Intervention in health psychology

Course objectives
.To know how to implement a comprehensive health concept, recognizing the influence of psychological aspects in health-disease states, in the health care process and in prevention, treatment and rehabilitation in different health disorders.

• Know how to plan an evaluation session and know how to select and apply the techniques of psychological assessment and diagnosis, as well as how to analyze and interpret the results of the evaluation, according to the characteristics of the recipients, the objectives of the intervention and the problem concerned.

• Know how to plan a psychological intervention, and how to select and apply the techniques, according to the characteristics of the recipients, the objectives of the intervention (prevention, treatment or rehabilitation) and the health problem in question, levels of efficacy, effectiveness and efficiency.

• To be able to follow the psychological intervention in the field of Health Psychology and know how to provide feedback to the recipients in order to involve them in the different phases of the evaluation and treatment process.

• To know the interrelation between the work of the health psychologist and other professionals working in the field of physical health. To define the contributions and limitations of the psychologist, and emphasize the need to integrate various professional profiles in the threefold biopsychosocial dimension of health.

• To have the necessary competences for autonomous learning, updating and continuous training in the field of Health Psychology, which allows to approach complex or little known situations, as well as improve and enhance clinical practice.

Psychological intervention and health: characteristics and objectives. Psychological intervention for the control of stress in the prevention and treatment of the disease. Psychological intervention in behaviors related to health / illness processes. Psychological intervention in the health care process. Psychological intervention in different health disorders: cardiovascular disorders, cancer, respiratory disorders, gastrointestinal disorders

BIBLIOGRAFÍA BÁSICA

Buceta, J.M. y Mas, B. (2019). Psicología y Salud. Evaluación y Tratamiento. Madrid: Dykinson

Boyer, B.A. y Paharia, M.I. (2008). Comprehensive handbook of Clinical Health Psychology. Hoboken, NJ: John Wiley& Sons.

Riekert, K.A., Ockene, J.K., Pbert, L. (2014) The handbook of health behavior change. New York: Springer Publishing Company

In addition to the referenced handbooks, specific bibliographies may be provided for each subject.

BIBLIOGRAFÍA COMPLEMENTARIA

Boll, T.J., Frank, R.G., Baum, A., &Wallander, J.L. (2004). Models and perspectives in health psychology. Washington: American Psychological Association.

Boll, T.J., Raczynsky, J.M., & Leviton, L.C. (2004). Disorders of behaviour and health. Washington: American Psychological Association.

Boll, T.J., Bennett, S., Perry, N., & Rozensky, R.H. (2002). Handbook of clinical Health Psychology. Volume 1. Medical Disorders and Behavioral Applications. Washington DC APA

Buceta, J.M., Bueno, A.M., & Mas, B. (2000). Intervención psicológica en trastornos de la salud. Madrid: Dykinson.

Buceta, J.M., Bueno, A.M., & Mas, B. (2001). Intervención psicológica y Salud: control del estrés y conductas de riesgo. Madrid: Dykinson.

Camic, P.M., & Knight, S.J. (2004). Clinical handbook of health psychology: A practical guide to effective interventions. Ashland: Hogrefe and Huber Publishers.

Contrada, R.J. (2011). The handbook of stress science: Biology, psychology and health. New York: Springer Publishing.

Costa, M., & López, E. (2008). Educación para la salud: Guía práctica para promover estilos de vida saludables. Madrid: Pirámide

Crespo, M., & Labrador, F.J. (2003). Estrés. Madrid: Síntesis.

Cruzado J.A. (2010). Tratamiento psicológico en pacientes con cáncer. Madrid: Síntesis

Folkman, S. (2011). The Oxford handbook of stress, health, and coping. New York: Oxford University Press.

Gutiérrez, T., Raich, R.M., Sánchez, D., & Deus, J. (2003). Instrumentos de evaluación en Psicología de la Salud. Madrid: Alianza editorial.

Hunte, C.L., Goodie, J.L., Oordt, M.S., & Dobmeyer AC (2009). Integrated behavioural health in primary care. Washington DC: American Psychological Association

Lazarus, R.S. (2000). Estrés y Emoción: Manejo e Implicaciones en Nuestra Salud. Bilbao: Desclée de Brouwer.

Luecken, L.J., & Gallo, L.C. (2008). Handbook of physiological research methods in health psychology. London: SAGE publications.

Marks, D.F., Murray, M., Evans, B., Willig, C., Woodall, C., & Sykes, C.M. (2005). Health Psychology: Theory, research and practice. Thousand Oaks, CA: Sage Publications.

Miles, J., & Gilbert, P. (2005). A handbook of research methods for clinical and health psychology. New York: Oxford University Press.

Murray, M. (2004). Critical health psychology. New York: Palgrave Macmillan.

Ogden, J. (2003). Health Psychology: A Text Book. Buckingham: Open University Press.

