Base Knowledge
not applicable
Teaching Methodologies
The curricular unit will be developed according to a theoretical model with a structured exposition of the contents and respective analysis and discussion or debate. An interrogative and interactive methodology will be used prior to the presentation of the main contents and concepts, and demonstration/exemplification of them through their practical application in everyday situations and using, whenever justified, audiovisual media.
It also includes autonomous study with research on the content exposed and the reading and critical analysis of texts and the promotion of spaces for discussion, reflection, application of knowledge and clarification of doubts, based on practical group work and proposed individual exercises. To this end, the flipped classroom method will be used.
Learning Results
The student must acquire:
Knowledge of:
Behaviors, health, illness and psychosocial determinants of health;
Motivational models and strategies for adopting healthy lifestyles
Health communication
Mental health throughout the life cycle
Know the areas of intervention in Health Psychology and the skills necessary for the health professional/nutritionist in this area.
Skills for:
Describe the psychosocial determinants of health and variables associated with the domains of quality of life and general well-being.
Equip yourself with assessment tools and learn about priority health agendas and programs
Understand the area of mental health and the lifestyles of young people.
Describe motivational models and strategies for adopting healthy lifestyles.
Competencies for:
Promote health literacy.
Reflect on the disease in psychosocial terms;
Be an active agent in promoting health behaviors;
Identify and deal with emotions and stress;
Identify signs and symptoms of chronic diseases.
Deal appropriately with the user and their family.
Program
1. Health psychology
– Definitions and concepts
– Main historical landmarks
2. Psychosocial determinants of health, Quality of Life and General Well-Being
– Health continuum model and its determinants.
– Health and well-being as a result of basic conditions
– Jakarta Declaration and the Ottawa Charter
– Health behaviors and lifestyles
3. Mental health throughout the life cycle
– Stigma about mental illness
– Mental health and illness
– Anxiety, stress and depression disorders
– Burnout
4. Psychology and illnesses
– Coping strategies.
– Eating behavior disorders and mental health
5. Motivational models and strategies for adopting healthy lifestyles
– Models with evidence of effectiveness in behavioral change. The transtheoretical model of change.
– The theory of self-determination.
– The motivational interview.
– Health and well-being coaching. Psychological coaching process applied to health behaviors.
6. Health Communication
– Assessment scales for the health communication process.
7. Health literacy
– Models and concepts Health literacy
– Disease prevention and health promotion
– Interaction between health literacy, health and education
– Health literacy assessment instruments
– National Health Plan, priority health programs
– Analysis of the Health Education Framework. The Health Promoting Schools model
– 2030 Agenda and the context of health promotion for sustainable development
Curricular Unit Teachers
Margarida Tenente dos Santos PocinhoGrading Methods
Students are evaluated through a written work on contents covered in the course, which reveals the ability to reflect on them; and a summative written test to assess knowledge, consisting of questions that assess the extent and depth of theoretical knowledge acquired in the course and the ability to apply this knowledge in practice to everyday situations and specific to the scientific area of the course. Approval in the subject is obtained with a classification greater than or equal to 10 values (on a scale from 0 to 20), resulting from the sum of the classifications obtained in the work and in the written test weighted, respectively, with a weight of 30% and 70%. The classification in each of the assessments (work and test) cannot be less than 9.5 values.
The evaluation can also be carried out through a written exam, during the periods designated for this purpose.
Internship(s)
NAO
Bibliography
Leal, I. , & Pais-Ribeiro, J. L. (2021). Manual de Psicologia da Saúde. Pactor.
Álamo, J. Q. del. (2019). Fome, emoções e cérebro: comer com cabeça. Atlântico Press, cop.
Banyard, P. (1996). Applying Psychology to Health. London: Hodder & Stoughton.
Bennett P. & Murphy, S. (1999). Psicologia e Promoção da Saúde. Lisboa: Climepsi Editores.
Bentivoglio, M., & Zucconi, G. G. (2018). Quando o cérebro envelhece: mitos e certezas sobre um processo universal (e inevitável). Atlântico Press.
Booth, D. (1994) Psychology of Nutrition. London: Taylor & Francis (e-book, 2016).
Canessa, N. (2019). O sonho da razão: como funciona o cérebro. Atlântico Press, cop.
Charpentier, G. (2003). As doenças e as suas emoções. Lisboa: Instituto Piaget.
Conner, M. (2012). The Social Psychology of Food (applying social psychology), Brunner-Routledge.
Marques, A. R. et al. (1991). Reacções Emocionais à Doença Grave: como lidar. Coimbra: Ed. Psiquiatria Clínica.
Ogden, J. (2010). The Psychology of Eating: from healthy to disordered behaviour, 2ª ed., Willey-Blackwell.
Ogden., J. (2004). Psicologia da Saúde (2ª Edição). Lisboa: Climepsi Editores.
Paúl, C. & Fonseca, A. (2001). Psicossociologia da Saúde. Lisboa: Climepsi Editores.
Pérez, I. P. (2019). O mapa do cérebro : um passeio anatómico pela máquina de pensar. Cofina Media, cop.
Serra, A.V. (2005). O Stress na Vida de Todos os Dias. Coimbra: Edição de Autor.
Spek, V. Van der, & Bernard, A. (12182 B.C.E.). Nutrição e bem-estar mental: como e por que razão a nossa alimentação influencia o cérebro? Piaget.
Taylor, S. (2014). Health Psychology. Boston: McGraw – Hill.
Tiziana Cotrufo, J. M. U. B. (2019). O cérebro e as emoções: sentir, pensar, decidir. Cofina Media, cop.
Wenk, G. L. (2019). O cérebro e os alimentos: como as substâncias químicas controlam o modo como pensamos e sentimos. Libelinha.