Base Knowledge
N/A
Teaching Methodologies
The scientific approach of the proposed syllabus integrates the combination of diversified teaching-learning methods, including: i) exposure, analysis and active discussion of scientific articles, in order to stimulate the development of a critical position in relation to the disseminated knowledge; ii) collection, systematization and presentation of information; iii) appreciation and debate of films, conferences and other elements involved in the field of human resilience; iv) discussion and reflection on problematic situations raised by everyday issues, implicated in the development of resilience throughout the person’s life cycle.
In the continuous assessment, the following elements are considered: written frequency, with consultation (50%); and a group work to be presented and discussed in the classroom (50%). In the evaluation by exam (100%) a written test and/or oral test is performed.
Learning Results
1. To build knowledge of the relevant chronology of the binomial health / disease, namely the 2nd health revolution. Associate it to the age of the intervening groups: elderly, professionals and careguivers.
2. Identify and describe the caregiver and the elderly through instruments that evaluate resilience.
3. Recognize models and theories relating to resilience construct applied to elderly, professionals and careguivers as well as healthy skills, life attitudes and concepts associated with it.
4. Distinguish resilience dimensions.
5. Become aware of the personal and interpersonal role in resilient structure.
6.Analyse models of human functioning and evaluation.
Program
a. The human being as a complex system of biophysical past and its functioning.
B. Everyday adversity as an integral part of life and resilience: subjective human health.
c. Survival and quality of life (from Damásios’s, 2002 perspective). Highlights of the cultural and scientific progress of the binomial health / disease.
d. Beacons of non-pathological approach to resilience; Models and theories of resilience and related concepts, including design and measure of this construct and Health Dynamic model, subjective and everyday, including proposal resilience throughout life.
e. Understanding the evolution of resilience in longitudinal and prospective studies: growth constructs.
Curricular Unit Teachers
Grading Methods
- - Exam - 50.0%
- - Individual and/or Group Work - 50.0%
- - Exam - 100.0%
Internship(s)
NAO
Bibliography
Albuquerque, A.M. & Frias, A. (2018). Resiliência Humana Neurológica: Em sociedade sou finito mas posso pensar o infinito. Revista Omnia, 8(3), outubro, 15-26.
Albuquerque, A.M. (2014). À Luz da Resiliência: o Riso e a Perda na educação. Revista Omnia, 1, 23-29.
Anaut, M. (2005). A resiliência: ultrapassar os traumatismos. Climepsi Editores.
Baltes, P. B., & Staudinger, U. M. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue toward excellence. American Psychologist, 55 (1), 122-136.
Damásio, A. (2010). O livro da Consciência: a construção do cérebro consciente. Temas e Debates – Círculo de leitores;
Lima, M.P. (2010). Envelhecimentos. Universidade de Coimbra.
Ralha-Simões, H. (2017). Resiliência e desenvolvimento pessoal : novas ideias para compreender a adversidade. Papa-Letras.
Ralha-Simões, H. (Org.) (2018). Resiliência : novos olhares face aos desafios do nosso tempo. Edições Ex-Libris.