| Code |
11769
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
5
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| Workload |
T(30H)/TP(30H)
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| Scientific area |
Psychology
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Entry requirements |
NA
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Mode of delivery |
Face-to-face
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Learning outcomes |
It is expected that the student learn, relate and apply the main intervention paradigms in health promotion and disease prevention, as well as in the field of adaptation to illness and medical treatments.
At the end student should be able to:
- Identify the main intervention contexts of health psychologist;
- Identify psychological assessment techniques and instruments commonly used in health settings;
- To explain theoretical and practical foundations of intervention in health promotion and adaptation to chronic illness;
- Elect, plan and implement appropriate methodologies to psychological intervention in different diseases;
- Understand the framework of palliative care in the continuum of care for people with chronic and terminal illness;
- Discuss the relevance of adopting a developmental perspective on intervention in pediatric psychology;
- Select, plan and implement the main methods of intervention in pediatric clinical psychology.
- Discuss ethical issues of intervention in health settings;
- Critically analyze scientific research in this area.
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Syllabus |
I. Introduction to Health Psychology: foundations, aims and contexts of intervention.
II. Psychological assessment in health contexts: some examples of techniques and instruments.
III. Intervention models for health promotion and disease prevention.
IV. Intervention models in adaptation to illness and to medical treatments.
V. Psychological intervention in chronic diseases (e.g., diabetes, cancer).
Vi. Psychological intervention in terminal illness: palliative care
VII. Psychological intervention in Pediatric Psychology
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Main Bibliography |
- Barros, L. (2003). Psicologia Pediátrica: perspectiva desenvolvimentista (2ª Ed.). Climepsi.
- Joyce-Moniz, L. & Barros, L. (2005). Psicologia da doença para cuidados de saúde. Desenvolvimento e intervenção. Edições Asa.
- Marks, D. F., Murray, M., Estacio, E. V., Annunziato, R. A., Locke, A., & Treharne, G. J. (2024). Health Psychology: Theory, research and practice (7th Edition). Sage.
- Ogden, J. (2019). Health Psychology (6th). McGraw Hill.
- Prestwich, A., Kenworthy, J., & Conner, M. (2018). Health Behavior Change: Theories, Methods and Interventions. Routledge.
- Ribeiro, J. P. (2007). Avaliação em psicologia da saúde: instrumentos publicados em Português. Quarteto.
- Roberts, M. (2009). Handbook of Pediatric Psychology (4th Ed.). The Guilford Press.
- Salazar, H. (2017). Intervenção Psicológica em Cuidados Paliativos. Pactor.
- Sarafino, E. P. & Smith, T. W. (2012). Health psychology: biopsychosocial interactions (7th Ed.). John Wiley & Sons.
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Teaching Methodologies and Assessment Criteria |
Teaching methodologies include theoretical and theoretical-practical classes, using theoretical exposition, the interrogative method, cooperative learning, and problem-based learning. Teaching-learning activities include the survey and systematization of knowledge, the presentation of knowledge, the analysis and discussion of documents, programs/clinical cases, role-plays, and group work.
The parameters considered in the evaluation of this UC are:
Two written tests.
Two group assignments.
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Language |
Portuguese. Tutorial support is available in English.
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