Preventive Psychology

Preventive Psychology is a subject in the fourth grade of the Degree in Psychology. The sessions are expository lectures, explanatory and demonstrative of the contents. The seminars seek to build knowledge through teacher-student interaction and activity of the students themselves, are special sessions supervised by the professor shared participation of students. Through practical classes for students is to learn how to act, specifically to design prevention programs.

Learning Outcomes
The student must acquire the following results regarding the contents related, practical skills and attitudes

a) In relation to knowledge:

. Terms and fundamental concepts of prevention.
. Understand the necessary stages and processes to develop a prevention program.
. Know the process and procedures of prevention programs in different contexts.
. Knowing how to analyze the sociocultural context where risk behaviors occur.
. Prevention programs to analyze according to internationally accepted standards and best practices.

b) In connection with the practical skills.
.Perform a needs analysis and identify risk factors and protection in prevention contexts.
. Conduct searches for relevant information, organize information and create documents obtained by taking advantage of ICTs.
. Can analyze and interpret the results of prevention programs.

c) In relation to attitudes. Assess the strengths and limitations of the science of prevention.
. To judge the advantages and disadvantages of different contexts of prevention.
. Develop ethical and professional attitudes in the field of prevention practice.
. To be critically constructive theory and practice of prevention.

Lectures

UNIT 1. INTRODUCTION TO THE SCIENCE OF PREVENTION.
1.1. Cultural anthropology 1.2. Health disparities: equality and equity 1.3. Social construction of prevention
UNIT 2. FUNDAMENTALS OF THE SCIENCE OF PREVENTION.
2.1. Definition and types of prevention 2.2. Basic aspects of the science of prevention and characteristics of Preventive Psychology 2.3. Problems of the Science of Prevention and Preventive Psychology
UNIT 3. RISK AND PROTECTIVE FACTORS. THEORETICAL MODELS IN PREVENTION.
3.1. Risk factors and vulnerability 3.2. Protection factors: invulnerability and resilience 3.3. Explanatory theoretical models
UNIT 4. PREVENTION IN PRACTICE.
4.1. Basic aspects of research in the Science of Prevention 4.2. Scientific process in preventive intervention: Phase 1 Detection and assessment of risks and needs; Phase 2 Design / adaptation of a program; Phase 3 Implementation of the program; Phase 4 Evaluation of the program; Phase 5 Dissemination of the program
SUBJECT 5. PROGRAMS EMPIRICALLY VALIDATED.
5.1. Areas and intervention strategies to prevent risks and promote health 5.2. Keys to the success of preventive programs 5.3. An example of an evidence-based program: the Stay Real program.
UNIT 6. FUTURE OF PREVENTION.
6.1. Critical aspects, challenges for the future and ethical considerations in the Science of Prevention.

Interactive classes
• Definition and approach to risk
• Theoretical bases of the preventive strategy
• Review of risk and protection factors (phase 1)
• Preparation of an intervention proposal (phases 2 and 3)
• Evaluation of a prevention program (phase 4)
• Practice implications of preventive intervention (phase 5)

Básica
Cutrín, O., Maneiro, L., & Gómez-Fraguela, J.A. (2023). Evaluación del proceso de implementación de los programas de intervención preventiva con individuos y familias. En C. Orte, F.F. Marsiglia, & Amer, J. (Eds.), Programas de familias para la comunidad. Buenas prácticas en implementación de intervenciones basadas en la evidencia (pp. 115-130). Octaedro.
Fernández-Ríos, L., & Gómez-Fraguela, J.A. (2007). La psicología preventiva en la intervención social. Síntesis.

Complementaria
Altschuld, J.W., & Watkins, R. (2014). A primer on needs assessment: More than 40 years of research and practice. New Directions for Evaluation, 144, 5-18.
APA (2014). Guidelines for Prevention in Psychology. American Psychologist, 69, 285-296.
Breakwell, G.M. (2007). The psychology of risk. Cambridge University Press.
Center for Substance Abuse Prevention (2009). Identifying and selecting Evidence-Based Interventions. SAMHSA.
Cutrín, O., Kulis, S., Maneiro, L., MacFadden, I., Navas, M.P., Alarcón, D., Gómez Fraguela, J.A., Villalba, C., & Marsiglia, F.F. (2021) Effectiveness of the Mantente REAL Program for Preventing Alcohol Use in Spanish Adolescents. Psychosocial Intervention, 30, 113-122.
Cutrín, O., MacFadden, I., Marsiglia, F.F., & Kulis, S. (2023). Social Validity in Spain of the Mantente REAL Prevention Program for Early Adolescents. Journal of Prevention, 44, 143-164.
Diclemente, R.J., Crosby, R., & Kegler, M.C. (2009). Emerging theories in health promotion practice and research (2nd ed.). Jossey-Bass.
Fraser, M. W. (2009). Intervention research developing social programs. Oxford University Press.
Marsiglia, F.F., Kulis, S., Cutrín, O., Medina-Mora, M.E., Real, T., Nuño Gutiérrez, B.L., Corona, M.D., Mendoza Meléndez, M.A., Gresenz, K., & Alcalá-Calvillo, D. (2022). The feasibility, acceptability, and utility of Mantente REAL: the culturally adapted version of keepin’ it REAL for Mexico. Prevention Science, 23, 1483-1494.
Marsiglia, F.F., Kulis, S., Munyuwiny, S., Cutrín, O., Gresenz, K., Osir, O., & Huang, CK. (2023). A Pilot Study of an Evidence-based Prevention Intervention (keepin’ it REAL) for Early Adolescents in Kenyan Schools. Journal of Studies on Alcohol and Drugs, 84, 45-50.
O’Connell, M.E., Boat, T., & Kenneth E. Warner, K E. (2009). Preventing Mental and emotional and Behavior Disordes Among Young People. Wasington. The National Academic Press
Park, N., Peterson, Ch., & Sun J.K. (2013). La psicologia postitiva: Investigación y aplicaciones. Terapia Psicologica, 31, 11-19.
Pérez-Llantada, M.C., López de Llave, A., & Gutiérrez, M.T. (2009). Evaluación de programas e intervenciones en psicología. Dykinson.
Rebolloso, E., Fernández-Ramírez, B., & Cantón, P. (2008). Evaluación de programas de intervención social. Síntesis.
Tanner-Smith, E.E., Durlak, J.A. & Marx, R.A. (2018). Empirically Based Mean Effect Size Distributions for Universal Prevention Programs Targeting School-Aged Youth: A Review of Meta-Analyses. Prevention Science, 19, 1091-1101.

