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2021/2022

Introduction to Health Psychology

Code: 106400 ECTS Credits: 6
Degree Type Year Semester
2502443 Psychology OB 3 2
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
David Sánchez Carracedo
Email:
David.Sanchez@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
No
Some groups entirely in Spanish:
Yes

Other comments on languages

G1 80% Catalan; G2 i G3 80% Catalan; G5 100% English; G6 (tarda) 100% Spanish

Teachers

Ana Fernandez Sanchez
Gemma Peralta Perez
Albert Feliu Soler

Prerequisites

This subject (Curriculum 2021, 1485-Degree in Psychology) includes the alternative teaching of the equivalent subject in the previous curriculum (2010, 954-Degree in Psychology) 102592-Health Psychology: Fundamentals.

There are no prerequisites.

Objectives and Contextualisation

  • To know and understand the conceptual delimitations of Health Psychology
  • To understand and apply the concepts of health and disease from a biopsychosocial perspective.
  • To learn to identify the different types of health determinants.
  • To acquire a ground knowledge of the different fields and professional profiles in Health Psychology.
  • To know the relationships between stress and health.
  • Become familiar with the problem of therapeutic adherence
  • Become familiar with some relevant specific fields in Health Psychology. 

Competences

  • Analyse scientific texts written in English.
  • Analyse the demands and needs of people, groups and organisations in different contexts.
  • Dominate the strategies and techniques to include in the intervention with recipients.
  • Obtain and organise relevant information for the service requested.
  • Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
  • Recognise the deontological code and act ethically.
  • Recognise the determinants and risk factors for health and also the interaction between people and their physical and social environment.
  • Use different ICTs for different purposes.

Learning Outcomes

  1. Analyse scientific texts written in English.
  2. Apply diagnostic psychosocial health problems.
  3. Assess the practical and ethical limitations in the applied field.
  4. Define the lexicon of the subject.
  5. Describe the models and contributions of biomedical and bio psychosocial perspectives to an understanding of health.
  6. Differentiate the psychosocial implications of major health problems, their determinants, epidemiological trends and forecasting.
  7. Distinguish between the different fields of applied psychological evaluation and intervention in health problems.
  8. Identify the main psychological determinants affecting the development of health problems and ways of tackling them.
  9. Identify the need for intervention in health problems in different applied contexts.
  10. Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
  11. Recognise the deontological code and act ethically.
  12. Recognise the main determinants that affect adherence to monitoring therapeutic requirements for different health problems
  13. Use different ICTs for different purposes.
  14. Use the main documentary sources in the field of health.

Content

Classes in large Groups 1/1

1. Introduction to the Health Psychology

  • Determinants of Health and basic epidemiological indicators. 
  • Models of health and disease.
  • The discipline of Health Psychology. Fields and related disciplines.
  • Documentary sources in health psychology. 

 2. Areas of action and professional development

  • Understanding the genesis and maintenance of health problems
  • Prevention and health promotion
  • Facilitation and enhancement of diagnosis and treatment
  • Assessment and psychological treatment of helath problems
  • Improvement of Healtrhcare system
  • Positive Psychology

3. Stress and Health

  • Concept of stress. Cognitive, motor and physiological aspects.
  • Models.
  • Effects of stress on health and well-being.
  • Styles and coping strategies.
  • Social support and stress.

4. The patient in the treatment setting 

  • Illness behavior and searching of healthcare.
  • Therapeutic adherence
  • Health communication

 5. Overweight and obesity

6. Pain

7. Psiychoneuroimmunology

Workshops Groups ¼ 

  1. Actual causes or mortality.
  2. Health environmental determinants.
  3. Mindfulness. 
  4. Adherence in a childhood obesity case.
  5. Impact of COVID-19. 

Methodology

The Teaching methodology is mainly based on master classes with support of ICTs and seminars.

In the seminars, the activities will be:

  • To analyse related readings, based on a discussion script previously prepared and focused on students.
  • To present critical summaries of scientific articles related to the theme of the subject.
  • Looking in depth at subjects dealt with in the subject: analysis of material on health issues, analysis of determinants of health behaviours, elaboration and analysis of assessment instruments, etc.
  • Participatory activities in small dynamic work groups, with "role-playing" methodology and immediate feedback of the individual contributions to each practical activity.

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.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Dynamic seminars for analysis, applications, simulations / role-playing and discussions 16 0.64
Lectures with support of ICTs and activities with the whole class group 21 0.84
Type: Supervised      
Support in repports´ elaboration 15 0.6
Type: Autonomous      
Elaboration of reports 22 0.88
Readings 22 0.88
To study 50 2

Assessment

In addition to the following criteria, the “2021-22 Assessment Guidelines of the Psychology Faculty” must be taken into account, available at https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Learning Assessments and Grade of Continuous Assessment

Two partial exams will be undertaken, each worth 30% of the final grade. The grades obtained in the four activity reports related to the seminars are added, each of them will count 10% of the final grade.

To pass the subject, the average of marks of the two partial exams sum (assessments 1 and 6) must be equal or superior to 5 (in a scale from 0 to 10). 

In total, the students are offered 6 learning assessments, which comprise a total of 10 points:

  1. Assessment 1: Written test of first part of the subjecte: 3 points
  2. Assessment 2: Written report (individual or group) of activities related to seminar 1: 1 point
  3. Assessment 3: Written report (individual or group) of activities related to seminar 2: 1 point
  4. Assessment 3: Written report (individual or group) of activities related to seminar 3: 1 point
  5. Assessment 3: Written report (individual or group) of activities related to seminar 4: 1 point
  6. Assessment 6: Written test of second part of the subjecte: 3 points

The reports of assessments 2, 3, 4 and 5 are submitted using the Moodle platform or at the classroom if there is enought time. Submimssions deadlines will be informed. 