Pérez-Álvarez, M., Fernández-Hermida J. R., Fernández-Rodríguez C., & Amigo, I. (2003) Guía de tratamientos psicológicos eficaces II. Psicología de la Salud. Madrid: Pirámide.

Remor, E., Arranz, P., & Ulla, S. (2003). El psicólogo en el ámbito hospitalario. Bilbao: Desclée de Brouwer.

Rodríguez-Marín, J., & Neipp-López, M. (2008). Manual de psicología social de la salud. Madrid: Síntesis.

Sanderson, C.A. (2013). Health Psychology. Hoboken: JhonWhiley & Sons.

Straub, R. (2002). Health psychology: a biopsychosocial approach. New York: Worth Publishers.

Straub, R. (2002). Health psychology: a biopsychosocial approach. New York: Worth Publishers.

Suls, J.M., Davidson, K.W., & Kaplan, R. (2010). Handbook of health psychology and behavioural medicine. New York: Guilford Press.

Vallejo-Pareja, M.A, &Comeche-Moreno, M.I. (2005). Psicología clínica y de la salud: Avances y perspectivas. Madrid: Minerva Edición.

CG1 - Acquire, develop and implement a comprehensive health concept, which includes the biopsychosocial components of the same, in accordance with the guidelines established by WHO
CG4 - To know in depth psychosocial factors associated with health and illness problems.
CG6 - To know in depth the different models of evaluation and intervention in the field of General Sanitary Psychology, as well as the techniques and procedures derived from them for the management of behavioral disorders and the psychological factors associated with health problems.
CG7 - To plan, carry out and, if necessary, supervise the process of psychological evaluation of human behavior and of the psychological factors associated with health problems in order to establish their evaluation.
CG8 - To design, develop and, if necessary, supervise and evaluate plans and programs of psychological intervention, depending on the psychological evaluation and the variables of individual and social type that concur in each case.
CB10 - Students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

Transversal competences

CT2 - Know how to handle sources of bibliographical and digital scientific documentation standardized at an international level.
CT3 - Know how to analyze critically and use sources of clinical information.

Specific competences

CE11 - Know the framework of action of the general sanitary psychologist and know how to refer the specialist.
CE15 - To carry out promotional and educational activities for individual and community psychological health.
CE2 - Be able to plan and develop an evaluation and intervention session, establishing hypotheses from which to deduce testable statements.
CE3 - Know how to select and apply the techniques and evaluation instruments that are most suitable for each case according to their characteristics and context.
CE4 - Know how to analyze and interpret the results of a psychological evaluation.
CE5 - Know how to choose and apply the most appropriate psychological intervention techniques according to their purpose (prevention, rehabilitation, advice, counseling, etc.).
CE6 - Know how to plan and develop a psychological intervention, setting pertinent and realistic objectives based on the characteristics of the problem and the context.
CE7 - Know how to follow a psychological intervention, in accordance with the established goals, to introduce, if necessary, changes in it during its development.
CE9 - Know how to design programs for prevention and promotion of psychological health based on the relevant factors (risk and protection) and available resources.

Exposition sessions: To introduce and explain the most relevant information, as well as to clarify and organize the contents of the program, there will be used participatory master class, using the relevant support materials. These sessions will provide basic reference bibliography to work on each topic and different activities can be introduced.

Interactive sessions: A total of nine one-hour sessions are scheduled to deepen the applied aspect of theoretical contents, seminars and different activities are designed in small groups, as well as the training in the design of evaluation and intervention programs, in order that the student acquires the procedural competences of the subject.

Autonomous work of the student that will consist of the study of the indicated materials, and the elaboration of the reports associated with the interactive sessions

The USC virtual campus will be used in different teaching activities

- Final exam in which the degree of acquisition of the contents addressed in the expositive and interactive sessions and the bibliographic material indicated will be evaluated. The mark obtained in the exam supposes 60% of the final grade. Passing the exam is required to pass the subject.

- Reports on the activities developed in the interactive and exposiitve sessions and the proposed works. The qualification obtained represents 40% of the final grade. In order for these activities to be assessed and to pass the subject, it is necessary to have completed at least 80% of the proposed works


In order to pass the subject, it is necessary to attend to at least 80% of the classes and to obtain a final grade of 5, which is calculated as the sum of the weighted scores obtained in the final examination and in the reports of the activities carried out.

The performance of any activity submitted for evaluation implies that the student will obtain the final qualification of the subject, even if the student does not attend the final examen

Lectures 26 h

Interactive classes 9 h

Tutorials in small groups 1h

Study activities 41 h

Preparation of reports and works (individual and / or group) 35h

It is advisable to follow the orientations in relation to the teaching methodology to reach the objectives and the competences.

It is convenient that the student can read texts written in English

Tutorial schedule

Thursday 10:00-12:00 and 14:00-15:00
Friday 10:00-12:00 and 13:00-14:00