Nutrition and psychology

The subject of Nutrition and Psychology tries to provide the student with knowledge about:

1) the importance of psychological factors in eating behavior
2) the essential characteristics of eating behavior problems
3) psychological methods and techniques to address the problem of eating behavior

Theoretical Contents:

Unit 1. Nutrition and Health Psychology. General aspects of eating behavior.
Unit 2. Psychological determinants of eating behavior. Promotion of healthy eating habits.
Unit 3. Eating behavior problem: Classification and description. Psychological implications. Explanatory Theories and Psychological Strategies. Effects of restrictive diets.
Unit 4. Differential characteristics of the problem of eating behavior. Risk and protection factors.
Unit 5. Methods and areas of psychological assessment of eating behavior.
Unit 6. Assessment of treatments. General aspects of psychological intervention.

Practices

The interactive classes will be developed over 4 sessions related to the theoretical blocks: Identification, differentiation, assessment and basic intervention strategies.

Basic bibliography
- Amigo, I. (2013). Manual de psicología de la salud. Madrid: Pirámide.
- Baile, J. y González, M. (2013). Intervención psicológica en obesidad. Madrid: Pirámide.
- Buceta, J.M., Bueno, A.M., y Mas, B. (2001). Intervención Psicológica y Salud: Control el Estrés y Conductas de Riesgo. Madrid: Dikynson.
- Cortés, L., Senra, C., y Martínez, C. (2016). Guía para superar el déficit en habilidades sociales en personas con trastornos de la conducta alimentaria. Andavira: Santiago.
- Fairburn, C. (2017). La superación de los atracones de comida. Barcelona: Paidós.
- Ogden, J. (2005). Psicología de la alimentación. Morata: Madrid.
- Suls, J.M. , Davidson, K.W., y Kaplan, R. (2010). Handbook of health psychology and behavioural medicine. New York: Guilford Press.

Complementary bibliography

- Baile, J. & González, M. (2016). Trastorno por atracón. Diagnóstico, evaluación y tratamiento. Pirámide: Madrid.
- Calado, M. (2010). Trastornos alimentarios. Guías de psicoeducación y autoayuda. Madrid: Pirámide.
- Castro, J. y Toro, J. (2004). Anorexia nerviosa. El peligro de adelgazar. Barcelona: M&T.
-Cortés, L., Wichstrøm, L., Viddal, C., y Senra, C. (2019). Prospective Bidirectional Associations between Attachment and Depressive Symptoms from Middle Childhood to Adolescence. Journal of Youth and Adolescence, 48, 2099–2113.
- Ferreiro, F., Seoane, G., y Senra., C (2014).Toward understanding the role of body dissatisfaction in the gender differences in depressive symptoms and disordered eating: A longitudinal study during adolescence. Journal of Adolescence, 37, 73-84.
- Perpiñá, C., Botella, C. y Baños, R. (2006). La evaluación de los trastornos de la conducta alimentaria. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos, pp. 211-235. Madrid: Pirámide.
- Saldaña, C. (2002). Trastornos por atracón y obesidad. Nutrición Hospitalaria, XVII (Sup. 1), 55-59.
- Suls, J.M. , Davidson, K.W., y Kaplan, R. (2010). Handbook of health psychology and behavioural medicine. New York: Guilford Press.
- Vázquez, R., López, X., Álvarez, G. y Mancilla, J.M. (2006). La evaluación del trastorno por atracón. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos. Madrid: Pirámide.

Basic and general competences
CG1 - Know the relationship between food, nutrition and health of consumers in different life situations and / or psychological, necessary for the development of the various functions of a professional oriented to the improvement of health and food safety.
CG11 - Acquire training to develop the research activity, being able to formulate hypotheses, collect and interpret information to solve problems following the scientific method, and understanding the importance and limitations of scientific thinking in the aspects related to nutrition, security and food technology.
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of ​​study.
CB8 - That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments
CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that sustain them to specialized and non-specialized audiences in a clear and unambiguous way.

Transversal competences
CT1: Ability of analysis and synthesis.
CT3 - Ability to work as a team.
CT7 - Ability to solve problems.
CT9 - Ability to transmit knowledge

Specific competences
COP16 - Know the psychological formulation and the essential characteristics of eating disorders and obesity.
COP17 - Understand the different methods of psychological evaluation and the general bases of psychological intervention in food behavior.

Lectures. In them the teacher will develop the content of the theoretical program, using the didactic and audiovisual resources that it deems appropriate, and favoring the participation of the students.
Seminars. In them will be carried out the analysis and discussion of proposals related to theoretical contents.
Group tutorials.
Group presentation of works.
As a resource to support teaching, the USC Virtual Campus (Moodle) will be used.

The evaluation of the knowledge and skills acquired will be carried out by means of a continuous evaluation (which will represent 40% of the final grade) and a final exam (which will have a value of 60% of the final mark).

To be able to pass the subject it is necessary to have delivered the reports of the proposed activities and obtain a minimum score in the final exam of 50%.

The evaluation will be made taking into account the attendance, the active participation and the fulfillment of the activities programmed in the expositive and interactive sessions.

- Lectures / Lectures: 10.5h.
-Seminars: 10.5h.
-Tutorials in group: 3h.
-Work in group: 14h.
-Reporting: 10.5h.
-Preparation of seminars: 8h.
-Education of formative evaluation activities: 2h
-Activities of study: 15h
- Total attendance hours: 24h
-Hours total of study and personal work of the student: 51h

- Regular attendance to the expositive and interactive classes.
- Active involvement in class dynamics.
- Updated reading of the study materials that are delivered.
- Comprehension of texts in English.
- Use of tutorials to solve doubts and guidance in the learning process.

The classes will be taught in Spanish.