific demands made on it in each case. R4.- Knowing and learn necessary skills for an adequate therapeutic relationship. TRANSVERSAL COMPETENCES Competence measuring scale Interpersonal Ability to work in interdisciplinary teams (CT10) SPECIFIC SKILLS Conceptual Know the different application fields of psychology and have the skills to influence and promote the health and quality of life of individuals, groups, communities and organizations in different contexts: educational, clinical, work and organizations and community (CE37) 4. Master the strategies and techniques to engage in intervention on the recipients (CE17) Skills Be able to analyze needs and demands of the recipients of the function in different contexts (CE1) 6- Know how to select and manage the tools, products and services and be able to identify individuals and interested groups (CE12)

4 4 7. Be able to define objectives and develop intervention plan based on the purpose of it (prevention, treatment, rehabilitation, integration, support...) (CE15) Professional Be able to establish the goals of psychological performance in different contexts, proposing and negotiating goals with the beneficiaries and those affected (CE2) LEARNING OUTCOMES O1. - Know the concepts, theories and models of psychology in the field of health and disease processes. O2. - Be able to design appropriate psychological prevention plans to the specific demands arising in each case, based on theoretical models learned. O3. - Be able to design appropriate psychological intervention plans in the context of chronic disease. SKILLS 1 3, 4 2, 5, 6, 7, 8 2, 5, 6, 7, 8

5 5 Psychology Degree: On Campus Study Mode WORK TRAINING CLASSROOM ACTIVITIES ACTIVITY Teaching and Learning Methodology Relationship to Learning Outcomes of the subject ECTS CLASSROOM Showroom by the teacher, skills assessment, explanation and demonstration of skills, abilities and knowledge in the classroom. O1, O2, O3 1 PRACTICAL Group work sessions in groups supervised by the teacher. Case studies, diagnostic tests, problems, field study, computer room, views, data mining, libraries, network, Internet, etc.. Meaningful construction of knowledge through interaction and student activity. O2, O3 1 LABORATORY Activities in spaces with specialized equipment: 0 TUTORING EVALUATION Personal attention and in small groups. Period of instruction and/or tutor guidance in order to review and discuss the material and topics presented in classes, seminars, lectures, performance of works, etc. Set of oral and/or written tests used in the initial evaluation, formative or additive, of the student. O1, O2, O3 0.3 O1, O2, O3 0.1 (40%): 60 hours Total 2,4

6 6 INDEPENDENT WORK ACTIVITIES ACTIVITY Teaching and Learning Methodology Relationship to Learning Outcomes of the subject ECTS GROUP WORK Preparation of Reading in groups, problem solving, etc.. to expose or deliver in theoretical classes, practical classes and/or small group tutoring. Work done on the platform of the University ( O1, O2, O3 1,6 INDEPENDENT WORK Student Survey: Individual preparation of lectures, essays, problem solving, seminars, workshops, reports, etc.. to expose or deliver in theoretical classes, practical classes and/or small group tutoring. O1, O2, O3 2 (60% ): 90 hours Total 3,6

7 7 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool ASSESSED LEARNING OUTCOMES Given percentage Trackings of assistance taken by the teacher. Attendance will be taken into account in the final calculation of the note if the student attends at least 70% of the sessions (10%). Class activities, group practices out of classroom. (10%) Prevention or health promotion group work, delivered at the end of the semester (20%). No practices will be collected after the deadline and through the medium indicated by the teacher (platform, printed on in hand).failure to deliver on time and format established (eg via platform on a specific date) will involve the assessment of that practice as non-presented. Practices won`t be accepted via . Non-delivery, or failure of any of the practices on first call the student will get a weighted overall score less than five. The student may submit undelivered practices or suspended in the following call (February), may qualify for the entire note in each one of them. O1, O2 Total 40%: 10% aassistance 10% classroom practices Prevention work in group (20%) Evaluation through test / s or developing short answer and O1, O2, O3 60% objective / s multiple choice tests. The final grade (after obtaining the approval in each of the parties) will be obtained by summing all the ratings. If the student fails to obtain a pass in all parts-evaluated, the note that will appear on the "record" will be a weighted rating below five. * Non-attendance mode: students who can not attend class and have provided justification for not attending to Deanship of the Faculty shall be evaluated as follows: the practical part of the course count towards 40% of the final grade, and the theoretical part by 60%.The practices must be in uploaded via platform on the dates set by the teacher.outside these dates will not be accepted practice. Criteria for the award of Distinction: better results equal or above 9.5 in the final qualification, and demonstrate standards of excellence in practical as well as attendance and active participation in attended classes.