Assessments 1 and 6 are face-to-face written tests (multiple choice test). EV1: During the first continuous assessment period. EV6: During the second continuous assessment period.

The final grade is the sum of the assessments. No additional tests are undertaken to improve the grades obtained in the four assessment reports related to seminars.

The subject is deemed passed if 5 or more points are obtained in the sum of the 6 assessments, as long as 3 points or more have been obtained in the sum of assessments 1 and 6. Not meeting these criteria means that a maximum grade of 4.5 marks (range 0-10) can be recorded on the student’s academic transcript.

A student who has submitted assessments with a weight equal to or greater than 4points (40%) will obtain a grade. A student with less assessments will be "not evaluable".

Resit

All the following criteria must be met in order to take resit:

a) Having obtained between 3.5 and less than 5 points in the continuous assessment.

b) The weight of the assessment which the person has submitted during the course must be 66.7% or more.

Characteristics of resit test:

It will consist of retaking the Ev1 and / or Ev6 assessments, with the same characteristics and correction criteria as in the first time.

Assessments Ev2, Ev3, Ev4 and Ev5 cannot be re-assessed, because it is not possible to repeat the seminars (so, the same grades will be added to the final grade).

The re-assessment will be made in the period assigned for re-assessment, the day and time being determined by the Faculty.

No unique final synthesis test for students who enroll for the second time or more is anticipated.

Grade review process. After all grading activities have ended, students will be informed of the date and way in which the course grades will be published. Students will be also be informed of the procedure, place, date and time of grade review in line with University regulations.

N.B. Except for exceptional situations, and only if previously agreed with a student, one week before the assessments, and untilthe end of the ordinary review, "content" questions willnot be answered by email or Moodle. Students must attend teachers office hours.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev1. Exam 1. Multiple choice written test 30 2 0.08 1, 4, 5, 6, 7, 8, 12, 10, 14
Ev2. Report 1 (Paper Actual Causes of Mortality) 10 0 0 1, 4, 6, 7, 8, 13, 14
Ev3. Report 2 (Environmental health determinants) 10 0 0 2, 8, 9, 10, 13, 3
Ev4. Report 3 (Adherence in childhood obesity) 10 0 0 2, 8, 9, 11, 12, 10, 13, 3
Ev5. Report 4 (COVID-19 Impact) 10 0 0 2, 6, 8, 9, 11, 12, 10, 13, 3
Ev6. Exam 2. Multiple choice written test 30 2 0.08 1, 4, 5, 6, 7, 8, 12, 10, 14

Bibliography

Mandatory Readings

Taylor, S. (2021). Health Psychology (11th edition). Madrid: McGraw-Hill.

*We are waiting for the library to acquire it in eBook or paper format

Mokdad, A. H., Marks, J.S., Stroup, D.F., and Gerberding, J.I. (2004). Actual Causes of Death in the United States, 2000. Journal of the American Medical Association, 291, 1238-1245. (Available at Moodle)

Nota: A l’inici del curs es poden facilitaran altres lectures especifiques de lectura obligatòria.

Other complementary readings

Amigo Váquez, I, Fernández Rodríguez, C. y Pérez Álvarez, M. (2009). Manual de Psicología de la Salud (3 ed.) Madrid: Pirámide.

Forshaw, M. & Sheffield D. (2013). Health Psychology in Action. Oxford: Wiley-Blackwell. 

Campillo, J. E. (2012). El mono estresado. Crítica.

Lindström B., Eriksson M. (2011). Guía del autoestopista salutogénico: camino salutogénico hacia la promoción de la salud. Girona: Documenta Universitaria.  Llibre en línia: https://cataleg.uab.cat/iii/encore/record/C__Rb1890122__SPSICOLOGIA%20DE%20LA%20SALUD__Ff%3Afacetmediatype%3Az%3Az%3ALibro%20en%20l%C3%ADnea%3A%3A__Orightresult__U__X1?lang=spi&suite=def

Gil Roales-Nieto, J (2004). Psicología de la Salud. Aproximación histórica, conceptual y aplicaciones. Madrid: Pirámide. 

Marks, D.F., Murray, M., Evans, B. & Vida Estacio, E. (2015) Health Psychology. Theory, Research and Practice. 4th edition. London: Sage Publications, Inc.

Ogden, J. (2007).Essential readings in Health Psychology.Berkshire, UK: Open University Press

Ogden, J. (2007). Health psychology. A Textbook (4th edition). Berkshire, UK: Open University Press

Sapolsky, R. M. (2008). ¿Por qué las cebras no tienen úlcera? La guía del estrés. Madrid: Alianza editorial.

Vazquez,C. y Hervás, G. (Coords.) (2009). La ciencia del bienestar. Fundamentos de psicología positiva. Madrid: Alianza Editorial

Health Psychology scientific and clinical societies:

http://www.sepcys.es/

https://societyforhealthpsychology.org/

https://ehps.net/

https://www.sbm.org/

https://societyforhealthpsychology.org/

Some scientific Health Psychology journals:

https://www.apa.org/pubs/journals/hea/index

https://journals.sagepub.com/home/hpq

https://www.tandfonline.com/toc/gpsh20/current

https://www.journals.elsevier.com/brain-behavior-and-immunity

https://www.journals.elsevier.com/psychoneuroendocrinology

https://journals.lww.com/psychosomaticmedicine/pages/default.aspx

https://www.tandfonline.com/toc/rhpr20/current

https://link.springer.com/journal/12160/volumes-and-issues

Software

Office Básico.

Se está valorando Socrative (https://www.socrative.com/)