Universitat Internacional de Catalunya
Promotion and Prevention in Health Psychology
Other languages of instruction: Catalan, English
Teaching staff
Introduction
Traditionally, Psychology has been associated with an approach focused solely on disease and diagnosis. The subject Promotion and Prevention in Health Psychology seeks to provide students a holistic and comprehensive view of mental health. Students will acquire knowledge about prevention and health promotion, as well as the necessary tools to design professional and quality interventions in their future professional practice as a psychologist.
Objectives
General objective:
The general objective of the subject is to help students integrate a perspective on the promotion and prevention of mental health and be able to design and integrate technological solutions for their intervention.
Specific objectives:
- To detect and recognise problems related to the prevention and promotion of mental health, taking into account specific individual and contextual differences.
- To ensure students are able to design innovative interventions to solve phenomena related to the promotion and prevention of mental health.
- To learn about existing theoretical models linked to the promotion and prevention of individual and community mental health.
- To be able to critically examine methodologies and new care models based on innovation and technology (virtual reality, telepsychology, serious game applications, robotics and artificial intelligence) and know how to apply them in the fields of health psychology.
Competences/Learning outcomes of the degree programme
- CB10 - Students should have learning skills that allow them to continue studying in a largely self-directed or autonomous manner.
- CB6 - Have and understand knowledge that provides a basis or opportunity for the student to develop and/or apply original ideas, often in the context of research.
- CB7 - Students should be able to apply their knowledge and ability to solve problems in new or little-known environments, within broader (or multidisciplinary) contexts related to their area of study.
- CB8 - Students should be able to integrate their knowledge and cope with the complexity of formulating judgements based on information that, being incomplete or limited, includes reflection on the social and ethical responsibilities linked to the application of their knowledge and judgements.
- CB9 - Students should be able to communicate their conclusions and the knowledge and arguments supporting these conclusions in a clear and unambiguous manner to specialised and non-specialised audiences.
- CE1 - Acquire, develop and implement an integrative health concept, where the biopsychosocial components of health are included, in accordance with the guidelines established by the WHO.
- CE10 - Know how to communicate with other professionals and master the skills necessary for to teamwork and in multidisciplinary groups.
- CE11 - Understanding of the obligations and responsibilities of healthcare personnel regarding confidentiality of information and protection of patient personal data.
- CE12 - Extensive understanding of the psychological nature of human behaviour, as well as the social and biological factors that can affect it.
- CE13 - Extensive understanding of the psychological nature of human behaviour disorders.
- CE14 - Extensive understanding of the psychosocial factors associated with health problems and disease.
- CE15 - Extensive understanding of the biological and psychosocial factors associated with health and disease issues, especially those related to mental health.
- CE16 - Extensive understanding of the different evaluation and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived therefrom to address behavioural disorders and the psychological factors associated with health problems in different contexts (private, primary care, community, crisis and emergency situations).
- CE18 - Design, develop and, if necessary, supervise and evaluate psychological intervention plans and programmes, based on psychological evaluation and the individual and social concurrent variables and apply it in different contexts (private, primary care, community, and crisis and emergency situations).
- CE2 - Apply the fundamentals of bioethics and the method of deliberation in professional practice, aligning their practice as a health professional to the provisions of Law 44/2003, of 21 November, on the organisation of the healthcare professions.
- CE21 - Carry out promotional and educational activities for individual and community psychological health.
- CE5 - Use information and communication technologies in professional practice.
- CE9 - Develop their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance.
- CG1 - Ability to use the different information and communication technologies in professional performance in the clinical and healthcare field.
- CG2 - Formulate working hypotheses in research and critically assess information to solve problems, applying the scientific method in the clinical and healthcare field.
- CG3 - Plan work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional performance in the clinical and healthcare field.
- CG4 - Know how to work and interact in multidisciplinary groups in the clinical and healthcare field.
- CT2 - Implement strategies to promote gender equality, equity and respect for human rights in the clinical and healthcare field.
- CT3 - Demonstrate ethical and professional commitment to civic and social responsibilities, especially regarding equality between people and respect for diversity in the clinical and healthcare field.
- CT4 - Connect knowledge in a critical, synthetic and rigorous way in the clinical and healthcare field.
- CT5 - Analyse work done in a critical and constructive way, valuing the strengths and weaknesses in the practice of their profession.
- CT6 - Generate inclusive environments for sustainable development effectively at all levels in the clinical and healthcare field.
- CT8 - Identify personal and professional limitations in the practice of their profession.
- CT9 - Ability to integrate psychological knowledge and developments in the practice of their profession.
Learning outcomes of the subject
- To describe the origins of health promotion.
