Curricular Unit:			Code:
Psychology of Health and Leisure			1108PSLZ
Year:	Level:	Course:	Credits:
1	Master	Clinical and Health Psychology	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
OA1. Students must be able to apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader/multidisciplinary contexts related to the field of Health and Leisure Psychology; OA2. Students must have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments, in the field of Health and Leisure Psychology; OA3. Students must be able to communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously.
Syllabus:
CP1. Health and Leisure Psychology. 1.1. Health Psychology and Leisure Psychology: Delimitation, similarities, differences, and complementarities. 1.2. Definition of key-concepts: Health, Disease, Well-being, Leisure, and Quality of Life. CP2. Research and Intervention on Health and Leisure: Conceptual and practical aspects. 2.1. From planning to results’ discussion and analysis of practical implications. 2.2. Conceptual models and intervention types. 2.3. Intervention techniques and programs: Proposed, implemented, with tested efficacy.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The aim was to strengthen knowledge and skills that are necessary to psychological practice, in the clinical and health context. Therefore, based on 2 units (CP), and 3 learning aims (OA), the development of knowledge and skills in the following areas are privileged: health (and disease), leisure, research in the context of health and leisure, intervention planning in the context of health and leisure and implementation of intervention techniques. Consequently, there is total coherence and correspondence between CP and OA, namely: CP1 – OA1 and OA3; CP2 – OA2 and OA3.
Teaching Methodologies (Including Evaluation):
During contact hours the following methodologies are used: expositive, demonstrative, participative, and active. Non-contact hours are dedicated to students’ autonomous work. The assessment adopted is continuous, consisting of specific practices, with a group written report (100% of final grade).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
OA1 – Expositive, participative, and active methodologies (specific practices); OA2 – Expositive, demonstrative, participative, and active methodologies (specific practices); OA3 – Participative and active methodologies (specific practices).
Reading:
TR. https://www.recreationtherapy.com/tx/txleised.htm WLO. https://www.worldleisure.org/about-us/ Cooper, H. (Ed.). (2012). APA handbook of research methods in psychology. American Psychological Association. Freire, T. (2018) Leisure and positive psychology: Contributions to optimal human functioning. The Journal of Positive Psychology, 13(1), 4-7. doi:10.1080/17439760.2017.1374445 Hutchinson, S. L., & Shannon, C. S. (2020) Innovations in leisure education: Revisiting and re-imagining leisure education. Leisure/Loisir, 44(3), 307-316. doi:10.1080/14927713.2020.1783754 Kaduson, H., & Schaefer, C. (2001). More 101 favorite play therapy techniques. Aronson. Lehmann, O. V., et al. (2022). Experiences of Norwegian mothers attending an online course of therapeutic writing following the unexpected death of a child. Frontiers in Psychology, 12. doi:10.3389/fpsyg.2021.809848 Leal, I., & Pais-Ribeiro, J. L. (Coords.). (2021). Manual de Psicologia da Saúde. Pactor.