8 8 DESCRIPTION OF CONTENTS SKILLS 1. HEALTH PSYCHOLOGY: INTRODUCTION AND CONCEPTS Historical Perspective Health Psychology 1.2. Conceptual definition of Health Psychology. 1.3 Concept of health and disease from the biopsychosocial perspective. 2. PSYCHOLOGICAL FACTORS INVOLVED IN THE PREVENTION AND RISK BEHAVIOR IN HEALTH PROMOTION Healthy behaviors and habits of risk Concept of risk and resilience Primary, secondary and tertiary prevention Vs Universal, selective, indicate prevention 1, 2 1, 2 3. PSYCHOLOGICAL INTERVENTION PREVENTION: HEALTH EDUCATION Designing prevention programs in Health Psychology 3.2. Prevention programs: consumption of snuff, drugs, eating behavior, hypertension, headaches, etc.. 1, 2, 3, 4, 5, 6, 7, 8 4. DESIGN AND PLANNING INTERVENTIONS chronic and terminal illnesses 4.1 Estréss 4.2. Chronic illness: cognitive, behaviors and coping, primary caregiver (chronic pain, cancer, cardiovascular T., etc..) Terminal illness and palliative care 1, 2, 3, 4, 5, 6, 7, 8 5. PSYCHOLOGICAL INTERVENTION TO ENHANCE THE QUALITY OF HEALTH CARE 5.1. Adherence to the requirements of health 5.2. Therapeutic efficacy. Improved health-patient relationship

9 9 REFERENCES Basic references: American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (DSM-V) (5th Edition),Washington, DC: Autor. Amigo, I., Fernández, C. y Pérez-Álvarez, M. (2010). Manual de Psicología de la salud (3ª Ed). Madrid. Pirámide. Gil, J. (2004). Psicología de la Salud. Aproximación histórica, conceptual y aplicaciones. Madrid. Pirámide. Ortigosa, J.M., Quiles, M.J. y Méndez, F.. (2003). Manual de Psicología de la Salud con niños, adolescentes y familia. Madrid, Pirámide. Complementary references Asociación Americana de Psiquiatría, D.S.M IV (1995). Manual Diagnóstico y estadístico de los Trastornos Mentales, Barcelona, Masson. Buceta, J.M. y Bueno, A.M. (1996). Tratamiento psicológico de hábitos y enfermedades. Madrid. Pirámide. Buela-Casal, G. y Carrasco, T.J. (1997). Psicología preventiva. Avances recientes en técnicas y programas de prevención. Madrid. Pirámide. León, J.M. (Coord.) (2004). Psicología de la Salud y calidad de vida. Madrid. UOC. Roa, A. (1995). Evaluación en psicología clínica y de la salud. Madrid. CEPE. + Different materials that will be upload on the virtual platform: i.e. scientific articles, links to web pages, vidos, atc. Related with the contents of the course. TEMPORAL ORGANIZATION OF LEARNING: CONTENT/TEACHING UNIT Nº OF MEETINGS 1 HEALTH PSYCHOLOGY: INTRODUCTION AND CONCEPTS PSYCHOLOGICAL FACTORS INVOLVED IN THE PREVENTION AND RISK BEHAVIOR IN HEALTH PROMOTION 2-3

10 PSYCHOLOGICAL INTERVENTION PREVENTION: HEALTH EDUCATION DESIGN AND PLANNING INTERVENTIONS chronic and terminal illnesses PSYCHOLOGICAL INTERVENTION TO ENHANCE THE QUALITY OF HEALTH CARE HEALTH PSYCHOLOGY: INTRODUCTION AND CONCEPTS 2-3 DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS: There will be a group for students who are not of first registration and a teacher in charge of that group. The professor in charge of this group will conduct 6 follow-up sessions and tutoring for 2 hours each. In each session the subject will be developed so as to reinforce the work on the skills that each student needs to pass the course. Assesment of content and skills will be made during the examination set in the official calendar for this course. These sessions are available on the specific schedule. Blocks to develop content and tasks in each session will be: TEMPORAL ORGANIZATION OF LEARNING (Students of second or subsequent enrollment): BLOCK CONTENT / TEACHING UNIT Classes 1 HEALTH PSYCHOLOGY: INTRODUCTION AND CONCEPTS PSYCHOLOGICAL FACTORS INVOLVED IN THE PREVENTION AND RISK BEHAVIOR IN HEALTH PROMOTION PSYCHOLOGICAL INTERVENTION PREVENTION: HEALTH EDUCATION DESIGN AND PLANNING INTERVENTIONS chronic and terminal illnesses PSYCHOLOGICAL INTERVENTION TO ENHANCE THE QUALITY OF HEALTH CARE