- To attend to individual, relational and contextual difficulties, as well as the different problems that may appear at different times in the life cycle, taking into account the gender perspective.
- To be familiar with positive psychology interventions and other appreciative psychosocial models, interactions and systems for promoting individual and community mental health.
- To consider the interdisciplinary intervention model of the salutogenic perspective in health promotion.
- To keep up-to-date with new methodologies and care models based on innovation and technology (virtual reality, telepsychology, serious game applications, robotics and artificial intelligence) and know how to apply them in the fields of health psychology.
- To be familiar with the principles of co-creation of solutions, gamification and behavioural change and know how to use them to innovate and design technological solutions.
- To promote inclusive situations and environments for sustainable development, creating effective, responsible and inclusive contexts at all levels.
- To design psychoeducational programmes that take into account the gender perspective in problems associated with the life cycle.
- To know how to apply intervention techniques for the different problems that appear throughout the life cycle.
Syllabus
MODULE 1: INTRODUCTION TO PROMOTION AND PREVENTION IN HEALTH PSYCHOLOGY
Topic 1.1 Introduction to Health Psychology
1.1.1 Health from a comprehensive perspective
1.1.2 The current social context: culture of well-being and current cultural challenges
1.1.3 Theoretical models and levels of prevention and promotion of psychological health
1.1.4 Essential aspects of the intervention: ethics and good practices, agents involved and cross-cultural elements
Topic 1.2 Prevention and Promotion in Health Psychology
1.2.1 Competencies as a resource: identity capital and psychological capital
1.2.2 The role of emotion, cognition, behavior and social support
Topic 1.3 Promotion in Health Psychology
1.3.1 Cognitive techniques for prevention and health promotion
1.3.2 Emotional techniques for prevention and health promotion
1.3.3 Behavioral techniques for prevention and health promotion
Topic 1.4 Training in interventions related to promotion and prevention in psychology
1.4.1 Training in interventions for: self-esteem, social skills, emotional management
MODULE 2: BIO-PSYCHO-SOCIAL APPROACHES
Topic 2.1: Hormones and Health (Iris Crespo - 8 hours)
2.1.1. Introduction to the mind-body relationship: involvement of hormones
2.1.2. Hormones and behaviour
Topic 2.2: Hormones and motherhood (Carla Martos - 6 hours)
2.2.1 Introduction to motherhood and fatherhood
2.2.2 Milestones and psychology in pregnancy and post-childbirth
2.2.2.1 Psychological vulnerability
2.2.2.2 Constitution of attachment
2.2.3 Key aspects in the couple´s relationship
MODULE 3: INTERVENTIONS BASED ON POSITIVE PSYCHOLOGY
Topic 3.1: Positive Psychology and Forgiveness (María Fernández - 4 hours)
3.1.1. Forgiveness as a strength of character
3.1.2. Forgiveness evaluation measures
3.1.3 Interventions to promote forgiveness: REACH Model
Topic 3.2: Meaning of life (Iris Crespo - 4 hours)
3.2.1 The meaning of life as a measure of prevention and health promotion
3.2.2 Intervention and evaluation on the meaning of life
MODULE 4: DIGITAL HEALTH AND TECHNOLOGICAL INNOVATION
Topic 4.1: Digital health in the field of psychological care
4.1.1 Methodologies and new care models based on innovation and technology
4.1.2 Marketplace of technological solutions for the prevention, promotion and care of mental health and cognitive disorders
