Competencies / Study results |
Code
|
Study programme competences / results
|
A1 |
To recognize and respect human diversity and to understand that psychological explanations may vary across populations and contexts. |
A3 |
Being able to elaborate a scientific report which involves defining a research problem, the hypotheses and variables, and defining the design, the sample and its method of selection, the tools for collecting data and their subsequent analysis and discussion. |
A4 |
Being able to achieve an adequate level of understanding of the recipient's demand in every situation or application context. |
A5 |
Being able to perform a psychological evaluation in the context of a scientific investigation. |
A7 |
Knowing to track on a case by choosing appropriate and realistic objectives. |
A11 |
Knowing all kind of limitations and restrictions (personal, social, economic, ethical, etc.) which has the scientific and technical research. |
A12 |
To acquire a basic theoretical knowledge about the state of the art in the different areas involved in applied psychology. |
A13 |
Knowing and being able to use the different models, theories, methods and assessment and intervention techniques that are specific of the different areas of research in Applied Psychology, and developing a critical attitude typical of the scientific spirit. |
A14 |
Being able to analyze the bibliographic documentation necessary for a research work. |
A18 |
To show an ethical and professional compromise with respect to civic, social and global responsibilities. |
A20 |
Knowing the different models of assessment and intervention in the field of Applied Social Psychology. |
B1 |
Capacity for analysis and synthesis. |
B2 |
Capacity for organization and planning. |
B8 |
Autonomous learning. |
B9 |
Initiative and enterprising spirit. |
B10 |
Motivation for quality. |
B11 |
Troubleshooting. |
C3 |
Using the basic tools of information and communication technologies (ICT) necessary for the exercise of the profession and for lifelong learning. |
C6 |
To critically assess the knowledge, technology and information available to solve the problems they face. |
C8 |
Assessing the importance of research, innovation and technology development in the socio-economic and cultural progress of society. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Identificar os factores persoais, psico-sociais e comunitarios que poden afectar a saúde das persoas. |
AR1 AR3 AR7 AR11 AR12 AR13 AR14 AR20
|
BR2 BR11
|
|
Conocer os diferentes modelos, teorias e técnicas de intervención da psicoloxía social da saúde |
AR3 AR4 AR5 AR7 AR12 AR13 AR14
|
BR1
|
CC3
|
Comprender ás responsabilidades cívicas, sociais e globais implicadas e interactuantes na saúde das persoas a nivel individual, grupal e societal. |
AR1 AR18
|
BR8 BR9 BR10 BR11
|
CC6 CC8
|
Contents |
Topic |
Sub-topic |
1. Psicoloxía social, saúde e saúde mental
2. Relación entre saúde e comportamento.Hábitos saudables
3. Modelos explicativos da conduta de saúde e de risco
4. Os procesos de cambio de actitudes no ámbito da saúde
5. O apoio social e a súa influencia na saúde |
1. Psicoloxía social, saúde e saúde mental
2. Relación entre saúde e comportamento.Hábitos saudables
3. Modelos explicativos da conduta de saúde e de risco
4. Os procesos de cambio de actitudes no ámbito da saúde
5. O apoio social e a súa influencia na saúde |
1. Social psychology, health, and mental health
2. Relationship between health and behavior. Healthy habits
3. Explanatory models of health and risk behavior
4. Processes of attitude change in the field of health
5. Social support and influence on health |
1. Social psychology, health, and mental health
2. Relationship between health and behavior. Healthy habits
3. Explanatory models of health and risk behavior
4. Processes of attitude change in the field of health
5. Social support and influence on health |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Workbook |
A1 A4 A5 A7 A11 A12 A13 C3 C6 |
7 |
10 |
17 |
Oral presentation |
A7 B1 C3 C6 |
4 |
0 |
4 |
Critical bibliographical |
A1 A3 A11 A12 A13 A14 B1 B2 B8 B9 B10 B11 C3 C6 C8 |
0 |
18 |
18 |
Guest lecture / keynote speech |
A1 A11 A12 A13 |
16 |
0 |
16 |
Supervised projects |
A1 A3 A4 A5 A7 A11 A12 A13 A14 A18 A20 B1 C3 C6 |
4 |
14 |
18 |
|
Personalized attention |
|
2 |
0 |
2 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Workbook |
Conxunto de textos e documentación escrita que se recolleron e editado como fonte de profundización nos contidos traballados |
Oral presentation |
Intervención inherente aos procesos de ensino-aprendizaxe baseada na exposición verbal a través da que o alumnado e o profesorado interactúan dun modo ordenado, expondo cuestións, facendo aclaracións e exponinedo temas, traballos, conceptos, feitos ou principios de forma dinámica. |
Critical bibliographical |
Proceso de lectura crítica dun libro, dun artigo, dunha tese ou dunha comunicación a un congreso. Como tal proceso, comprende a lectura da obra, a análise do seu contido e unha crítica e valoración da mesma en relación á literatura existente sobre o tema. Unha recensión non supón un resumo da obra, nin unha mera análise do contido, pois o que lle outorga sentido e dimensión académica científica é a crítica que merece a xuízo do autor da recensión, en relación a outras obras coñecidas do mesmo ámbito ou en relación á súa propia experiencia. |
Guest lecture / keynote speech |
Exposición oral complementada co uso de medios audiovisuais e a introdución dalgunhas preguntas dirixidas aos estudantes, coa finalidade de transmitir coñecementos e facilitar a aprendizaxe. A clase maxistral tamén é coñecida como "conferencia", "método expositivo" ou "lección maxistral". Esta última modalidade adóitase reservar a un tipo especial de lección impartida por un profesor en ocasións especiais, cun contido que supón unha elaboración orixinal e baseada no uso case exclusivo da palabra como vía de transmisión da información á audiencia. |
Supervised projects |
Metodoloxía deseñada para promover a aprendizaxe autónoma dos estudantes, baixo a tutela do profesor e en escenarios variados (académicos e profesionais). Esta referida prioritariamente á aprendizaxe de "como facer as cousas. Constitúe unha opción baseada na asunción polos estudantes da responsabilidade pola súa propia aprendizaxe. Este sistema de ensino baséase en dous elementos básicos: a aprendizaxe independente dos estudantes e o seguimento desa aprendizaxe polo profesor-titor. |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
Monitoring of the individual work carried out by each student. Guidance on the methodology and documentary sources that must be handled and on the writing of the final report of the work. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Workbook |
A1 A4 A5 A7 A11 A12 A13 C3 C6 |
Conxunto de textos e documentación escrita que se recolleron e editado como fonte de profundización nos contidos traballados.
