.
Family Health
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:23.08.2023 13:15:09
| Study Course Information | |||||||||
| Course Code: | PMUPK_035 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Laura Valaine | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Psychosomatic Medicine and Psychotherapy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 30 Kristapa Street, pmpk rsu[pnkts]lv, +371 67210989 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Anatomy, physiology, embriology. | ||||||||
| Objective: | Provide students with basic knowledge of the functioning of the family, functional and dysfunctional family, the role of these concepts in the pathological and insular processes of diseases, as well as individual developments in the family context, the role of different family members in the physical and psychoemotional development of the child. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Family - concept, structure, functions. Meaning of anamnesis familiae. | Lectures | 1.00 | auditorium | |||||
| 2 | Family life cycle - homeostasis and change | Lectures | 1.00 | auditorium | |||||
| 3 | Family functioning - stories, assumptions, boundaries, rules, endurance. Family dynamics with mentally / physically ill family members. | Classes | 1.00 | auditorium | |||||
| 4 | Functional family - main features. Analysis of clinical cases. | Classes | 1.00 | auditorium | |||||
| 5 | Dysfunctional family - main features, diversity. Analysis of clinical cases. | Classes | 1.00 | auditorium | |||||
| 6 | Sexuality. Non-organic sexual disorders and their psycho-emotional aspects. Psycho-emotional aspects of infertility. Treatment options. Analysis of clinical cases. | Classes | 1.00 | auditorium | |||||
| 7 | Child's psycho-emotional development (stages of psychosexual development, stages of psychosocial development, object-relations theory) | Lectures | 1.00 | auditorium | |||||
| 8 | Attachment theory. Parenting - infant theory | Lectures | 1.00 | auditorium | |||||
| 9 | Maternal health (postpartum mental disorders).Dyad of the mother and child. The role of mother and father in the child's physical and psycho-emotional development. | Classes | 1.00 | auditorium | |||||
| 10 | Peculiarities of the Sibling subsystem and its role in the child's development. The role of the grandparents' subsystem in the child's physical and psycho-emotional development. | Classes | 1.00 | auditorium | |||||
| 11 | Peculiarities of different stages of development: pre-school, school. The role of play in a child's development. Traumatic situations in childhood (hospitalization, neglect). Disorders and options how to help. | Classes | 1.00 | auditorium | |||||
| 12 | Peculiarities of different stages of development: adolescence (separation from parents, sexual education, relationships with peers, bulling). Disorders and options how to help. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Analysis of patient case profiles; 2. Analysis of the technique for collecting a history of patients. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | I Knowledge - ability to define: 60% 1. Mechanisms for the functioning of the family, its role in the process of pathogenesis and saluogenesis of diseases (20%) 2. Functional family characteristics (5%) 3. Dysfunctional family characteristics (5%) 4. Child development based on different theories, special features of different ages (15%) 5. Role of different family members in the development of a child (15%) II Skills: 40% 1. Basic principles for collecting individual and family history (20%) 2. Family evaluation, clinical case analysis (10%) 3. Diagnosis of psychoemotional disorders, differential diagnosis, evaluation of treatment strategies, analysis of clinical cases (10%) The exam's assessment is cumulative. It shall comprise: 1. Cross-checking: 50%. At the choice of the docker: • analysis of video material and/or • a description of the clinical case and/or • open questions at the beginning of the lesson and/or • a lot of answers test and/or • Preparing a presentation about the topic of the lesson. 2. Final test (50%) — Electronised, accessible or on-site multi-compliance tests on topics under the course. An automatic end test can be credited with meeting the following criteria: - superbly arranged checks; - 100% attendance of lessons and lectures; - active participation in discussions and role games. OR Prepared presentation on the subject of a) cycle lesson (literature review); (b) clinical case; (c) the latest study (according to the subject of the lesson). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students are able to define the concept and nature of the functional and dysfunctional family, the role of these concepts in the pathological and insular processes of diseases, and to define the role of the family in the physical and psychoemotional development of the child, to analyse the clinical relevance of all these concepts in the diagnostic and therapeutic processes of diseases and disorders. | ||||||||
