Universitat Internacional de Catalunya
Well-Being and Happiness As An Indicator of Health
Other languages of instruction: English, Spanish
Teaching staff
Dr. Pere Castellví Obiols: pcastellvi@uic.es
Introduction
Medicine must not only take into account the disease, but also the well-being of people. The well-being of populations and the happiness of individuals are indicators of population health that are increasingly of interest to both clinicians and epidemiologists, politicians and public health technicians since it is highly related not only to health promotion and prevention of the disease, but also with functionality, health-related quality of life, slowing the natural history of the disease, including reducing premature mortality and increasing life expectancy life.
This subject is divided into 2 parts. A theoretical part that aims to impart the necessary knowledge and that includes how to differentiate and define well-being and happiness, which dimensions are encompassed, which brain regions and neurotransmitters are involved, which population groups are better off and which benefits are presented by the fact of being good with oneself and be happy in the prevention and recovery of the disease.
The second part of the subject will teach practical aspects that will help the student to understand and empower them to have the knowledge and skills necessary to be better both physically and mentally, have a life more satisfied with themselves and face more effectively the possible situations causing stress and discomfort.
All this knowledge will be imparted following the principles of evidence-based medicine and following a scientific methodology.
Pre-course requirements
This subject does not require any prerequisites for the student.
Objectives
Part I. Theory
• Recognize the human being as an imperfect being and with its contradictions
• Know what well-being and happiness are and identify the differences
• Know the dimensions included in well-being
• Know the brain regions and neurotransmitters involved with happiness and well-being
• Assess which population groups have the most well-being and happiness
• Learn how important it is with regard to the health of populations and individuals Learn about interventions that have been carried out to improve people's well-being
• Learn how to design an intervention to improve people's well-being
Part II. practice
• Have the knowledge to apply the knowledge in practice to be better physically and mentally
• Have the necessary skills to better face the problems that may appear in our lives
• Try to answer whether money and love really bring us happiness or not
• Know which habits can bring us more or less well-being and which are the mechanisms involved
• What role does humor play in our happiness?
• Know what perfectionism is and what implications it has on our health
Competences/Learning outcomes of the degree programme
- 04 - Develop professional practice with respect for patient autonomy, beliefs and culture.
- 06 - Develop professional practice with other health professionals, acquiring teamwork skills.
- 10 - To understand and recognise the agents and risk factors which determine health status, and learn how they determine the symptoms and natural development of acute or chronic diseases in individuals and populations.
- 11 - Understand and recognize the effects of growth, development and aging on the individual and their social environment.
- 25 - Recognize the determinants of public health; genetic and sex-dependent lifestyle, demographic, environmental, social, economic, psychological and cultural determinants.
- 27 - Recognize role in multidisciplinary teams, assuming leadership when appropriate, for the delivery of health care, such as interventions for health promotion.
- CB-2 - To know how to apply and incorporate knowledge, an understanding of it and its scientific basis and the ability to solve problems in new and loosely defined environments, including multidisciplinary contexts that include both researchers and highly specialised professionals.
- CB-4 - To be able to predict and control the evolution of complex situations through the development of new and innovative working methodologies adapted to the scientific / research, technological or specific professional field, which is generally multidisciplinary, within which they undertake their activities.
- CTP-3 - To develop critical thinking and reasoning as well as self-assessment skills.
Learning outcomes of the subject
Upon completion of this subject, the student must be able to:
• Know that the human being is the result of evolutionary episodes that make us contradictory in many of our behaviors
• Recognize that health is a global dimension that includes not only illness, but also well-being and quality of life
• Identify which components and determinants of well-being exist and the importance they present in people's health
• Recognize that being happy and feeling good about yourself has a significant impact on the prevention and recovery of the disease
• Empowering you to make better decisions in your daily and vital lives
Syllabus
This subject will be divided into 2 parts with the following topics:
Part I. Theory
Topic 1. Introduction: The human being as an imperfect being
Topic 2. Conceptual frameworks
Topic 3. Physiology of well-being and happiness
Topic 4. Epidemiology I. Population subgroups
Topic 5. Epidemiology II. Health benefits
Part II. Practice
Topic 6. The search for happiness. What makes us happy?
Topic 7. Physiology of healthy habits: Because they make you feel better and be happier
Topic 8. What is humor with our health?
Topic 9. Perfectionism and mental health
Teaching and learning activities
In person
The classes will take place around debates and discussions on case studies, which the students will have previously prepared with the readings indicated for the session. The theoretical concepts will be developed around these readings. Practical sessions will be held.
In groups, students will present a final work:
1. A job related to well-being, positive health or happiness
2. Final presentation of the work and conclusions.
Evaluation systems and criteria
In person
In groups or individually, students will carry out a protocol of an intervention or a published work that emphasizes the improvement of the well-being and happiness of people on a topic of their choice and activities during the continuous assessment. Intermediate results will be discussed in the classroom. Assessment will be based on the manuscript submitted (60%), oral presentations and class work (20%) and attendance and participation in the classroom (20%).
The content of the manuscript will be evaluated with respect to its suitability with respect to the EQUATOR guides, as appropriate.
To pass the subject the student must obtain a grade point average higher than 5.
Students who do not pass the subject in the ordinary call will have an extraordinary call that will consist of the repetition of the exercises.
Bibliography and resources
• Jonathan Haidt (2006). La Hipótesis de la felicidad. Ed: Gedisa
• Tal Ben-Shahar (2011). La búsqueda de la felicidad. Ed: Alienta
• Dean Burnett (2018). El cerebro feliz. Ed: Martínez Roca
• Martin P. Seligman (2011). Florecer: la nueva psicología positiva y la búsqueda del bienestar. Ed: Océano de México
• Malcolm Gladwell (2005). Inteligencia intuitiva: ¿Por que sabemos la verdad en dos segundos? Ed: Taurus.
• E. Diener, S. Oishi, & L. Tay. Handbook of well-being. (2018). Publisher: DEF Publishers. ISBN: http://www.nobascholar.com/books/1
• WHO. Measurement of and target-setting for well-being. Paris, 25-26 June 2012 measurementwellbeing_who2012.pdf
• Joseph Stiglitz. GDP is not a good measure of wellbeing – it's too materialistic. The Guardian; 3/12/2008 gdpisnotagoodmeasureofwellbeing_stiglitz.pdf