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2023/2024

Health Education

Code: 101664 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OT 3 2
2500260 Social Education OT 4 2

Contact

Name:
Sara Rebeca Carbonell Curralo
Email:
sararebeca.carbonell@uab.cat

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

Teachers

Olga Pont Nesta
Sara Rebeca Carbonell Curralo

Prerequisites

This subject has no specific prerequisites, although could be interesting have knowledge about the following subjects:

    • Biopsychological aspect of the person.
    • Disseny, monitoring and evaluation of plans and programs.
    • Socio-pedagogical bases of social education.
    • Fundamentals of Socio-Community Education.
    • Developmental and educational psychology.

Objectives and Contextualisation

The aims of the course are:

  • Understand and analyze the main characteristics of health that are likely to be approached from the field of social education.
  • To know the explanatory models of learning and health education.
  • To know the main psychological disorders and health system organisation in order to refer to services of reference.

Competences

    Social Education
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values. 
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • In an articulated manner, design plans, programs, projects, activities and tasks in various socio educational contexts.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands. 
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge. 
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Apply systemic thinking to analysis of environmental problems and issues.
  3. Being able to establish links between environmental knowledge and actions and sustainable consumption.
  4. Communicate using language that is not sexist or discriminatory.
  5. Design health education programs.
  6. Identify situations in which a change or improvement is needed.
  7. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  8. Know the main lines of intervention in health education.
  9. Propose new experience-based methods or alternative solutions.
  10. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  11. Propose projects and actions that incorporate the gender perspective.
  12. Propose viable projects and actions to boost social, economic and environmental benefits.
  13. Recognising the different sustainability models in educational proposals.
  14. Understand the factors that affect drug addiction and prevention and harm reduction programs.
  15. Understand the main features of mental illness.
  16. Understand the theoretical and methodological foundations of health education.
  17. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
  18. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.

Content

  • Health and quality of life from the perspective of social education.
  • Models and programs for health promotion planning, educational strategies and techniques applied to health education.
  • Drugs, sexuality, eating habits, and violence: health implications.
  • Mental health.

Methodology

The methodology will be participatory. The student is the main protagonist of the process of teaching-learning. The lectures will be complemented with case studies, discussions and exercises in the classroom.

 The subject is divided into two connected blocks. A first block dedicated to specific topics of social education in health, contextualization and prioritized social problems. The second block focuses on issues related to mental health.

 

 

 

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 by professors of basic and complementary issues, presentation and discussion of the work produced by the students, shared knowledge creation. 35 1.4 2, 14, 16, 15, 8, 5, 13, 3
Practical case studies, deepening specific issues, classroom debates and discussions. 10 0.4 2, 14, 16, 15, 8, 5, 13, 3
Type: Supervised      
Individual and group tutoring. 30 1.2 16, 8
Type: Autonomous      
Text reading, search and analysis of information, class works, practical case studies, assessment activities. 75 3 2, 14, 16, 15, 8, 5, 13, 3

Assessment

The course will have a continuous evaluation from evaluated activities of individual and group type. Each block of the course has specific evaluations that, as a whole, add up to 100% of the final grade of the subject. The definitive evaluation calendar will be informed at the beginning of the subject.

The time dedicated to the evaluation activities and the autonomous work time are summative, given that many of the training activities that will be proposed to students as autonomous work, will be part of the evaluation of the student.

In case of continuous evaluation, class attendance is mandatory: students must attend a minimum of 80% of the classes. Otherwise, it will be considered non-evaluable.

There is possibility of unique evaluation.

 

Continuous evaluation

Unique evaluation

Recovery

Part I: Socio-educational intervention in health (Sara Carbonell)

Group work (35%)

April 15 (delivery)

Individual work (20%)

June 17 (delivery)

The same for all types of evaluation: suspended parts are evaluated

 July 1

Individual written work (15%)

April 15

Individual written work (30%)

June 17

Part II: Health, pathologies and care circuit (Olga Pont)

Exam (50%)

June 17

Exam (50%)

June 17

The content and format of each evaluation will be informed during the beginning of each block of the subject.

In case of not passing the subject in the official call, a recovery exam will be taken at the end of the course. The plagiarism or copy of any of the evaluative activities is reason for the suspension of the subject.

The return of the marks of the works and of the written test (examination) will be maximum 15 days after the delivery.