To know the contributions and limitations of the diverse theoretical models for Psychology.
To know the psychosocial principles involved in the behavior of individuals and the functioning of groups and organizations.
To know the main methods for psychological assessment, diagnosis and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
To be able to select and apply adequate and specific psychological intervention procedures and instruments.
To be able to set goals and to plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
To conform with the deontological duties of Psychology.

The dynamics of this subject will be based on expository-theoretical classes, interactive classes, tutorials and the virtual classroom. In the theoretical classes the main contents of the subject will be exposed, encouraging the debate and discussion with the students on the treated subjects. These debates acquire more importance in the interactive classes, in which there will be debates on readings, presentation of concrete programs, exhibition of works, etc.

These dynamics will be complemented by the tutorials, where students will be able to express their doubts and questions about the subject. Tutorials can be done in person or virtually. An important complement to this subject will also be the virtual classroom created on the USC virtual campus. In this classroom, students enrolled in the subject will be able to access the materials used in the classroom and complementary materials that may be useful for their training in the subject.

The teaching methodology will be continuous training, promoting a learning process that allows students to develop critical and reflective strategies, through reading, reporting, and conducting work on the design and evaluation of a prevention program. Specific guidelines will be given to guide the completion of the work.

The competencies on knowledge and skills included in the subject will be evaluated. Two possible modalities of continuous formative evaluation are proposed, at the student's choice:

1. Official evaluation: attendance at interactive classes and completion of reports (20% of the grade); realization and delivery of the work of design and evaluation of a prevention program (20% of the note; it can be done individually or in groups of up to three people); and taking a final exam (60% of the grade). The final exam will consist of a combination of twenty multiple choice questions, with three alternative answers, and two short questions, to choose one of both. The deadline for the delivery of the work will be the official date and time of the exam in the first call, regardless of whether the student decides not to take the exam in that call. It is essential to pass the three parts separately for the calculation of the final grade. The note of the reports and/or the work will be saved for the next registration in case of not passing the exam.

2. Alternative evaluation: attendance to class and classwork (20% of the grade), attendance to interactive classes and presentation of reports (20% of the grade); realization, delivery and presentation of a work on the design and evaluation of a prevention program (40% of the note; it can be done individually or in groups of up to three people). The deadline for submitting papers will be the date and time of exposure in the last week of interactive classes. It is essential to pass the three parts separately for the computation of the final mark, being able to obtain a maximum mark of 8. To achieve a mark of 10, students can take the exam voluntarily (20% of the mark), in the same time and form as the official assessment exam.

• Aspects common to the two assessment modalities: Making reports during the interactive classes and carrying out and handing in the work.
• Differentiating aspects between the two modalities: The official evaluation requires passing the final exam. The alternative evaluation requires the performance of tasks in the classroom during the expository classes and the presentation of the work of the prevention program.

The following evaluation system will be applied to those students with attendance exemption: completion of the works of the classes (which will be available in the virtual classroom) (20% of the grade); realization and delivery of the work of design and evaluation of a prevention program (20% of the grade; must be done individually); and taking a final exam (60% of the grade). The exam will be the same in time and form as the official evaluation exam. The deadline for the delivery of the assigned classes and individual works will be the official date and time of the exam in the first call, regardless of whether the student decides not to take the exam in said call. It is essential to pass the three parts separately for the calculation of the final grade. The note of the tasks and/or the work will be saved for the next registration in case of not passing the exam.

The contact hours of matter are distributed as follows: 25 hours of exhibition sessions, 12 h. interactive sessions of 1 hour of tutoring. The non-contact work time is estimated at about 71.5 hours. This includes the preparation of material for class interactive sessions, and job performance.

-Make use of tutorships.
-Participate in class and in the activities proposed in an active and constructive way.
-Prepare the contents using the slides, class notes and basic bibliography.
-Make a productive use of the interactive sessions.