Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OT | 4 | 2 |
There are no pre-requisites.
Intervention in Health Psychology is an optional subject that forms part of Block A of the Optional Specialisation in "Psychological Intervention on Quality of Life". It is taught in the second semester of the fourth year.
In the context of this specialisation, this subject has a general training-based character, with a conceptual framework focused on salutogenesis and techniques and methodologies to intervene fundamentally in the promotion of health. It includes three thematic blocks:
1) Fundamentals of health determinants, positive psychology and healthy behaviours.
2) Development of methodological techniques and procedures for interventions in the field of health promotion and prevention, as well as designing and evaluating community health programmes
3) Analysis of two applied field of great interest, such as addictive behaviours and promotion and prevention of mental health.
On completing the subject, students will be able to:
- Recognise health determinants.
- Understand the relationships between behaviour, health and illness.
- Know the theoretical and methodological foundations in distinct applied fields.
- Acquire basic skills to develop health programmes.
- Acquire basic skills to analyse and modify behaviours.
- Identify the competences of distinct health professionals.
- Work as a team.
CONCEPTUAL FOUNDATIONS
Theme 1. Prevention and health promotion: The social determinants of health.
Theme 2. Introduction to Positive Psychology: Quality of life and psychological well-being.
PROGRAMME DESIGN, PLANNING AND EVALUATION
Theme 3. Design and planning of health programs.
Theme 4. Evaluation of health programs.
LIFE SKILLS AND ADAPTATION TO CHANGE
Theme 5. Emotional intelligence.
Theme 6. Self-esteem.
Theme 7. Motivational Interviewing.
Theme 8. Mindfulness.
APPLICATIONS
Theme 9. Promotion and prevention of mental health.
Theme 10/11. Addictive behaviours: drugs and addiction to new technologies.
Methodology
The working methodology will combine traditional teaching techniques with methodologies of a more active character.
Directed:
(a) Lectures; (b) analysis and debate based on the reading, synthesis and critical evaluation of articles; and (c) guidance and tutoring of group work.
Supervised:
Scheduled tutorials with the teacher for reviewing directed activities.
Independent:
Bibliographical and documentary consultation.
Comprehensive reading of specific sources.
Preparation of oral presentation of articles.
Carrying out group work, posters and oral presentations.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
(a) Lectures; (b) analysis and debate based on the reading, synthesis and critical evaluation of articles | 24 | 0.96 | 4, 7, 6, 8, 9, 13, 11, 10, 12, 15, 16 |
Guidance and tutoring of group work. | 12 | 0.48 | 3, 1, 14, 4, 8, 9, 10, 12, 17, 16, 19, 18, 2 |
Type: Supervised | |||
Scheduled tutorials with the teacher for reviewing directed activities. | 12 | 0.48 | 14, 19 |
Type: Autonomous | |||
Bibliographical and documentary consultation. | 20 | 0.8 | 7, 6, 13, 11, 2 |
Carrying out group work, posters and oral presentations. | 32 | 1.28 | 3, 14, 8, 11, 10, 12, 17, 18, 2 |
Comprehensive reading of specific sources. Preparation of oral presentation of articles. | 46 | 1.84 | 3, 14, 4, 5, 7, 6, 8, 9, 13, 11, 10, 12, 15, 16, 2 |
In addition to these indications, consult the assessment guidelines for all Faculty degrees.
Evidence |
Description |
Percentage |
Format |
Method of presentation |
EV1 +EV4 |
Multiple Response Tests
|
30% each |
Individual |
1st and 2nd assessment period |
EV2 |
Oral presentation -articles |
10% |
Group (2) |
Attendance-based |
EV3.1 |
Group work - oral presentation |
10% |
Group (3-4) |
Attendance-based |
EV3.2 |
Group work - written report |
20% |
Group (3-4) |
Attendance-based |
EV1 and EV4: multiple-choice test with four alternative answers and one correct answer. Each part includes approximately 40 questions. The penalty applied to correcting this evidence is“one per three”, i.e., for every 3 incorrect questions, 1 correct question is eliminated.