4.1.3 The application of the scientific method to validate digital technology
4.1.4 Experiences and results of research in digital health and psychology
Topic 4.2: Virtual Reality
4.2.1 Immersive virtual reality in anxiety disorders, obsessive disorders and post-traumatic stress disorder
4.2.2 Eye-tracking technology and virtual reality in eating disorders (EDs) and body image problems
4.2.3 Virtual reality in other mental disorders and psychosocial problems
Topic 4.3: Cases of immersive virtual reality in neuropsychology
4.3.1 VR applied to persistent COVID
4.3.2 VR applied to cognitive changes associated with chemotherapy
4.3.3 VR applied to ageing, cognitive decline and dementia
Topic 4.4: The immersive experience without glasses
4.4.1 VR projects in health and social care
4.4.2 Demonstration of emotional well-being exercises, cognitive stimulation and physical exercise
4.4.3 Workshop for designing a therapeutic intervention using CAVE type VR.
Topic 4.5: The Internet of things, computer vision, artificial intelligence and its applications in Psychology
4.5.1 Internet of things applications in promoting healthy habits
4.5.2 Computer vision and artificial intelligence applications for cognitive stimulation
Topic 4.6: Serious games and gamification
4.6.1 Serious games and applications in the Psychology of aging (healthy aging, late-life depression and cognitive decline). Importance of the design process and technological development
4.6.2 Serious games and application in child and youth psychology. Promoting emotional regulation through gamification paradigms
4.6.3 Practical experience in VR technology and gamification (Enhance VR software)
Topic 4.7: Digital platforms, telepsychology and applications
4.7.1 Computerised evaluation vs. traditional evaluation
4.7.2 Telepsychology and opportunities/challenges in public mental health
4.7.3 Ecological momentary assessment
4.7.4 Application experiences for mental health assessment (Psiconexia)
4.7.5 Application experiences for unwanted loneliness (T'Activa)
Teaching and learning activities
In person
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Teaching methodologies |
Training activities |
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Lecture (CM) |
(AD) |
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Collaborative Learning (CA) |
(ACE) |
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Case Method (MC) |
Autonomous Learning (AA) |
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Autonomous Learning (AA) |
(AE) |
Evaluation systems and criteria
In person
100% on-site learning in the classroom
The final evaluation of the subject will consist of the design of an intervention proposal aimed at the promotion and/or prevention of health in Psychology.
1st CALL
80% Oral presentation
- 40% Working together
- The oral presentation will last 10 minutes per pair (5 minutes of joint presentation and 5 minutes of individual questions).
- The exhibition will be before a jury of experts, who will evaluate the work through a specific evaluation rubric.
- 40% Individual exhibition
- In the 5-minute question period, the student's individual performance will be evaluated.
- The exhibition will be before a jury of experts, who will evaluate the work through a specific evaluation rubric.
20% Graphic exhibition (graphic support)
- The presentation must be supported through a graphic medium (poster, PPT, flyer, poster, etc.), which will be shown on the same day as the oral presentation. The objective is for the student to be able to present in a graphic and summarized way the main aspects of the intervention.
- Established writing and spelling criteria will be taken into account.
- The bibliography used must be added following the APA style (7th edition).
The evaluation of the work will take into account both the content and the form of the work. The student is asked to use a professional style appropriate for a Master's thesis.
Important: The subject will be passed with a minimum average of 5 taking into account all the parts evaluated. That is, to pass the subject, the average has to be approved. If, upon obtaining the weighted average, it is less than 5, the student will be suspended and will have to retake the subject in the second call.
2ND CALL
Those students who do not obtain an average grade equal to or greater than 5 in the 1st call must appear for the second call. This will consist of:
- Present the oral presentation again individually. This constitutes 100% of the 2nd call final grade.
- The grade will depend solely on the jury's evaluation through the specific evaluation rubric.
Important: In the second call, the student will have to obtain a sufficient grade in the exam so that the weighted average is equal to or greater than 5.
The final evaluations, of the 1st and 2nd call, will be done in a completely face-to-face modality. For this reason, attendance is mandatory to present the work. There will be no exceptions nor will there be justified absences.
Bibliography and resources
De Witte, N. A. J., Joris, S., Van Assche, E., & Van Daele, T. (2021). Technological and Digital Interventions for Mental Health and Wellbeing: An Overview of Systematic Reviews. Frontiers in digital health, 3, 754337. https://doi.org/10.3389/fdgth.2021.754337
González, C. (2012). Bésame mucho (nueva presentación). Grupo Planeta.
Gutman, L. (2020). La maternidad y el encuentro con la propia sombra. Penguin Random House Grupo Editorial Argentina.
Insel, T. (2022). Healing: Our Path from Mental Illness to Mental Health. Penguin Press
Nelson, R.J. (2011). An introduction to behavioral endocrinology (4th ed.). Sinauer Associates.
Olza, I. (2017). Parir: El poder del parto (edición actualizada). Penguin Random House Grupo Editorial España.
Pallarés Molins, E. (2016). El perdón como fortaleza humana. Bilbao: Ediciones Mensajero
Pfaff, D. W., & Joels, M. (2016). Hormones, brain and behavior. Academic Press
Raczynski, J. & DiClemente, R. (1999). Handbook of Health Promotion and Disease Prevention. Springer.
Torous, J., Bucci, S., Bell, I. H., Kessing, L. V., Faurholt‐Jepsen, M., Whelan, P., & Firth, J. (2021). The growing field of digital psychiatry: current evidence and the future of apps, social media, chatbots, and virtual reality. World Psychiatry, 20(3), 318-335. doi: 10.1002/wps.20883
Worthington, E. L., Jr. (2020). An update of the REACH Forgiveness model: Psychoeducation in groups, do-it-yourself formats, couple enrichment, religious congregations, and as an adjunct to psychotherapy. In E. L. Worthington, Jr. & N. G. Wade (Eds.), Handbook of forgiveness (pp. 277–287). Routledge/Taylor & Francis Group.