Key words
Health, health psychology and prevention
Objectives
This course component helps bring about the following general course-end objectives of the “Bachelor in applied psychology” training programme:
in the intervention sphere
* plan and organize the interventions by mutual agreement and participate therein; monitor the progress thereof, verify implementation, evaluate and fine-tune, where necessary
* monitor, evaluate and fine-tune the interventions taking into account the consequences of the interventions for his/her client(s), his/her client system and other important third parties
in the prevention sphere
* spot/pinpoint risk-taking behaviour, high-risk situations and high-risk groups via preventive research & testing
* organize both practical and content-oriented briefing sessions, lectures, training events, training activities and projects
* highlight & report problems to health & welfare agencies and political bodies and sensitize those parties most affected by that problem
in the research sphere
* collaborate, in a scientifically sound way, on psychological research as regards the planning, preparation, execution, processing of the results and reporting on the findings
* follow recent scientific advances and trends and implement them
Topics
1. The specificity of health psychology
· Health psychology: contextualize it in time and culture and place it in relation to other disciplines
· A biopsychosocial perspective on health, illness, being ill and the patient’s role in health care
· The key determinants of healthy and unhealthy behaviour: theoretical models
2. A planning model within the field of health psychology
· Development of a planning model to highlight health problems
3. Theories and concepts of health psychology, as well as the practical implications thereof (health promotion- and illness prevention programmes, treatment of illnesses and disorders).
· Examples of primary and secondary preventions
· Analysis of a few, very prevalent health problems
4. Theories and concepts in practice.
· devise a programme to tackle a particular health problem
Prerequisites
Knowledge/insight gained from the 1st year of the course:
· Man and society: social psychology
· Man and his course of life: psychology
Skills acquired from the 1st year of the course:
· Functional consultation and assimilation of the relevant literature
· Communicative skills 1
· Occupational practice
Final Objectives
The students:
1. outline, with the requisite insight, the effects of time and culture on health psychology
2. analyse, within the field of health psychology, the planning model they’ve been provided with; they also show an ability to discern the important from the unimportant
3. use the professional (health psychological) terminology correctly
4. discuss, with the requisite insight, concepts and theories in the context of health psychology
5. think critically and argue persuasively the implications of a concept and/or of a theoretical framework for implementation in practice (marketing efforts, prevention and a treatment plan)
6. are able to pinpoint & identify the most relevant health promotion theories and concepts in the case studies they were provided with
7. make out a convincing case for and employ those health promotion theories and concepts in their proposals for advertising & publicity campaigns, prevention policies and treatment in the context of the case studies they were provided with.
Materials used
The syllabus and suggested references in the literature put up on the blackboard
Self-searched specialist literature (based on the bibliographical references cited during the lesson)
The student’s own notes during the lessons
Videos
Recommended reading:
*Brug, J., Schaalsma, H., Kok, G., Meertens, R.M., & van der Molen, H.T. (2000). Gezondheidsvoorlichting and gedragsverandering. (Health-related information and behavioural change) Assen: Van Gorcum.
*Stroebe, W. (2000). Social Psychology and Health. Open University Press, 342 pp.
Study costs
About 13 euros
Study guidance
Sample exam questions
Weekly surgery
Teaching Methods
Lecture, tutorial and group work with personal preparation
Problem-driven education for the applications concerned
Assessment
Continuous assessment = ¼ of the marks: group work (product + process + peer review). The criteria are specified in the syllabus (cf. learning materials).
Closed-book examination = ¾ of the marks: both multiple choice and free-response questions (testing of the pupil’s knowledge, insight and application)
Lecturer(s)
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