Degree | Type | Year | Semester |
---|---|---|---|
4316222 Research in Clinical and Health Psychology | OT | 0 | 1 |
No previous requirements
The objective of this module is to provide students with an expert knowledge of current models of stress and coping research that allow them to analyze and evaluate applications in the health field, as well as design research protocols in this field.
Stress study models (psychological, psychosocial and transactional)
Methodology of stress assessment (objective, self-report and ecological longitudinal measurements).
Stress and risk of illness.
Stress and chronic diseases.
Stress and disability.
Stress and work.
Stress and cognitive performance.
Stress management strategies.
The teaching will be taught online, students will find the readings and exercises to be performed each week.
A group work will be carried out with a collaborative methodology that will consist of developing a research project in the field of stress, coping and health.
Synchronous online sessions are held with the whole group, or with subgroups, to track activities.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminar | 37.5 | 1.5 | 1, 2, 6, 5, 7 |
Type: Supervised | |||
Collaborative work | 7.5 | 0.3 | 1, 4, 5, 3 |
Type: Autonomous | |||
Readings and assigments | 105 | 4.2 | 4, 6, 3 |
The final grade will set up of:
• Ev 1. Student's portfolio. Weight: 40% Portfolio of the student that gathers the evidences of autonomous learning, summary of the readings and sessions of the seminar. Online submission of written evidence. Week 13.
• Ev 2. Collaborative work. Weight: 40% Collaborative work: It includes the elaboration process and the results in written online presentation. Week 16.
• Ev 3. Collaborative work: presentation. Weight: 20%. Online face-to-face presentation of collaborative work along with contributions and criticisms to the rest of the works.Week 17.
It is considered approved as of the grade of 5. Once the subject has been passed (grade ≥ 5), any action cannot be established to improve the final grade. Whoever has given evidence of learning with a weight equal to or greater than 4 points (40%) will be considered as evaluable. Those who have passed a minimum of 2/3 of the total grade and have not passed the course can opt for recovery, which will consist of complementary activities or a synthesis exam that will assign each student the module coordinator. The maximum score that can be obtained in the recovery test is a 5.
In any case, the Guidelines for the evaluation of the qualifications of the Psychology Faculty 2019-209 will be applied: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev 1. Student's porfolio | 40% | 0 | 0 | 1, 2, 5 |
Ev 2. Collaborative work | 40% | 0 | 0 | 2, 4, 6, 5, 3 |
Ev 3.Presentation of collaborative work. | 20% | 0 | 0 | 3, 7 |
Main book: Fernández-Castro, J. (2020). Leibérate del Estres. Barcelona: RBA.
Avia, M.D. i Vázquez, C. (1998). Optimismo inteligente. Madrid: Alianza editorial.
Taylor, S.H. (2007). Psicología de la Salud (7ª Edición). México: McGraw-Hill.
Álava, M. J. (2003). La inutilidad del sufrimiento. Madrid: La esfera de los libros.
Brannon, L. y Feist (2001). Psicología de la Salud. Madrid: Paraninfo.
Fernández-Abascal, E.G. (Ed.) (2009). Emociones Positivas. Madrid: Pirámide.
Fernández-Abascal, E.G. i Palmero, F. (Eds.) (1999). Emociones y Salud. Barcelona: Ariel.
Fernandez-Castro, J., Rovira, T., Doval, E., Edo, S. (2009). Optimism and perceived competence: The same or different constructs? Personality And Individual Differences, 46(7), 735-740.
Gil-Monte, P. y Peiró, J.M. (1997). Desgaste psíquico en el trabajo: El síndrome de quemarse. Madrid: Síntesis.
Gutiérrez, T., Raich, R.M., Sánchez, D. y Deus, J. (2003). Instrumentos de evaluación en Psicología de la Salud. Madrid: Alianza.
Jones, Fiona & Bright, Jim (2001). Stress. Mith, theory and Research. Harlow (UK): Pearson-Prentice Hall.
Kemeny, M.E. (2003). The Psychobiology of Stress. Current directions in psychological science, 12(4), 124-129.
Lazarus, R.S. (1999). Stress and emotion: A new synthesis. New York, US: Springer Publishing Company.
Marks, D.F. (2002). Freedom, Responsibility and Power: Contrasting Approaches to Health Psychology . Journal of Health Psychology, 7(1), 5-19.
Morrison, V. y Bennett (2008). Psicología de la Salud. Madrid: Pearson.
Murray, M. and Campbell C. (2003). Living in a material World: Reflecting on some assumptions of Health. Psychology. Journal of Health Psychology, 8(2), 231-236.
Ogden, J. (2005) Health Psychology. London: McGraw- Hill Education
Robles, H. y Peralta, M.I. (2007). Programa para el control del estrés. Madrid: Pirámide.
Sapolsky, R. M. (2008). ¿Por qué las cebras no tienen úlcera? La guía del estrés. Madrid: Alianza.
Smith, Jonathan (1993). Understandig stress and coping. New York: MacMillan Publising company.
Taylor, S.E. (1991). Health Psychology. New York: McGraw-Hill.
Taylor, S.E. and Stanton, A. (2007). Coping Resources, Coping Processes, and Mental Health. Annu. Rev. Clin. Psychol. 3:377-401
Valdés, M. (2016). El estrés. Desde la biología hasta la clínica. Barcelona: Siglantana.
Vázquez, C., Hervás, G. (2009). La Ciencia del bienestar : fundamentos de una psicología positiva. Madrid: Alianza
WEB:
http://cancer.ucsf.edu/people/folkman_susan.php (Comprehensive cancer
center. university of California)
http://www.star-society.org/index.html (Stress and Anxiety Research Society)
http://www.deakin.edu.au/research/acqol/index.htm (Australian center on quality
of life)