ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.2 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.45
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Clinical Psychology and Psychobiology
Areas: Personality, Assessment and Psychological Treatments
Center Faculty of Psychology
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
Matter of Preventive Psychology is taught in fourth grade given degree of Grado in Psychology. The sessions are expository lectures, explanatory and demonstrative of the contents. The seminars seek to build knowledge through teacher-student interaction and activity of the students themselves, are special sessions supervised by the professor shared participation of students. Through practical classes for students is to learn how to act, specifically to design prevention programs.
Learning Outcomes
The student must acquire the following results regarding the contents related, practical skills and attitudes
a) In relation to knowledge:
. Terms and fundamental concepts of prevention.
. Understand the necessary stages and processes to develop a prevention program.
. Know the process and procedures of prevention programs in different contexts.
. Knowing how to analyze the sociocultural context where risk behaviors occur.
. Prevention programs to analyze according to internationally accepted standards and best practices.
b) In connection with the practical skills.
.Perform a needs analysis and identify risk factors and protection in prevention contexts.
. Conduct searches for relevant information, organize information and create documents obtained by taking advantage of ICTs.
. Can analyze and interpret the results of prevention programs.
c) In relation to attitudes. Assess the strengths and limitations of the science of prevention.
. To judge the advantages and disadvantages of different contexts of prevention.
. Develop ethical and professional attitudes in the field of prevention practice.
. To be critically constructive theory and practice of prevention.
lectures
Item 1. - Conceptual framework of prevention.
Fundamentals of prevention. Prevention and psychology curriculum. Interdisciplinarity and prevention. Prevention in risk society. Culture, behavior and prevention contexts (cultural anthropology, or cultural psychology, prevention). Sociology and prevention: social acceleration. social class, health and risk factors.
Item 2. -Invulnerabilidad prevention and theoretical models.
Prevention classes. Prevention models: deficit model, competition model.
Unit 3. Contributions of positive psychology. Invulnerability. healthy personality.
Item 4. - Epidemiology and risk factors
Concept of epidemiology and types. Correlation vs. causality? Risk factors and protection. Vulnerability and resilience.
Item 5. - Prevention in practice. Design, implementation and evaluation of prevention programs.
Assessment of needs and resources. Selection and adaptation of programs. Evaluation. Implementation and dissemination process.
Item 6. - Programs empirically validated. Areas of preventive intervention. What works in prevention. Characteristics of successful prevention programs. An example of good practice: Building Health Program
Item 7. -. Future prevention. Critical psychology.
interactive classes
. Culture, contexts of conduct and prevention: preventive behavior as acts of meaning.
. Risk assessment
. Healthy personality.
. preventive policies and political and social conditions of prevention.
. Examples of empirically validated prevention programs.
Basic
Fernández-Ríos, L. y Gómez-Fraguela, J.A. (2007). La psicología preventiva en la intervención social. Madrid. Síntesis.
Luengo, A., Gómez-Fraguela, J.A., Garra, A. Romero, E., y Lence, M. (1999) La prevención del consumo de drogas y la conducta antisocial en la escuela: análisis y evaluación de un programa. Madrid: Ministerio de Educación y Cultura, Ministerio de Sanidad y Consumo y Ministerio del Interior.
Complementary
Acero, A. Guía práctica para una prevención eficaz. ADES (Asociación de Técnicos para el Desarrollo de Programas Sociales) PNSD. Madrid-
Andrade Seidi, M.L.y Pereira, S. (2011). Resiliencia familiar.nuevas perspectivas en la promoción y prevención en la salud. Perspect. Psicol.. 7,1 43-45
Bloom, M. (1996). Primary prevention practices. London: Sage Publications.
Breakwell, G. M. (2007). The psychology of risk. Cambridge: Cambridge University Press.
CSAP (2002). ACHIEVING OUTCOMES: A Practitioner’s Guide to Effective Prevention. Substance Abuse and Mental Health Services Administration SAMHSA..
CSAP (2009). Identifying and selecting Evidence-Based Interventions, Substance Abuse and Mental Health Services Administrativo SAMHSA.
Goldstein, S., & Brooks, R. B. (Eds.). (2005). Handbook of resilience in children. New York: Kluwer Academic/Plenum Publishers.
Gómez-Fraguela, J.A. et al. (2002). Prevención del consumo de drogas en la escuela: cuatro años de seguimiento de un programa. Psicothema, 14, 685-692.
Guidelines for Prevention in Psychology . APA. 2014. http://www.apa.org/pubs/journals/features/amp-a0034569.pdf
Gullotta, T.P. y Bloom, M. (Eds.) ( 2003). Encyclopedia of Primary Prevention and Health Promotion. New York: Springer.
Hage, S. M., Romano, J. L., Conyne, R. K., Kenny, M., Matthews, C., Schwartz, J. P., & Waldo, M. (2007). Best practice guidelines on prevention practice, research, training, and social advocacy for psychologists. The Counseling Psychologist, 35, 493–566.
Hage, Sally M.; Romano, John L. (2010). History of prevention and prevention groups: Legacy for the 21st century. Group Dynamics: Theory, Research, and Practice, 14(3), 199-210.
Jeniccek, M y Cléroux, R (1987) Epidemiología: principios , técnicas y aplicaciones. Barcelona. Salvat.
Jeniccek, M y Feinstein, M.D . (1996) Epidemiología. La lógica de la medicina moderna. Barcelona. Masson, S.A.
Kröger, C., Winter, H. y Shaw, R. (1998). Guía para la evaluación para las intervenciones preventivas en el ámbito de las drogodependencias. Observatorio Europeo de las Drogas y las Toxicomanías(OEDT).
Lemos, S. (1996) Factores de riesgo y protección en psicopatología en niños y adolescentes en: Buendía, J. Psicopatología en niños y adolescentes. Desarrollos actuales. Madrid: Pirámide.
