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Psychology of Health and Well-being 2017/2018

  • 5 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

At the end of the course unit, students should be able to:
1) Characterize the development of health psychology over time
2) Know and relate the concepts of health, well-being and disease, to characterize subjective well-being and quality of life, and to define the relationship between health, wellbeing and behavior
3) Know the characteristic of health and well-being promotion and protection, as well as of disease prevention, being able to identify intervention strategies in these areas
4) Critically reflect about health and well-being promotion and protection and disease prevention programs

Recommended Prerequisites

Students must have knowledge in the context of human biology, psychology of motivation, psychophysiology, psychological assessment and evaluation, and research methodology.

Teaching Metodology

In this course unit an active teaching methodology will be implemented, using teaching and learning strategies that provide student engagement. Expository classes will be held, with reading activities, exercises, case studies, role-plays, practical assignments and assessment tests. As resources, the white board, computer and video projector will be used. UPT’s digital databases and the e-learning platform will also be indispensable work tools. The assessment of the course unit will be continuous, comprising individual assignments, and evaluation forms of knowledge throughout the semester.

Body of Work

1) Health Psychology
1.1) History and emergency
1.2) Psychology throughout the evolution of health

2) Health, well-being and disease
2.1) Definitions and relationship
2.2) Subjective well-being
2.3) Quality of life
2.3) Health and behavior
2.3.1) Psychological variavles
2.3.2) Risk and protection factors
2.3.3) Behaviors and attitudes within health
2.3.4) Models of health loss modification behavior

3) Health and well-being promotion and protection, and disease prevention
3.1) Definitions
3.2) Criteria for conceptualizing, developing and evaluating the efficacy of intervention programs

4) Intervention models regarding different topics
4.1) Stress and coping
4.2) Sexual and reproductive health, pregnancy and termination of pregnancy
4.3) Addictives behaviors
4.4) Chronic pain
4.5) Oncologic disease
4.6) Degenerative disease and caregiver care

Recommended Bibliography

Baum, A., Reverson, T. A., & Singer, J. (2012). Handbook of health psychology (2nd edition). New York: Psychology Press

Brannon, L., Feist, J., & Updegraff, J. A. (2014). Health psychology: An introduction to behavior and health (8th edition). Belmont, CA: Wadsworth

Leal, I. (Coord.) (2006). Perspetivas em psicologia da saúde. Coimbra: Quarteto

Pais Ribeiro, J. P. (2007). Introdução à psicologia da saúde (2ª edição). Coimbra: Quarteto

Sarafino, E. P. (2008). Health psychology: Biopsychosocial interactions (6th edition). New Jersey: Wiley

Sharma, M., & Remas, J. (2012). Theoretical foundations of health education and health promotion (2nd edition). Sudbury, MA: Jones & Barlett Learning

National Child Traumatic Stress Network and National Center for PTSD (2015). Psychological first aid. USA. Available in http://www.nctsn.org/content/psychological-first-aid

Complementary Bibliography

American Psychological Association (2009). Manual of the American Psychological Association (6th ed). Washington DC: American Psychological Association.

Glanz, K., Rimer, B., & Viswasnath, K. (2008). Health behavior and health education (4th edition). New York: Wiley

Lucas, K. & Lloyd, B. (2005). Health promotion: Evidence and experience. London: Sage Publications.

Moreira, P., & Melo, A. (2005). Saúde mental: Do tratamento à prevenção. Porto: Porto Editora

Moreira, P. (2005). Para uma prevenção que previna (4ª edição). Coimbra: Quarteto

Snyder, C., & Lopez, S. (2002). Handbook of positive psychology. Oxford: Oxford University Press.

World Health Organization (2013). World health report 2013: Research for universal health coverage.

Weekly Planning

- Week 1 - Presentation of the course unit. Delimitation of concepts and areas of action in Health Psychology.
- Week 2 - History and emergence of health psychology. Psychology throughout the evolution of health + Beliefs of Health and Disease.
- Week 3 - "Riscos & Desafios" prevention program + Criteria for conceptualizing, developing and evaluating the effectiveness of intervention programs.
- Week 4 - "Riscos & Desafios" prevention program + Risk behavior.
- Week 5 - "Riscos & Desafios" prevention program + Chronic Disease.
- Week 6 - "Riscos & Desafios" prevention program + Degenerative disease.
- Week 7 - Factors and risk and protection. Subjective well-being and Quality of Life. Promotion and protection of health and well-being. Prevention of disease + Open class (external guest)Caring for the caregiver.
- Week 8 - "Riscos & Desafios" prevention program
- Week 9 - "Riscos & Desafios" prevention program + Monitoring of group work assessment.
- Week 10 - "Riscos & Desafios" prevention program + Open class (external guest)Oncological disease.
- Week 11 - "Riscos & Desafios" prevention program + Open class (external guest) sexual and reproductive health, pregnancy and termination of pregnancy. Infertility.
- Week 12 - Stress and Coping + Theoretical-practical classes, with the accomplishment of activities of reading and exercises.
- Week 13 - Assessement test + Presentation of gruop assessement
- Week 14 - Models of behavior change + Presentation of group assessment
- Week 15 - Correction of the written test and balance of the semester + Presentation of group assessment

Demonstration of the syllabus coherence with the curricular unit's objectives

Syllabus presented regarding the theme “Health psychology” will allow to characterize the development of health psychology over time. The contents of the syllabus “Health, well-being and disease” will allow the students to know and relate the concepts of health, well-being and disease, to characterize subjective well-being and quality of life, and to define the relationship between health, wellbeing and behavior. Syllabus presented regarding “Health and well-being promotion and protection, and disease prevention” will allow knowing the characteristic of health and well-being promotion and protection, as well as of disease prevention, being able to identify intervention strategies in these areas. At last, the contents of the syllabus “Intervention models regarding different topics” will allow to critically reflecting about health and well-being promotion and protection and disease prevention programs.

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

To accomplish the learning objective of characterizing the development of health psychology over time, lecturers, reading activities and exercises will be performed. Likewise, lecturers, reading activities, exercises, and case studies will be performed to know and relate the concepts of health, well-being and disease, to characterize subjective well-being and quality of life, and to define the relationship between health, well-being and behavior. In order to know the characteristic of health and well-being promotion and protection, as well as of disease prevention, being able to identify intervention strategies in these areas, lecturers, reading activities, role-plays, and case studies will be performed. At last, to critically reflect about health and well-being promotion and protection and disease prevention programs, lectures and individual assignments will be performed. The evaluation forms (assessment tests and individual assignments) will include the entire syllabus taught over the semester, with the purpose to evaluate the achievement of the learning objectives established in course unit.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Analytical and synthetic skillsYesYes
Balanced decision making  
Commitment to effectivenessYes 
Commitment to qualityYesYes
Ethical and responsible behaviour  
Event organization, planning and managementYes 
Foreign language proficiencyYes 
Problem Analysis and AssessmentYesYes
Problem-solving  
Research skills  
Written and verbal communications skillsYes 
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