.
Clinical and Health Psychology
Study Course Description
Course Description Statuss:Approved
Course Description Version:6.00
Study Course Accepted:14.07.2023 10:54:01
| Study Course Information | |||||||||
| Course Code: | VPUPK_293 | LQF level: | Level 7 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Psychology | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Jeļena Koļesņikova | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 48 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General psychology, biological principles of psyche and psychophysiology. Clinical psychology, health psychology, pathopsychology, psychological assessment. | ||||||||
| Objective: | To develop understanding of the concepts of clinical and health psychology, biopsychosocial approach to illness and health, to deepen the understanding of the work of a psychologist in the healthcare system, as well as to improve skills in using psychological support methods/interventions. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to clinical and health psychology. | Lectures | 1.00 | auditorium | |||||
| 2 | Sources of health information (demography incl.). Health policy, health care system and financing models. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 3 | Health. Disease prevention and health promotion. Promoting mental health. | Lectures | 1.00 | auditorium | |||||
| 4 | Perception of health and disease. Theories and models of health behaviour. | Lectures | 1.00 | auditorium | |||||
| 5 | Introduction to child psychiatry - Biopsychosocial model of health. The concept of the spectrum of mental disorders. The social construction of psychiatric diagnosis. The stress/diathesis model. Normal brain plasticity, critical periods of development. | Lectures | 5.00 | auditorium | |||||
| 6 | Etiology of mental disorders in adults. | Classes | 4.00 | auditorium | |||||
| 7 | Methods of psychological treatment. | Classes | 2.00 | auditorium | |||||
| 8 | Methods of psychological treatment: Substance Use Disorders. Gambling addiction. | Classes | 2.00 | auditorium | |||||
| 9 | The role of pain, its measurement, physiology and neurochemical basis. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | 1. Prepare and present group work on the theory/model of health behaviour and case study. 2. Prepare for the final examination. 3. Provide feedback at the end of the study course (fill in the questionnaire). | ||||||||
| Assessment Criteria: | 1. Prepares and presents work on the health behaviour theory / model (case study) in the set time (50%). • The student conducts the theoretical analysis of the case – correct theoretical analysis of the case, evaluates health behaviour and defines health-oriented behavioural goals, chooses effective (research-based) methods for providing psychological help, prepares a presentation (PowerPoint). • Student presents work in a student group (10 min.) and answers questions. 2. Final examination – a written examination consisting of ten questions (50%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students explain terminology of clinical and health psychology. Describe internationally accepted core values, on which health policy is based. Define main terms used in health prevention. Define social determinants of health and describe them. Explain the concepts of the risk factor, health determinant and confounding factor in the context of multi-causal theories of diseases. Define and describe models and theories of health behaviour. Identify and describe concepts of health and illness perception. Describe the manifestations of mental disorders and describe the process of their formation in the context of the biopsychosocial model. Describe the nature of pain, methods of assessment and control techniques. Define methods of psychological treatment (interventions) in health care system. | ||||||||
| Skills: | Use the correct concepts of health and illness. Choose and justify the most appropriate theoretical model for health prevention. Evaluate presence of social factors in the evolving and presence of different diseases. Compare health behaviour theories and models. Apply knowledge to assess a client/patient health and illness perceptions, as well as health behaviour and formulate goals for health-oriented behaviours. Detect, differentiate and describe psychopathological symptoms and syndromes in children, adolescents and adults. Choose and analyse the methods of psychological assistance. | ||||||||
| Competencies: | Discuss concepts of health and disease. Independently choose the most appropriate, theory-based health promotion model for a specific target group and a health problem. Independently (in learning simulation) use theories and models of health and illness perception as well as health behaviour planning and goal setting. Establish contact and clarify client's needs and problems for psychological counselling, as well as develop psychological counselling strategy according to the stated counselling goal. Choose effective interventions to correct health and illness perceptions, promote health behaviour, prevent health-compromising behaviour, and control pain (in learning simulation). Students critically evaluate methods of psychological treatment (intervention) applicable in the healthcare facilities. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Hayden, J. (2014). Introduction to health behavior theory (2nd ed.). Burlington, MA: Jones & Bartlett Learning. | ||||||||
| 2 | Kevin T. Larkin, & Elizabeth A. Klonoff. (2014). Specialty Competencies in Clinical Health Psychology. Oxford University Press. | ||||||||
| 3 | Mārtinsone, K., Sudraba, V. (red.). (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva. RSU izdevniecība. | ||||||||
| 4 | Paul Bennett. (2015). EBOOK: Clinical Psychology: Psychopathology Through the Lifespan : Psychopathology Through the Lifespan. Open University Press. | ||||||||
| Additional Reading | |||||||||
| 1 | American, A. O. P. (. (Ed.). (2020). Adhd : Evaluation and care. ProQuest Ebook Central | ||||||||
| 2 | Brownson R.C. et al. (2011). Evidence-based public health. Second ed. Oxford University Press, 293 p. | ||||||||
| 3 | Flaten, M. A., & al'Absi, M. (Eds.). (2016). Neuroscience of pain, stress, and emotion : Psychological and clinical implications. ProQuest Ebook Central | ||||||||
| 4 | Wieser, M. J. & Pauli. P. (2016). The neuroscience of pain, stress, and emotion: psychological and clinical implications. Elsevier. | ||||||||
| 5 | Sommers-Flanagan, J., & Sommers-Flanagan, R. (2015). Clinical interviewing. ProQuest Ebook Central | ||||||||
| Other Information Sources | |||||||||
| 1 | International Journal of Clinical Health Psychology | ||||||||
| 2 | Journal of Clinical Psychology in Medical Settings | ||||||||
| 3 | Journal of Health Psychology | ||||||||
| 4 | Psychological Assessment | ||||||||