EV2: Oral presentation of an article linked to each theory topic, in pairs. Endorsement, generation of debate and presentation are valued as evidence.
EV3 (EV3.1 and EV3.2): Group work on the design, planning and evaluation of a programme. This work includes an oral presentation in poster form (EV3.1) and a written report (EV3.2).
The final grade is the weighted sum of all grades for the evidences submitted: [(EV1+EV4) *0.60]+ (EV2*0.10)+ (EV3.1*0.10)+ (EV3.2*0.20)
Definition of subject passed in continuous evaluation (CA): this implies the presentation of at least 3 evidences, presentations of Ev1 and EV4 being obligatory, and a final overall grade equal or superior to 5 (out of 10). In case of not meeting these requirements, the maximum grade to consign in the academic transcript will be 4.5 points. There are no means available to improve the grade awarded for CA.
Description of final re-assessment:
Definition of non-evaluable student: student who has submitted evidence with a weighing of less than 40%.
No unique final synthesis test for students who enroll for the second time or more is anticipated.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Ev 1 | 30% | 2 | 0.08 | 4, 5, 7, 6, 9, 11, 10, 17, 15, 16, 2 |
Ev 2 | 10% | 0 | 0 | 3, 14, 19, 18 |
Ev 3.1 | 10% | 0 | 0 | 7, 8, 12, 19, 18 |
Ev 3.2 | 20% | 0 | 0 | 1, 14, 4, 8, 11, 12, 17, 16, 19, 2 |
Ev 4 | 30% | 2 | 0.08 | 4, 5, 7, 6, 9, 13, 10, 17, 15, 16, 2 |
Arcaya, L.A. y Subramanian, V.S. (2015). Desigualdades en salud: definiciones, conceptos y teorías. Revista Panamericana de Salud Publica 38(4), 261-271.
Anguera, M.T.,Chacón, S. y Blanco, A (2008). Evaluación de programas sociales y sanitarios. Madrid: Síntesis.
Borrell C, Díez E, Morrison J, Camprubí L. (2012). Las desigualdades en salud a nivel urbano y las medidas efectivas para reducirlas. Barcelona: Proyectos Medea e IneqCities.
Bizquerra, R. (coord.) (2012).Cómo educar las emociones? La inteligencia emocional en la infancia y adolescencia. Cuadernos Faro, Observatorio de la salud de la infancia y adolescencia. Hospital de Sant Joan de Deu.
Echeburúa, E., labrador, F.J. y Becoña, E. (2009). Adicción a las nuevas tecnologías en adolescentes y jóvenes. Madrid: Pirámide.
Forshaw, M. & Sheffield D. (2013). Health Psychology in Action. Oxford: Wiley-Blackwell.
Marks, D.F., Murray, M., Evans, B. y Vida Estacio, E. (2018) Health Psychology. Theory, Research and Practice. London: Sage. (5ª edition).
Miller, W. R., & Rollnick, S. (2009). Ten things that motivational interviewing is not. Behavioural and cognitive psychotherapy, 37(2), 129–140. https://doi.org/10.1017/S1352465809005128
Morgado, I.(2010). Emociones e inteligencia social. Barcelona: Ariel.
Monográfico (2018). The Journal of Positive Psychology. Dedicated to furthering research and promoting good practice.
Simón, V. (2015). Mindfulness: una perspectiva psicobiológica An. R. Acad. Med. Comunitat Valenciana, 16. Disponible on-line. https://www.uv.es/ramcv/2015/6_01_052_Vicente_Simon_txt.pdf
Vazquez,C. y Hervás, G. (Coords.) (2009). La ciencia del bienestar. Fundamentos de psicología positiva. Madrid: Alianza Editorial
It's not necessary.