Curricular Unit:			Code:
Clinical and Health Psychology			784PCSA
Year:	Level:	Course:	Credits:
3	Undergraduate	Psychology	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
a) Students must demonstrate knowledge and understanding in Clinical and Health Psychology that is typically at a level supported by advanced textbooks; b) Students must apply their knowledge and understanding in a manner that indicates a professional approach to their work in Clinical and Health Psychology; c) Students must have the ability to gather and interpret relevant data (usually in Clinical and Health Psychology) to inform judgments that include reflection on relevant social, scientific or ethical issues; d) Students must be able to communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences.
Syllabus:
1. Clinical Psychology, Health Psychology, and Clinical Health Psychology: Origins and evolution. 1.1. Brief historical contextualization. 1.2. Study object and aims. 1.3. Similarities, differences, and subspecialties. 2. Clinical and Health Psychology: Practical aspects. 2.1. Main areas and intervention models and methods. 2.2. Assessment, intervention, and research: Some ethical aspects. 2.3. The others: From significant others to formal caregivers.
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
a) Students must demonstrate knowledge and understanding in Clinical and Health Psychology that is typically at a level supported by advanced textbooks: units 1.1., 1.2., 1.3., 2.1.; b) Students must apply their knowledge and understanding in a manner that indicates a professional approach to their work in Clinical and Health Psychology: units 1.3, 2.1., 2.2., 2.3.; c) Students must have the ability to gather and interpret relevant data (usually in Clinical and Health Psychology) to inform judgments that include reflection on relevant social, scientific or ethical issues: units 1.3, 2.1., 2.2., 2.3.; d) Students must be able to communicate information, ideas, problems, and solutions to both specialist and nonspecialist audiences: units 2.1., 2.2., 2.3..
Teaching Methodologies (Including Evaluation):
Subjects’ presentation in classes, asking students’ intervention through questions (regarding examples, implications, previously explored contents, etc.); Previous indication of references regarding the subjects and their discussion in classes, stimulating the articulation with students’ previous knowledge and experiences; Literature review training; Research skills training; Analysis of pieces of movies/books, in order to exemplify certain elements; Students’ oral and written presentations (followed by clarifications whenever needed; cf. Homework); Case discussions (cf. articulation with CPP and HE-UFP); Role-play. The assessment adopted is continuous, consisting of specific practices - work systematized into a report (50% of the final grade) and a written exam (50% of the final grade).
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
a) Students must demonstrate knowledge and understanding in Clinical and Health Psychology that is typically at a level supported by advanced textbooks: Subjects’ presentation in classes; Previous indication of references and their discussion in classes; Literature review training; b) Students must apply their knowledge and understanding in a manner that indicates a professional approach to their work in Clinical and Health Psychology: Analysis of pieces of movies/books; Case discussions; Oral and written presentations; Discussions; Role-play; c) Students must have the ability to gather and interpret relevant data (usually in Clinical and Health Psychology) to inform judgments that include reflection on relevant social, scientific or ethical issues: Research skills training; Oral and written presentations; Discussions; d) Students must be able to communicate information, ideas, problems, and solutions to both specialist and nonspecialist audiences: Research skills training; Case discussions; Role-play.
Reading:
Artigos científicos e recursos on-line (p.e., site da OPP e da APA) Barlow, D. H. (Ed.). (2014). The Oxford handbook of clinical psychology. Oxford: Oxford University Press. Monteleone, T. V., & Witter, C. (2017). Prática baseada em evidências em Psicologia e idosos: Conceitos, estudos e perspectivas. Psicologia: Ciência e Profissão, 37(1), 48-61. doi: 10.1590/1982-3703003962015 Ogden, J. (2004). Psicologia da saúde (2ª ed. rev. ampl.). Lisboa: Climepsi. Plante, T. G. (2005). Contemporary clinical psychology (2nd ed.). Hoboken, NJ: Wiley. Ribeiro, J. L. P. (2007). Introdução à psicologia da saúde (2ª ed.). Coimbra: Quarteto. Turner-Cobb, J. (2014). Child health psychology: A biopsychosocial perspective. London: Sage. Wong, P. T. P. (2015). Meaning Therapy: Assessments and interventions. Existential Analysis, 26(1), 154-167.