Health Education
Code: 102595 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502443 Psychology | OT | 4 | 2 |
Contact
- Name:
- Jenny Moix Queralto
- Email:
- jenny.moix@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Teachers
- Jenny Moix Queralto
- Maria Alvarez Moleiro
Prerequisites
There is no prerequisite specifically established for this subject.
Objectives and Contextualisation
The training objectives of this subject are the following:
To conceptually define what Health Education is within the Health Psychology.
To understand the concepts of health and disease from a biopsychosocial perspective.
To analyse the psychological determinants that influence risk behaviors.
To know the applications of Health Education both at the individual and community level.
To learn how to develop a psychosocial diagnosis of health problems.
To know the main planning and intervention models in Health Education and how to apply them.
To learn how to analyse and design distinc health education programmes.
Competences
- Apply techniques to collect and produce information about the functioning of individuals, groups and organisations in context.
- Define objectives and develop the intervention plan based on the purpose of the (prevention, treatment, rehabilitation, integration, support).
- Dominate the strategies and techniques to include in the intervention with recipients.
- Plan the evaluation of programmes of intervention.
- Propose and negotiate priorities, goals and objectives of the intervention recipients.
- Select and apply the methods and techniques in the plan for intervention in accordance with the established objective in relevant contexts for the service requested.
Learning Outcomes
- Apply models and strategies for the health needs assessment.
- Design ad-hoc assessment tools and plan their validation.
- Design intervention programs in health problems.
- Design programmes of education, prevention and health promotion.
- Designing objectives for intervention tailored to different levels (prevention, promotion, intervention and rehabilitation).
- Identify constraints and contraindications of the different approaches to health problems from a psychosocial perspective.
- Relate the different techniques to enhance adhesion and motivation for change in different health problems.
Content
1) What is Health Education?
1.1.- Definition of Health and Health Education.
1.2.- Objectives of Health Education.
1.3.- Importance of Health Education.
1.4.- Areas of action.
2) Which variables influence health-risk behaviors?
2.1.- Variables moduleting risk behaviors or promoting health.
3) How can change be promote?
3.1.- The PRECEDE-PROCEED model.
3.2.- The Intervention map.
3.3.- Strategies for change in Health Education.
Methodology
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 | |||
| Master classes in group | 24 | 0.96 | |
| Seminars | 12 | 0.48 | 2, 4, 3, 6 |
| Type: Supervised | |||
| Support to the realization of works and solution of doubts | 24 | 0.96 | 5, 4, 3, 6 |
| Type: Autonomous | |||
| Realization and preparation of works | 49 | 1.96 | 5, 6 |
| Study and reading of texts | 39 | 1.56 |
Assessment
Competences for this subject will be assessed through four learning evidences.
Students who have submitted learning evidences with a weighting equal to or greater than 4 (40%) cannot be indicated as "non-evaluable".
Students will be deemed to have passed the subject if, in the group of the four evidences submitted, they obtainfa grade equal to o greater than 5, and if in evidence 1 they have obtained a grade of at least 2.5 on 5.
Students may opt for re-assesment if (1) they have previously been assessed for a set of activities the weighting of which is equivalent to a minimum of 2/3 of the total subject grade, and (2) they has not fulfilled the two established criteria established to pass the subject (overall grade equal to or greater than 5, and that at least 2.5 of 5 have been obtained from evidence 1). In case of not meeting these requirements the maximum grade to consign in the academic transcript will be 4.5 points.
Evidence 1 and/or evidence 2 can be re-assessed. When calculating the final overal grade for the subject, grade obtained in re-assessing Ev1 and/or Ev2 will replaced that originally obtained for this evidence.
No unique final synthesis test for students who enrole for the second time or more is anticipated.
Link to the assessment guidelines: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
|
EV1 |
Individual written test |
40% |
written |
individual |
First assessment period |
|
EV2 |
Reading and commenting on a book |
10% |
written |
individual |
First assessment period |
|
EV4 |
Oral presentation work |
25% |
oral |
collective |
Approx.Weeks 10-14 |
|
EV3 |
Work report of practices |
25% |
written |
collective |
Approx. Week16 |
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Evidence 1 individual written test | 40 | 2 | 0.08 | 1, 6 |
| Evidence 2 Reading and commenting on a book | 10 | 0 | 0 | 5, 6, 7 |
| Evidence 3 work report of practices (collective) | 25 | 0 | 0 | 1, 2, 5, 4, 3, 6, 7 |
| Evidence 4 oral presentation work (collective) | 25 | 0 | 0 | 1, 2, 5, 4, 6 |
Bibliography
Complementary bibliography
- Miller, William.R. i Rollnink, Stephen. (2015). La entrevista motivacional. Barcelona: Paidos.
- Balaguer, Isabel. (2002). Estilos de vida en la adolescencia. Valencia: promolibro.
- Martos-García, Raul. (2016). Fundamentos de la educación para la salud. Madrid: Alacala Grupo Editorial.
Software
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