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Theoretical-practical classes will be promoted, using expository and participatory techniques. Thus, conceptual models, empirical results and practical recommendations in Health Psychology will be exposed, articulating with questioning, case studies and carrying out practical activities to consolidate knowledge. Continuous assessment will be adopted, focusing on a group work (100%), which will be planned throughout the theoretical-practical classes. Students are expected to acquire knowledge through project-based learning and teamwork. Peer assessment and class feedback strategies will be used.
Group work will be assessed: 60% for Written Work and 40% Face-to-face presentation using a computer tool.
The student, at the end of the course, should be able to:
- Characterize the Health Psychology and its contribution to work in health field;
- To reflect about the importance and specificities of health psychology;
- To understand the theoretical and practical contribution of psychology in disease prevention and health promotion;
- Understanding the psychological processes involved in disease prevention and health promotion;
- To know various policy fields of Health Psychology;
- To develop intervention skills and research in Health Psychology.
Nao
1. Introduction and definition of Clinical and Health Psychology, Health Psychology, health, lifestyle and health behaviors.
Historical framework; Theories and models in Health Psychology; Research and professional practice focuses. Practical implications.
2. Psychosocial factors in health and disease
Health promotion and disease prevention: behavior and health; eating behavior; physical exercise; mental health, addictive behavior. Stress and coping: conceptual models; personal/contextual factors, reactions (psychophysiological and psychoneuroimmunology) to stress; coping styles and strategies; relationships between stress, coping, health and illness.
Welfare; quality of life; religiosity; multidisciplinary team in health; therapeutic communication as a contribution to improving the quality of care, appropriate to the client's developmental stage.
3. Understanding and intervention in health behaviors, risk behaviors and disease
Assessment and intervention in Health Psychology: changing risk behaviors; promotion of health behaviors; disease prevention and health promotion.
Theorical Exam: 100.0%
Work Group: 100.0%
Ayers, S. &Amp; Visser, R. (2021). Psychology For Medicine &Amp; Healthcare (3Rd Ed.). London: Sage.
Bennett, P., &Amp; Murphy, S. (1997). Psicologia E Promoção Da Saúde. Lisboa, Portugal: Climepsi Editores.
Lazarus, R. (1966). Psychological Stress And The Coping Process. New York: Mcgraw Hill.
Leal, I., &Amp; Pais Ribeiro, J. (2021). Manual De Psicologia Da Saúde. Lisboa: Pactor.
Marques, C., Silva, A.d., &Amp; Taveira, M.c. (2017). Valores Como Preditores Da Satisfação Com A Vida Em Jovens. Psico-Usf, 22, 207-215. Doi: 10.1590/1413-82712017220202
Marks, D. F., Murray, M., &Amp; Estacio, E. V. (2018). Health Psychology: Theory, Research And Practice (5Th Edition). Sage.
Ogden, J. (2019). Health Psychology (6Th). London: Mcgraw Hill.
Pais Ribeiro, J. L. (2007). Introdução À Psicologia Da Saúde. Coimbra, Portugal: Quarteto.
Sarafino, E. P. (2008). Health Psychology: Biopsychosocial Interactions (6Th Edition). New Jersey: Wiley &Amp; Sons.
Serra, A. V. (2011). O Stress Na Vida De Todos Os Dias (3A Edição). Coimbra, Portugal: Quarteto
Sequeira, C. (2016). Comunicação Clínica E Relação De Ajuda. Lisboa: Lidel.
Silva, A.d., Taveira, M.c., Marques, C., &Amp; V. Gouveia (2015). Satisfaction With Life Scale Among Adolescents And Young Adults In Portugal: Extending Evidence Of Construct Validity. Social Indicators Research, 120, 309-318. Doi 10.1007/S11205-014-0587-9.