| Skills: | As a result of learning a study course, students will be able to analyse basic processes for the functioning of the family, aspects of the individual psychoemotional development process, and use them in clinical case analysis. | ||||||||
| Competencies: | Interpret functional and dysfunctional processes within the family, interpret the concepts of child psychoemotional development. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Women at higher risk for inflation-related stress, 24.05.2023 | ||||||||
| 2 | Medical-level empathy? Yup, chatGPT can fake that, 4.05.2023 | ||||||||
| 3 | Long- term impact of childhood trauma explained, 2.05.2023 | ||||||||
| 4 | Physicians may retire en masse soon. What does that mean for medicine? 18.04.2023 | ||||||||
| 5 | Anger in adults a red flag for childhood trauma, 5.04.2023 | ||||||||
| 6 | A better lower-cost option for mild to moderate Depression?, 30.03.2023 | ||||||||
| 7 | Is it time to stop treating high triglycerides?, 29.03.2023 | ||||||||
| 8 | Melatonin a new way to reduce self-harm, 27.03.2023 | ||||||||
| 9 | Treating depression in primary care: the latest guidelines, 21.03.2023 | ||||||||
| 10 | Physician suicide: investigating its prevalence and cause, 15.03.2023 | ||||||||
| 11 | Epigenetics, satiety, and predictive markers of obesity, 27.02.2023 | ||||||||
| 12 | Beyond the psychedelic effect: ayahuasca as antidepressant, 10.02.2023 | ||||||||
| 13 | Do doctors want their babies to Grow up to be Physicians?, 7.02.2023 | ||||||||
| 14 | Emotional eating tied to risk for diastolic dysfunction, 19.01.2023 | ||||||||
| 15 | Vegetarians suffer more depression than meat eaters, 27.12.2022 | ||||||||
| 16 | Greater Handgrip Strength tied to lower risk for depression, 20.12.2022 | ||||||||
| 17 | What happens when doctors and patients interrupt each other?, 23.11.2022 | ||||||||
| 18 | German survey on assisted suicide: how to handle this? Where should caution be exercised?, 16.09.2022 | ||||||||
| 19 | Social isolation, Loneliness tied to death, MI, stroke: AHA, 4.08.2022 | ||||||||
| 20 | Physicians react: burnout rates are alarming, so who should drive change? 6.06.2022 | ||||||||
| 21 | K. Abrahamsson. R. Ennals. Sustainable work in Europe. Concepts, Conditions, Challenges. 2022 Edited Collection. 342 Pages | ||||||||
| 22 | Borderline personality disorder diagnosis: to tell or not to tell patients?, 22.03.2021 | ||||||||
| 23 | Empathy fatigue in clinicians rises with latest COVID-19 surge, 16.09.2021 | ||||||||
| 24 | Why men need mind-body medicine now more than ever, 2.04.2020 | ||||||||
| 25 | Doctor – Patient relationship, 20.06.2019 | ||||||||
| 26 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 27 | Doctors, nurses give lifestyle advice but are skeptical it’s heeded, 29.03.2018 | ||||||||
| 28 | Goldenberg H., Goldenberg I. 2017. Family therapy, An Overview. 7th edition. Thomson Brooks/Cole. | ||||||||
| 29 | Why do depressed doctors suffer in silence? – 27.06.2017 | ||||||||
| 30 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 31 | Stress and depression mediated by single brain protein, 20.11.2014 | ||||||||
| 32 | How the brain responds to trauma, 24.09.2014 | ||||||||
| 33 | Barker P., Chang J. 2013. Basic family therapy. 6th edition. Willey Blackwell. | ||||||||
| 34 | Long work hours wreak havoc in MDs, Personal lives, 23.09.2013 | ||||||||
| 35 | Sharma R. 2013.The Family and Family Structure Classification Redefined for the Current Times. J Family Med Prim Care. 2(4). 306–310. | ||||||||
| 36 | Keitner I.G. 2012. Family Assessment in the Medical Setting, Adv Psychosom Med. Basel. Karger. 32. 203–222. | ||||||||
| 37 | Brummers M., Enckells H. 2011. Bērnu un jauniešu psihoterapija, 280 lpp (akceptējams izdevums) | ||||||||
| 38 | Nature, Niche, and nurture. The role of social experience in transforming genotype into phenotype, 11.10.2011 | ||||||||
| 39 | Minuchin S., Fishman H.C. 2009. Family therapy techniques. Harward university press (akceptējams izdevums) | ||||||||
| 40 | Akhtar S. 2009. The Damaged Core. Jason Aronson. (akceptējams izdevums) | ||||||||
