ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 1 Expository Class: 14 Interactive Classroom: 9 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree RD 1393/2007 - 822/2021
Departments: Clinical Psychology and Psychobiology
Areas: Personality, Assessment and Psychological Treatments
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The student, at the end of this course, you must:
• Ability to apply knowledge and ability to solve problems in the field of prevention and health promotion.
• To identify and define health problems in a given community.
• To identify and assess the risk factors and protection in the area of health.
• Being able to select the most appropriate interventions for the prevention of health problems and adapt them for use in a given context.
• Be able to design prevention programs and specific health promotion based on relevant factors (risk and protective) and available resources.
• Be able to design the evaluation of prevention programs and health promotion.
Conceptual bases for disease prevention and health promotion. Epidemiology and mental health. Risk factors and protection in the field of mental health.
Assessment of risks and needs. Areas of intervention for prevention and health promotion. Intervention strategies for risk reduction and health promotion. The design and dissemination of programs. Evaluation of programs and interventions.
Básica
Eldredge, L.K.B., Markham, C.M., Ruiter, R.A., Fernández, M.E., Kok, G., & Parcel, G.S. (2016). Planning health promotion programs: an intervention mapping approach (4th ed.). John Wiley & Sons.
Fertman, C.I., & Allensworth, D.D. (2017). Health promotion programs: from theory to practice (2nd ed.). John Wiley & Sons.
Sharma, M. (2022). Theoretical foundations of health education and health promotion (4th ed.). Jones & Bartlett Learning.
Complementaria
APA (2014). Guidelines for Prevention in Psychology. American Psychologist, 69, 285-296.
Bermúdez Parsai, M., Castro, F.G., Marsiglia, F.F., Harthun, M.L., & Valdez, H. (2011). Using community based participatory research to create a culturally grounded intervention for parents and youth to prevent risky behaviors. Prevention Science, 12, 34-47.
Buela-Casal, G., Fernández-Ríos, L., & Carrasco, T.J. (1997). Psicología preventiva: avances recientes en técnicas y programas de prevención. Pirámide
Chacón Moscoso, S., Sanduvete Chavesa, S., Portell Vidal, M. y Anguera Argilaga, M.T. (2013). Reporting a program evaluation: Needs, program plan, intervention, and decisions. International Journal of Clinical and Health Psychology, 13, 58-66.
Chorpita, B.F., & Nakamura, B.J. (2004). Four considerations for dissemination of intervention innovations. Clinical psychology, 11, 364-367.
De Pedro Cuesta, J., Ruiz, J.S., Roca, M., & Noguer, I. (2016). Salud mental y salud pública en España: vigilancia epidemiológica y prevención. Psiquiatría biológica, 23, 67-73.
Diclemente, R.J., Crosby, R., & Kegler, M.C. (2009). Emerging theories in health promotion practice and research (2nd ed.). Jossey-Bass.
Fernández-Ríos, L. y Gómez-Fraguela, J.A. (2007). La psicología preventiva en la intervención social. Madrid. Síntesis.
Frank, H. E., Becker-Haimes, E. M., & Kendall, P. C. (2020). Therapist training in evidence-based interventions for mental health: A systematic review of training approaches and outcomes. Clinical Psychology: Science and Practice, 27(3), e12330.
Hawe, P., & Potvin, L. (2009). What is population health intervention research? Canadian journal of public health, 100, I8-I14.
Langley, A.K., Nadeem, E., Kataoka, S.H., Stein, B.D., & Jaycox, L.H. (2010). Evidence-based mental health programs in schools: Barriers and facilitators of successful implementation. School mental health, 2, 105-113.
Moreno, E.M., & Torres, F.G. (2017). Metodología para la elaboración de guías de intervención basadas en la evidencia en psicología y salud mental: procedimientos del NICE. Universidad de Córdoba.
Perestelo-Pérez, L. (2013). Standards on how to develop and report systematic reviews in Psychology and Health. International Journal of Clinical and Health Psychology, 13, 49-57.
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.
BASIC AND GENERAL COMPETITION
- That the students can apply their knowledge and ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.
- Acquire, develop and implement a comprehensive health concept that considers the biopsychosocial components thereof, in accordance with guidelines established by WHO.
- Be fully aware of the psychological nature of human behavior and the social and biological factors that can affect it.
- Design, develop and, where appropriate, monitor and evaluate plans and programs of psychological intervention on psychological assessment function and the variables of individual and social type occurring in each case.
- To know in depth the psychological nature of the disorders of human behavior.
- To know in depth psychosocial factors associated with health and illness problems.
- To know in depth the biological and psychosocial factors associated with health and illness problems, especially those related to mental health.
TRANSVERSAL
- Learn to develop working hypotheses in research and collect and critically evaluate information to solve problems, applying the scientific method.
- Knowing how to communicate and communicate with other professionals, and master the skills necessary for teamwork and multidisciplinary groups.
SPECIFIC
- Knowing how to choose and apply psychological intervention techniques most suitable for its intended purpose (prevention, rehabilitation, counseling, counseling ... etc..).
- Know how to design prevention programs and psychological health promotion based on relevant factors (risk and protective) and available resources.
-Carry out promotional and educational activities for individual and community psychological health.
Lectures
Study activities
Preparation of papers
Reading articles and books
Expository method of content
Performing work (and possible exposure, voluntary)
Written exam - Test: 60%
Practical reports: 20%
Presentation of work individually or in small groups: 20%
Lectures: 12h
Interactive classes: 9h
Formative assessment activities: 2h
Tutoring hours: 1h
Hours of independent work: 51h (study activities: 21h; preparation of seminars: 10h; preparation of practices: 10h; elaboration of individual and / or group works: 10h).
-Make use of tutorships.
-Participate in the class and in the activities proposed in an active and constructive way.
-Prepare the contents by means of the slides, the notes of the class and the basic bibliography.
-Make a productive use of the interactive sessions.
Olalla Cutrin Mosteiro
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813704
- olalla.cutrin [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
| Friday | |||
|---|---|---|---|
| 10:00-11:00 | Grupo /CLE_01 | Spanish | Teaching Laboratory for Clinical Psychology I |
| 11:00-12:00 | Grupo /CLIL_01 | Spanish | Teaching Laboratory for Clinical Psychology I |
| 04.30.2025 10:00-12:00 | Grupo /CLE_01 | Seminar for Personality, Psychological Assessment and Treatment Area |
| 07.01.2025 10:00-12:00 | Grupo /CLE_01 | Seminar for Personality, Psychological Assessment and Treatment Area |