Regulation and Health of Human Bodily Functions

Study Course Description

Course Description Statuss:Approved

Course Description Version:4.00

Study Course Accepted:14.07.2023 10:55:09

Study Course Information
Course Code:		VPUPK_300		LQF level:		Level 7
Credit Points:		2.00		ECTS:		3.00
Branch of Science:		Clinical Medicine; Health Care		Target Audience:		Psychology
Study Course Supervisor
Course Supervisor:		Sandra Mihailova
Study Course Implementer
Structural Unit:		Department of Health Psychology and Paedagogy
The Head of Structural Unit:
Contacts:		Riga, 5 J. Asara Street, vppkrsu[pnkts]lv, +37167061587
Study Course Planning
Full-Time - Semester No.1
Lectures (count)		8	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		16
Classes (count)		4	Class Length (academic hours)		2	Total Contact Hours of Classes		8
Total Contact Hours								24
Study course description
Preliminary Knowledge:
Biological basis of psyche, neuropsychology.
Objective:
To create an opportunity to learn the functions of regulation of body functions and health, the role of the central nervous system in ensuring the unity of functional functioning of the body and mechanisms of homeostasis, increasing stress on body functions and health, as well as psychological help to overcome stress.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Regulation of body functions and health. Homeostasis and health. Types of regulation of body functions. Interaction of physiological and psychic functions.			Lectures		2.00	auditorium
2	Neural regulation. Central and peripheral nervous system. Neurotransmitters and neuromodulators.			Lectures		2.00	auditorium
3	Immune regulation. Genetic homeostasis of the organism and its risks. Immunity mechanisms. Factors affecting the immune system. Immunoprophylaxis. Immune system disorders. Basic principles of psychoneuroimmunology.			Lectures		1.00	auditorium
4	Impact of psycho neuro on the endocrine. Neuroendocrine system. Nervous system – interaction of endocrine system and behaviour.			Lectures		1.00	auditorium
5	Effect of stress on body functions and health. Adaptation to stress. Stress reduction interventions.			Lectures		0.00	auditorium
				Classes		4.00	auditorium
6	Clinical psychopharmacotherapy: groups of medications used in psychiatry, their registered and unregistered indications, contraindications, most common side effects and withdrawal symptoms.			Lectures		2.00	auditorium
Assessment
Unaided Work:
Independently read the given sources and literature, making summaries according to the given sample. Requirements: to compile scientific papers and prepare a presentation, prepare handouts. 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:
1. Students prepare a summary on a specific topic of Psychoneuroimmunology – 40%. 2. Prepare a presentation and lead a discussion on the topic to be presented, demonstrate stress management methods – 20%. 3. Students prepare handouts on some important issue of psychoneuroimmunology – 20%. 4. Final test – 20%.
Final Examination (Full-Time):		Exam (Written)
Final Examination (Part-Time):
Learning Outcomes
Knowledge:		Students describe the basic principles of psychoneuroimmunology, the effects of stress on body functions and health, explain the basic principles of neuroscience, systematise the body's functions and health, evaluate the role of the central nervous system in ensuring the functional integrity of the body and mechanisms of homeostasis. Describe stress management interventions.
Skills:		Students reasonably discuss the regulation of body functions and health, the role of the central nervous system in ensuring the unity of the body's functional functioning, theoretical approaches to psychoneuroimmunology and recent research in the field of neuroscience. Apply stress reduction strategies.
Competencies:		Students explain the basic principles of psychoneuroimmunology, the effects of stress on body functions and health.
Bibliography
No.	Reference
Required Reading
1	Voita, D. (2015). Bioloģija un uzvedība. No Mārtinsone, K., Miltuze, A. (red.). Psiholoģija 1. Pamatjautājumi – teorijas un pētījumi. (65. – 105.lpp.). Rīga, Zvaigzne ABC.
2	Daruna, Jorge Hilarion. (2012). Introduction to Psychoneuroimmunology. Amsterdam : Academic Press. eBook., Database: eBook Academic Collection (EBSCOhost)
3	Straub RH; Cutolo M. (2018). Psychoneuroimmunology-developments in stress research. Wiener Medizinische Wochenschrift. Mar; Vol. 168 (3-4), pp. 76-84; Publisher: Springer Verlag; PMID: 28600777, Database: MEDLINE Complete
4	Ayers, S., Baum, A., McManus, C., Newman, S., et.al. (Eds.). (2007). Cambridge Handbook of Psychology, Health and Medicine. Cambridge University Press.
5	Moraes LJ; Miranda MB; Loures LF; Mainieri AG; Mármora CHC. (2018). A systematic review of psychoneuroimmunology-based interventions. Psych., Health & Medicine. 2018 Jul; Vol. 23 (6), pp. 635-652; Publisher: Routledge; PMID: 29262731, Database: MEDLINE
Additional Reading
1	Apinis, P. (1998). Cilvēks. Anatomija, fizioloģija, patoloģijas pamati. Rīga: NM apgāds.
2	Cassidy, T. (2011). Stress, Cognition and Health. Routledge.
3	Sanderson, C. A. (2013). Health Psychology. John Wiley & Sons, Inc.
4	Sarafino, E.P. (2012). Health Psychology. Biopsychosocial Interactions. Willey&Sons.
5	The Oxford Handbook of Health Psychology (2011). Friedman, H. S. (Ed). Oxford University
6	Gellman, M. D. (Ed.). (2013). Encyclopedia of Behavioral Medicine.. Springer, New York.
7	Sherer ML; Posillico CK; Schwarz JM. (2018). The psychoneuroimmunology of pregnancy. Frontiers In Neuroendocrinology [Front Neuroendocrinol], ISSN: 1095-6808, 2018 Oct; Vol. 51, pp. 25-35; Publisher: Academic Press; PMID: 29110974, Database: MEDLINE
Other Information Sources
1	Farb, N.A., Anderson, A.K, & Segal, Z.V. (2012). The Mindful Brain and Emotion Regulation in Mood Disorders. Iegūts no: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=d2…
2	Fishbein, D., Warner, T., Krebs, C., Trevarthen, N., Flannery, B., & Hammond, J. (2009). Differential relationships between personal and community stressors and children’s neurocognitive functioning. Child Maltreat, 14,299–315.
3	Hedges, W.H., Woon, F.L. (2011). Early-life stress and cognitive outcome. Psychopharmacology, 214:121–130.
4	Mars, T.,S., & Abbey, H. (2010). Mindfulness meditation practice as a healthcare intervention: A systematic review. International Journal of Osteopathic Medicine, 13, 56–66.