For students attending the subject (> 80% of the sessions), the exam (short answer test) will compute 40% of the total evaluation. The supervised works, reviews, discussions and analysis of documentary sources will constitute the remaining 30% of the final grade.

In the case of students with with recognition of academic dispensation, the exam (short answer test) will constitute 100% of the grade. In this compulsory exam, not only the contents covered in the lectures will enter, but also those developed in the supervised works, reviews, discussions and analysis of documentary sources that have been raised throughout the course.

ADDITIONAL REMARKS:

1. To pass the subject it is necessary to obtain a score of 50% of the weight of each of the parts being evaluated (practical part and exam).

2. The July call will be subject to the same criteria as the May call.

3. As established in the "Standards for the assessment, review and claim of qualifications for two graduate studies and university studies" (approved on 12/19/2013 and modified on 04/30/2014) in Art. 21.2: It will be considered as “ Not presented ”(NP) to that student who, being enrolled in the subject, does not attend the different evaluation activities established for the academic year.

Thus, it will be classified as "Not presented" when:

a) Do not complete the continuous evaluation process, under the conditions that appear in the teaching guide, or

b) Does not appear for the test of the official evaluation period.

4. Regarding the fraudulent performance (plagiarism) of the evaluation tests, the qualification will adjust to the provisions of article 14. 4. Norms for the assessment, review and claim of qualifications for two university graduate and graduate studies: " In the realization of works, plagiarism and the use of non-original material, including that obtained through the internet, without express indication of its origin and, if it is the case, without the permission of its author, may be considered cause of qualification of failure in the activity. All this without prejudice to the disciplinary responsibilities to which there could be place after the corresponding procedure ". In accordance with this rule, the fraudulent performance of any activity subject to evaluation will imply a rating of "0" (Failure) in the current call.

Learning outcomes	Study programme competences
Adquirir un coñecemento teórico básico sobre o estado da arte nas diferentes áreas implicadas na psicoloxía aplicada.	AR12
Capacidade de análise e síntese.		BR1
Capacidade de organización e planificación.		BR2
Traballo en equipo.		BR3
Razoamento crítico.		BR6
Aprendizaxe autónoma.		BR8
Toma de decisións.		BR12
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común.			CC4
Valorar críticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.			CC6
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida.			CC7
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade.			CC8

Topic	Sub-topic
1. QUALITY OF LIFE	1.1 Concept of quality of life 1.2. Quality of life dimensions 1.3. The measure of quality of life
2. WELL-BEING: SUBJECTIVE WELL-BEING AND PSYCOLOGICAL WELL-BEING	2.1. SUBJECTIVE WELL-BEING 2.1.1. Concept and components of subjective well-being 2.1.2. The measure of subjective well-being. 2.2. PSYCHOLOGICAL WELL-BEING 2.2.1. Psychological wellbeing concept 2.2.2. Main explanatory models of psycological well-being 2.2.3. The measure of psychological well-being
3. SOCIODEMOGRAPHIC DETERMINANTS OF WELL-BEING	3.1. Genetics and environment 3.2. Personality variables 3.3. Age and well-being: well-being throughout the life cycle 3.4. Gender and well-being 3.5. Education and well-being
4. PERSONAL GROWTH: VIRTUES AND HUMAN STRENGHTS	4.1. Identification of personal strengths 4.2. Flow 4.3. Self determination 4.4. Self-compassion 4.5. Resilience 4.6. Mindfulness

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Document analysis	B1 B2 B6 B12 C6	3	12	15
Directed discussion	B1 B3 B6 B8 C4	4	0	4
Guest lecture / keynote speech	A12 B2 B6	7	0	7
Supervised projects	B1 B2 B3 B6 B8 C7 C8	4	28	32
Short answer questions	B1 B6 B8	2	0	2
Critical bibliographical	B1 B2 B6 B8	1	9	10

Personalized attention		5	0	5

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Document analysis	Posing of different questions about the main contents developed in the program. A debate on them will be requested, ending with a synthesis of the main ideas that emerged in it.
Directed discussion	The students, in groups, will freely and assertively discuss a topic coordinated by the teacher
Guest lecture / keynote speech	Synthetic oral presentation of the main contents of the program, supported by the bibliography provided to the students.
Supervised projects	Carrying out work aimed at intervention in psychological well-being
Short answer questions	Students will have to take a short answer exam on the contents covered in the lecture sessions.
Critical bibliographical	An applied deepening work will be done in accordance with the guidelines set by the teacher.

Methodologies	Competencies	Description	Qualification
Supervised projects	B1 B2 B3 B6 B8 C7 C8	The students will have to work on the development of activities that, based on the knowledge previously acquired in the development of the subject, have the ultimate goal of measuring, analyzing or improving the psychological well-being of people	20
Critical bibliographical	B1 B2 B6 B8	An applied deepening work will be carried out following the teacher's instructions.	20
Document analysis	B1 B2 B6 B12 C6	The critical and reasoned participation of the students in relation to the analysis of the sources that the teacher offers as basic bibliography will be valued.	10
Directed discussion	B1 B3 B6 B8 C4	The contributions that students make based on the knowledge acquired through reading the bibliography offered will be valued.	10
Short answer questions	B1 B6 B8	The students will have to take a short answer exam on the contents covered in the lecture sessions	40