| 41 | Dreams in Jungian psychology: The use of dreams as an instrument for research, diagnosis and treatment of social phobia, 2009 | ||||||||
| 42 | The effects of physician empathy on patient satisfaction and compliance, 09.2004 | ||||||||
| 43 | Implementing the care programme approach in psychotherapeutics settings, 2004 | ||||||||
| 44 | Post-traumatic stress disorder: symptom profiles in men and women, 2003 | ||||||||
| 45 | Physical symptoms and physician-experienced difficulty in the physician –patient relationship, 1.05.2001 | ||||||||
| 46 | Boulbijs Dž. 1998. Drošais pamats. 198 lpp (akceptējams izdevums) | ||||||||
| 47 | Erikson E.H. 1995. Childhood and Society. (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Egle U.T, Hardt J., Nickel R., Kappis B., Hoffmann S.O. 2002. Early Stress and its Long-term Effects on health – State of the Art and Implication for Future research. Z Psychosom Med Psychother. 48(4). 411-34. | ||||||||
| 2 | McDougall J. 1989. Theatres of body | ||||||||
| 3 | Skynner R., Cleese J. 1994. Life and how to survive it, NN Norton and Company | ||||||||
| 4 | Thomas P.A., Liu H., Umberson D. 2017. Family Relationships and Well-Being. Innov Aging. 1(3) | ||||||||
| 5 | Vinikots V.V. 2004. Bērns un viņa māte. 101 lpp | ||||||||
| 6 | Vinikots V.V. 2004. Sarunas ar vecākiem. 112 lpp | ||||||||
| 7 | Walsh F. 2003. Family resilience: A Framework for Clinical Practice | ||||||||
| 8 | Ārvalstu studentiem/For International students: | ||||||||
| 9 | Egle U.T, Hardt J., Nickel R., Kappis B., Hoffmann S.O. 2002. Early Stress and its Long-term Effects on health – State of the Art and Implication for Future research. Z Psychosom Med Psychother. 48(4). 411-34. | ||||||||
| 10 | McDougall J. 1989. Theatres of body | ||||||||
| 11 | Walsh F. 2003. Family resilience: A Framework for Clinical Practice | ||||||||
| 12 | Katedrā izstrādātie studentu pētnieciskie darbi (2023)/ student research works developed in the department (2023): | ||||||||
| 13 | 1. Adelīna Nikitenko “Ģeneralizētas trauksmes izplatība Ogres pilsētas vidusskolēnu vidū un tās saistība ar vientulību.” | ||||||||
| 14 | 2. Aksel Darius Överlien Dalili “Burnout Syndrome in Medical Personnel During The Covid-19 Pandemic” | ||||||||
| 15 | 3. Ali Lavin “Changes of level of empathy in medical students during time of studies” | ||||||||
| 16 | 4. Ieva Kulša “Celikālijas psihosomatiskie aspekti.” | ||||||||
| 17 | 5. Jānis Kristaps Vasiļonoks “Ārstu-rezidentu spēja paziņot sliktas ziņas pacientam.” | ||||||||
| 18 | 6. Karīna Rudus “Saistība starp trauksmes simptomu smagumu un stresa pārvarēšanas stratēģijām RSU medicīnas fakultātes preklīnisko studiju gadu studentu vidū.” | ||||||||
| 19 | 7. Katrīna Liepiņa ”Adverse childhood experiences (ace) jeb nelabvēlīgas bērnības pieredzes saistībā ar gastrointestinālām sūdzībām āgenskalna ģimnāzijās” | ||||||||
| 20 | 8. Laura Gribuste “Saistība starp kritiskās domāšanas dispozīciju un ticību paranormālajam Rīgas Stradiņa Universitātes studentu vidū.” | ||||||||
| 21 | 9. Leonhard Francisco Schlichting “Borderline Personality Disorder as Comorbidity of Bulimia Nervosa in Adolescents” | ||||||||
| 22 | 10. Linda Borskoviča “Pašcieņas, trauksmes, depresijas rādītāju saistība ar glikēmijas kontroli pacientiem ar 1. un 2. Tipa cukura diabētu” | ||||||||
| 23 | 11. Linda Lumikki April Vainio “MDMA-assisted therapy in PTSD treatment” | ||||||||
| 24 | 12. Megija Zunde “Trauksmes simptomu īpatsvara dinamika vidējam medicīnas personālam Covid-19 pandēmijas laikā Latvijā.” | ||||||||
| 25 | 13. Miina-Maria Jyrälä “Depression as a risk factor for coronary artery disease, mechanisms behind it” | ||||||||
| 26 | 14. Nika Kristiāna Meždreija “Somatizācijas un trauksmes simptomu salīdzinājums sesijas laikā un pēc tā RSU 1. un 6. kursa medicīnas fakultātes studentiem” | ||||||||
| 27 | 15. Rebecca Abraham “The effect of parenting on the development of borderline personality disorder” | ||||||||
| 28 | 16. Rebeka Beinaroviča “Sociāli ekonomiskā stāvokļa saistība ar izdegšanas sindromu medicīnas fakultātē studējošajiem.” | ||||||||
| 29 | 17. Sima Shokouhi “The relationship between the belief in conspiracy theories and narcissistic personality traits in an individual.” | ||||||||
| 30 | 18. Svetlana Redina “Ēšanas traucējumu saistība ar depresijas un trauksmes simptomiem starp 12. klašu skolniekiem piecās Rīgas Pārdaugavas rajona skolās: 71. vidusskolā, 96. vidusskolā, Anniņmuižas vidusskolā, Arkādijas vidusskolā, Imantas vidusskolā” | ||||||||
| 31 | 19. Zanda Laura Šķiņķe “Trauksmes un depresijas simptomu korelācija ar un bez muguras lejasdaļas sāpēm RSU medicīnas fakultātes studentiem” | ||||||||
