Degree | Type | Year | Semester |
---|---|---|---|
2502443 Psychology | OB | 3 | 2 |
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.
Classes in large Groups 1/1
1. Introduction to the Health Psychology
2. Areas of action and professional development
3. Stress and Health
4. The patient in the treatment setting
5. Overweight and obesity
6. Pain
7. Psiychoneuroimmunology
Workshops Groups ¼
The Teaching methodology is mainly based on master classes with support of ICTs and seminars.
In the seminars, the activities will be:
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 | |||
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 |
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:
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.
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 |
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:
https://societyforhealthpsychology.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
Office Básico.
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