Computa na evaluación a través das outras metodoloxías |
30 |
Oral presentation |
A7 B1 C3 C6 |
Intervención inherente aos procesos de ensino-aprendizaxe baseada na exposición verbal do alumnado expoñendo cuestións, facendo aclaracións e traballos, conceptos, feitos ou principios de forma dinámica.
Computa na evaluación a través das outras metodoloxías |
20 |
Supervised projects |
A1 A3 A4 A5 A7 A11 A12 A13 A14 A18 A20 B1 C3 C6 |
Metodoloxía deseñada para promover a aprendizaxe autónoma dos estudantes, baixo a tutela do profesor e en escenarios variados (académicos e profesionais). Esta referida prioritariamente á aprendizaxe de "como facer as cousas. Constitúe unha opción baseada na asunción polos estudantes da responsabilidade pola súa propia aprendizaxe. Este sistema de ensino baséase en dous elementos básicos: a aprendizaxe independente dos estudantes e o seguimento desa aprendizaxe polo profesor-titor.
Se o alumno supera satisfactoriamente a avaliación dos traballos tutelados, eximiráselle da realización da proba de ensaio, nese caso esta metodoloxía supoñerá o 75% da cualificación |
50 |
|
Assessment comments |
It is necessary to achieve 50% of the maximum score each of the evaluations to pass the subject. Ordinary Exam The final grade will be the sum of all methodologies. It is necessary to pass each of the parts in order to pass the subject. If the tutored work is passed, it will not be necessary to take the exam test, in which case the tutored work along with the oral presentation will represent 100% of the valuation. All tasks must be delivered on the date set at the beginning of the semester. Extraordinary Exam The evaluation system will be the same in all calls. The students will be able to keep the grade of the methodologies that they have passed and repeat those that they did not pass. All tasks must be delivered on the virtual campus as a deadline on the day and time of the official exam set by the Faculty board. Students with partial attendance or academic dispensation: The evaluation system will be the same as in the previous cases. In addition, you should contact the teacher at the beginning of the course to replace the master session with tasks consisting of case studies or tutored works. FRAUDULENT PERFORMANCE (PLAGIARISM) OF THE EVALUATION TESTS: The disciplinary regulations of the UDC student body will be applied (Consello de Goberno do 28/06/2023), article 11, section 4 b), which establishes the "suspension qualification in the call in which the offense is committed and with respect to the subject in which it was committed: the student will be graded with “fail” (numeric grade 0) in the corresponding call of the academic year, whether the commission of the offense occurs in the first opportunity or in the second. For this, his/her grade will be modified in the record of the first opportunity, if necessary.
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Sources of information |
Basic
|
|
BIBLIOGRAFÍA Blanco, A y Rodriguez
Marín, J. (2007). Intervención Psicosocial. Madrid:
Prentice.Hall. Barriga, S; León,
J.M. (Eds) (1990) Psicología de la Salud: aportaciones desde la
Psicología Social. Sevilla:. Sedal. Clemente, M.
(1992). Psicología Social Aplicada. Madrid: Eudema (20 edición editada en Ed.
Pirámide, 1996). Gil Lacruz,
M. (2007). Psicología Social: un compromiso aplicado a la salud.
Zaragoza: Prensas Universitarias de Zaragoza. Gutierrez,
T., Raich, R.M., Sánchez, D. & Deus, J. (Coords) (2003) Instrumentos
de evaluación en Psicología de la salud. Madrid: Alianza Editorial. Kruglanski, A. W. & Higgins, E. T. (2007). Social Psychology: Handbook of Basic Principles. Nueva
York: The Guilford Press Marelich, W. D. & Erger, J. S. (2004). The Social Psychology of Health, Essays and
Readings. Nueva York: Sage. Olivares, J,
Macià, D., Rosa Alcázar, A.I. (2013). Intervención psicológica.
Estrategias, técnicas y tratamientos. Madrid: Pirámide. Rodríguez, M.
(1995). Psicología Social de la Salud. Madrid: Síntesis. Rodríguez Marín, J. & Neipp López, M. C. (2008). Manual de psicología social de la
salud. Madrid: Sintesis. Salovey, P.
& Rothman, A. J. (2003). Social psychology of health: key readings. Nueva
York: Psychology Press. Recursos
online www.socialpsychology.org |
Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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