O’Connell, M. E., Boat, T., and Kenneth E. Warner, K. E. (Eds.) (2009) Preventing Mental and emotional and Behavior Disordes Among Young People. Wasington . The National Academic Press
Park, N, Peterson, Ch. y Sun J.K. (2013) La psicologia postitiva : Investigación y aplicaciones. Terapia Psicologica, 31, 1, 11-19.
Sloboda, Z., & Bukoski, W. J. (Eds.). (2006). Handbook of drug abuse prevention : Theory, science, and practice. New York: Springer.
Slovic, P. (2000). The perception of risk. London ; Sterling, VA: Earthscan Publications.
Tortella-Feliu, M. (2002) La nueva prevención: Programas específicos para los trastornos de ansiedad y depresión. En: Servera Barceló, M. (2002). Intervención en los trastornos del comportamiento infantil. Una perspectiva conductual
To know the contributions and limitations of the diverse theoretical models for Psychology.
To know the psychosocial principles involved in the behavior of individuals and the functioning of groups and organizations.
To know the main methods for psychological assessment, diagnosis and treatment in the different fields of Psychology: Clinical and Health, Social, and Educational Psychology.
To be able to identify the target recipients’ needs and to set appropriate goals for different fields of Psychology.
To be able to identify the most relevant traits of individuals, groups, organizations and contexts by using appropriate psychological techniques and instruments.
To promote health and life quality through professional psychological methods in groups, communities and organizations in the different fields of Psychology: educational, clinical and health, work and organizational, group and community contexts.
To be able to select and apply adequate and specific psychological intervention procedures and instruments.
To be able to set goals and to plan intervention procedures according to recipients’ needs and demands and to be able to assess intervention results.
To be able to communicate the results of psychological assessment to recipients in a proper and accurate way.
To elaborate psychological reports addressed to professionals and other recipients in the different professional fields.
To conform with the deontological duties of Psychology.
Teaching methodology
In the European Higher Education Area, faculty highlights the learning process that allow students to develop critical and reflective strategies in each cultural context.
The dynamics of this matter will be based on lectures, interactive classes, tutorials and virtual classroom. In the lectures the main contents of the subject will be exposed by fostering debate and discussion with students about the issues. These debates become more important in the interactive classes, which had held discussions on readings, presentation of specific programs, exhibition of works, etc.
These dynamics will be complemented by tutorials, where students can raise concerns and questions about the matter. The realization of these tutorials may be made in person or virtually. An important complement to this matter will also be the virtual classroom created in the virtual campus of USC. In this classroom students enrolled in the art can access materials and complementary activities work in person.
The powers of knowledge and skills or abilities and attitudes included in the subject will be assessed. The evaluation mode will be on one side, through a written exam with essay questions (type theme) which represents 70% of the score. The remaining 30% of the grade of the subject will be assessed through the completion and submission of a paper about designing a prevention program.
The contact hours of matter are distributed as follows: 26 hours of exhibition sessions, 11.5 h. interactive sessions of 1 hour of tutoring. The non-contact work time is estimated at about 67.50 hours. This includes the preparation of material for class interactive sessions, and job performance.
Previous recommendations: Understand the basic processes of learning psychology and evolutionary psychology, the mechanisms of social influence, group psychology, basic methodology of social research quantitative and qualitative; interest in learning the basics of cultural anthropology and sociology culture.Deshacer cambios.
“PLAN DE CONTINGENCIA”
Metodología de la enseñanza:
Dada la incertidumbre ocasionada por la situación sanitaria actual, podrá tener lugar la sustitución de alguna (o toda la) docencia presencial por docencia telemática. Además, parte de los contenidos podrán ser trabajados de manera autónoma por el/la estudiante, lo que será debidamente informado a través del Campus Virtual de la materia.
Sistema de evaluación:
Dependiendo de las circunstancias sanitarias, si la docencia debe impartirse en un escenario 2 (semipresencialidad) o escenario 3 (docencia en remoto) el sistema de evaluación será, exclusivamente, la evaluación continua formativa.
Cualquier cuestión imprevista que pueda surgir será solucionada en diálogo con los representantes de los alumnos.
Luis Fernandez Rios
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- luis.fernandez [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 09:00-10:25 | I1 I3.2 | Spanish | Classroom 11 |
| 10:35-12:00 | I3.1 I4 | Spanish | Classroom 11 |
| 12:10-13:30 | GRUPO B (M-Z) | Spanish | Classroom 11 |
| 13:40-15:00 | GRUPO A (A-L) | Spanish | Classroom 10 |
| Tuesday | |||
| 12:10-13:30 | GRUPO A (A-L) | Spanish | Classroom 10 |
| 13:40-15:00 | GRUPO B (M-Z) | Spanish | Classroom 11 |
| Wednesday | |||
| 09:00-10:25 | I5 I6 | Spanish | Classroom 11 |
| 10:35-12:00 | I2.2 I7 | Spanish | Classroom 11 |
| Friday | |||
| 09:00-10:25 | I2.1 I8 | Spanish | Classroom 11 |
| 03.23.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 1 |
| 03.23.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 1 |
| 03.23.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 3 |
| 03.23.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 3 |
| 03.23.2021 16:30-18:30 | GRUPO B (M-Z) | Classroom 6 |
| 03.23.2021 16:30-18:30 | GRUPO A (A-L) | Classroom 6 |
| 06.22.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 1 |
| 06.22.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 1 |
| 06.22.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 3 |
| 06.22.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 3 |
| 06.22.2021 12:30-15:00 | GRUPO A (A-L) | Classroom 2 |
| 06.22.2021 12:30-15:00 | GRUPO B (M-Z) | Classroom 2 |