Communicative competence: To pass this subject, the student needs to show good general communicative competence, both orally and in writing, and a good command of the language or vehicular languages listed in the teaching guide. In all activities (individual and group), linguistic correction, writing and formal aspects of presentation will therefore be taken into account. Students must be able to express themselves fluently and correctly and must show a high degree of understanding of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that it does not meet these requirements.


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Exam 50 0 0 2, 14, 16, 15, 8, 13
Group work 35 0 0 1, 2, 4, 14, 16, 8, 5, 7, 18, 9, 10, 11, 12, 13, 3, 17
Individual written work 15 0 0 1, 2, 4, 14, 16, 15, 8, 5, 7, 6, 13, 3

Bibliography

Bibliography

  • Álvarez Alva, R. (2005). Educación para la salud. México: Manual Moderno.
  •  Belloch, A. (2009).Manual de psicopatología. Madrid: McGraw-Hill.
  •  Caballo, V.E.; Salazar, I.C. i Carrobles, J.A. (dir) (2011). Manual de psicopatología y trastornos psicológicos. Madrid : Pirámide.
  •  Cabellero, E; Moreno, M; Sosa, M; Vega, M y Columbié, L. Los determinantes sociales de la salud y sus diferentes modelos explicativos. https://www.medigraphic.com/pdfs/infodir/ifd-2012/ifd1215d.pdf
  •  Cofiño, R. (2016). Promoción de la salud basada en activos: ¿cómo trabajar con esta perspectiva en intervenciones locales? DOI: 10.1016/j.gaceta.2016.06.004
  •  Costa, M. i López, E. (2005). Educación para la Salud: una estrategia para cambiar los estilos de vida. Madrid: Pirámide, S.A.
  •  Del Pozo, F. (2013). Educación social para la salud: proyección, acción y profesionalización. Rev. Méd. Risaralda; 19 (1):75-80.
  • Fausto-Sterling, A. (2006). Cuerpos sexuados. Barcelona: Melusina.

  • Esteban, M. L., Comelles, J. M., Díez Mintegui C. (2010). Antropología, género, salud y
    atención. Barcelona: Bellaterra.

  •  Higashida, B. Y. (2008).Educación para la salud. Madrid: Nueva Editorial Interamericana.
  •  Lameiras, M. i Carrera, M.V. (2009). Educación sexual: de la teoría a la práctica. Madrid: Pirámide.
  • Lena, A.; Blanco, A.G. y Rubio, M.D. (2007). Ni ogros ni princesas. Guía para la formaciónafectivo-sexual en la ESO. Asturias: Consejería de Salud y Servicios Sanitarios.
  • Martinez Redondo, P. (2009). Extrañándonos de lo normal. Reflexiones feministas para la intervención con mujeres drogodependientes. Ministerio de Igualdad.  https://www.generoydrogodependencias.org/wp-content/uploads/2015/09/Extranandonos_de_lo_normal.pdf 
  •  Marques, F. (2004). Métodos y medios en promoción y educación para la salud. Barcelona: Editorial UOC SL..
  •  Martos, R. (2005).Fundamentos de la educación para la salud y la atención primaria.Alcalá la Real: Formación Alcalá, DL 2005.
  • Molina, M.C. (2003). Experiencias educativas para la promoción de la salud y la prevención. Barcelona : Alertes.
  •  Morrison, V. (2008). Psicología de la salud. Pearson Prentice Hall
  •  Orueta, R; Santos, C; González, E; Fagundo, E; Alejandre, G; Carmona, J; Rodríguez, J; Campo, J; Díez, M; Vallés, N. y Butrón, T. (2011). Medicalización de la vida (I). Revista Clínica de Medicina de Familia, 4(2), 150-161.
  •  Perea, R. (2009). Promoción y educación para la salud, Tendencias innovadoras. Madrid, España: Ediciones Díaz de Santos.
  • Rivera de los Santos, F; Ramos, P; Moreno, C. y Hernán, M. (2011). Análisis del modelo salutogénico en España: aplicación en salud pública e implicaciones para el modelo de activos en salud. Revista Española de Salud Pública, 85(2), 129-139.
  •  Sharma, M. y Romas, J. (2011). Theoretical Foundations of Health Education and Health Promotion. USA: J & B Learning.   

  • Soberania Sanitaria. (2019). Salud feminista. Soberanía de los cuerpos, poder y organización.
    Buenos Aires: Tinta limón.

 

Enllaços


Software

If virtual teaching is needed, Microsoft TEAMS will be used