Assessment comments
For students attending the subject (> 80% of the sessions), the exam (short answer test) will compute 40% of the total evaluation. The supervised works, reviews, discussions and analysis of documentary sources will constitute the remaining 30% of the final grade. In the case of students with with recognition of academic dispensation, the exam (short answer test) will constitute 100% of the grade. In this compulsory exam, not only the contents covered in the lectures will enter, but also those developed in the supervised works, reviews, discussions and analysis of documentary sources that have been raised throughout the course. ADDITIONAL REMARKS: 1. To pass the subject it is necessary to obtain a score of 50% of the weight of each of the parts being evaluated (practical part and exam). 2. The July call will be subject to the same criteria as the May call. 3. As established in the "Standards for the assessment, review and claim of qualifications for two graduate studies and university studies" (approved on 12/19/2013 and modified on 04/30/2014) in Art. 21.2: It will be considered as “ Not presented ”(NP) to that student who, being enrolled in the subject, does not attend the different evaluation activities established for the academic year. Thus, it will be classified as "Not presented" when: a) Do not complete the continuous evaluation process, under the conditions that appear in the teaching guide, or b) Does not appear for the test of the official evaluation period. 4. Regarding the fraudulent performance (plagiarism) of the evaluation tests, the qualification will adjust to the provisions of article 14. 4. Norms for the assessment, review and claim of qualifications for two university graduate and graduate studies: " In the realization of works, plagiarism and the use of non-original material, including that obtained through the internet, without express indication of its origin and, if it is the case, without the permission of its author, may be considered cause of qualification of failure in the activity. All this without prejudice to the disciplinary responsibilities to which there could be place after the corresponding procedure ". In accordance with this rule, the fraudulent performance of any activity subject to evaluation will imply a rating of "0" (Failure) in the current call.

Basic	Díaz, D.; Rodríguez-Carvajal, R.; Blanco, A., Moreno-Jiménez, B.; Gallardo, I.; Valle, C., y van Die (2006). Adaptación española de las escalas de bienestar psicológico de Ryff. Psicothema, 18, 572-577 Castellón, A. y Romero, V. (2004). Autopercepción de la calidad de vida. . Revista Mulridisciplinar de Gerontología, 14 (3), 131-137 Casas, F. y Aymerich, M. (2005). Calidad de vida en las personas mayores. En S. Pinazo y M. Sánchez (Dirs.) Gerontología. Madrid: Pearson Freire, C., y Ferradás, M. M. (2016). Calidad de vida y bienestar en la vejez. Madrid: Pirámide Lehr, U. (2004). Calidad de vida, satisfacción con la vida, envejecimiento satisfactorio y bienestar subjetivo. Revista Española de Geriatría y Gerontología, 39, 3, 2-7 Schalock, R.L. y Verdugo, M.A. (2002). Calidad de vida. Manual para profesionales de la educación, salud y servicios sociales. Madrid: Alianza Argyle, M. (1999). Causes and correlates of happiness. En D. Kahneman y E. Diener (Eds.) Well-being: the foundations of hedonic psychology. . N. York: Russell Sage Foundation Hernández, P. (2005). Educación del pensamiento y de las emociones. Madrid: Tafor/Narcea Blanco, A. y Díaz, D. (2005). El bienestar social: su concepto y medición. Psicothema, 17, 4, 582-589 Diener, E. (1994). El bienestar subjetivo. Intervención Psicosocial, 3, 67-113 Cabañero, M.J.; Richard, M.; Cabrero, J.; Orts, M.I.; Reig, A., y Tosal, B. (2004). Fiabilidad y validez de una escala de satisfacción con la vida de Diener en una muestra de mujeres embarazadas y puérperas. Psicothema, 16, 448-455 Vitterso, J. (2016). Handbook of eudaimonic well-being. Tromso: Springer Ryff, C. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069-1081 Argyle, M. (1997). Is happiness a cause of health?. Psychological Health, 12, 769-781 Vázquez, C., y Hervás, G. (2009). La ciencia del bienestar. Fundamentos de una Psicología positiva. Madrid: Alianza Editorial Argyle, M. (1992). La psicología de la felicidad. Madrid: Alianza Seligman, M. E. P. (2011). La vida que florece. Barcelona: Ediciones B López González, L. y Santamaría, T. (Coords.) (2019). Mindfulness en el aula 12-18 años: Programa TREVA. Madrid: San Pablo López González, L. (Coord.) (2019). Mindfulness en el aula 6-12 años: Programa TREVA. Madrid: San Pablo García-Campayo, J. y Demarzo, M. (2015). Mindfulness y compasión: la nueva revolución. Madrid: Siglantana Tomás, J.M.; Meléndrez, J.C., y Navarro, E. (2008). Modelos factoriales confirmatorios de las escalas de Ryff en una muestra de personas mayores. Psicothema, 20 (2), 304-310 Lawton, M.P. (1991). Mulridimensional view of quality of life in frail olders. En J. Birren (Ed.) The concept and measurement of quality of life in the frail elderly. San Diego: Academic Press Ryan, R.M. y Deci, E.L. (2001). On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141-166 Keyes, C., Shmotkin, D., y Ryff, C. (2002). Optimizing well-being: the empirical encounter of two traditions. Journal of Personality and Social Psychology, 82, 1007-1022 Neff, K. (2016). Sé amable contigo mismo. El arte de la compasión hacia uno mismo. Barcelona: Ediciones Paidós
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Complementary

Other comments
This subject will advocate the use of an inclusive language, both in the interventions in the classrooms and in the contents worked on and activities carried out. Consistent with this perspective, the intervention of students in the classrooms will be encouraged.