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
Preventive Psychology is a subject in the fourth grade of the Degree 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
UNIT 1. INTRODUCTION TO THE SCIENCE OF PREVENTION.
1.1. Cultural anthropology 1.2. Health disparities: equality and equity 1.3. Social construction of prevention
UNIT 2. FUNDAMENTALS OF THE SCIENCE OF PREVENTION.
2.1. Definition and types of prevention 2.2. Basic aspects of the science of prevention and characteristics of Preventive Psychology 2.3. Problems of the Science of Prevention and Preventive Psychology
UNIT 3. RISK AND PROTECTIVE FACTORS. THEORETICAL MODELS IN PREVENTION.
3.1. Risk factors and vulnerability 3.2. Protection factors: invulnerability and resilience 3.3. Explanatory theoretical models
UNIT 4. PREVENTION IN PRACTICE.
4.1. Basic aspects of research in the Science of Prevention 4.2. Scientific process in preventive intervention: Phase 1 Detection and assessment of risks and needs; Phase 2 Design / adaptation of a program; Phase 3 Implementation of the program; Phase 4 Evaluation of the program; Phase 5 Dissemination of the program
SUBJECT 5. PROGRAMS EMPIRICALLY VALIDATED.
5.1. Areas and intervention strategies to prevent risks and promote health 5.2. Keys to the success of preventive programs 5.3. An example of an evidence-based program: the Stay Real program.
UNIT 6. FUTURE OF PREVENTION.
6.1. Critical aspects, challenges for the future and ethical considerations in the Science of Prevention.
Interactive classes
• Definition and approach to risk
• Theoretical bases of the preventive strategy
• Review of risk and protection factors (phase 1)
• Preparation of an intervention proposal (phases 2 and 3)
• Evaluation of a prevention program (phase 4)
• Practice implications of preventive intervention (phase 5)
Básica
Cutrín, O., Maneiro, L., & Gómez-Fraguela, J.A. (2023). Evaluación del proceso de implementación de los programas de intervención preventiva con individuos y familias. En C. Orte, F.F. Marsiglia, & Amer, J. (Eds.), Programas de familias para la comunidad. Buenas prácticas en implementación de intervenciones basadas en la evidencia (pp. 115-130). Octaedro.
Fernández-Ríos, L., & Gómez-Fraguela, J.A. (2007). La psicología preventiva en la intervención social. Síntesis.
Complementaria
Altschuld, J.W., & Watkins, R. (2014). A primer on needs assessment: More than 40 years of research and practice. New Directions for Evaluation, 144, 5-18.
APA (2014). Guidelines for Prevention in Psychology. American Psychologist, 69, 285-296.
Breakwell, G.M. (2007). The psychology of risk. Cambridge University Press.
Center for Substance Abuse Prevention (2009). Identifying and selecting Evidence-Based Interventions. SAMHSA.
Cutrín, O., Kulis, S., Maneiro, L., MacFadden, I., Navas, M.P., Alarcón, D., Gómez Fraguela, J.A., Villalba, C., & Marsiglia, F.F. (2021) Effectiveness of the Mantente REAL Program for Preventing Alcohol Use in Spanish Adolescents. Psychosocial Intervention, 30, 113-122.
Cutrín, O., MacFadden, I., Marsiglia, F.F., & Kulis, S. (2023). Social Validity in Spain of the Mantente REAL Prevention Program for Early Adolescents. Journal of Prevention, 44, 143-164.
Diclemente, R.J., Crosby, R., & Kegler, M.C. (2009). Emerging theories in health promotion practice and research (2nd ed.). Jossey-Bass.
Fraser, M. W. (2009). Intervention research developing social programs. Oxford University Press.
Marsiglia, F.F., Kulis, S., Cutrín, O., Medina-Mora, M.E., Real, T., Nuño Gutiérrez, B.L., Corona, M.D., Mendoza Meléndez, M.A., Gresenz, K., & Alcalá-Calvillo, D. (2022). The feasibility, acceptability, and utility of Mantente REAL: the culturally adapted version of keepin’ it REAL for Mexico. Prevention Science, 23, 1483-1494.
Marsiglia, F.F., Kulis, S., Munyuwiny, S., Cutrín, O., Gresenz, K., Osir, O., & Huang, CK. (2023). A Pilot Study of an Evidence-based Prevention Intervention (keepin’ it REAL) for Early Adolescents in Kenyan Schools. Journal of Studies on Alcohol and Drugs, 84, 45-50.
O’Connell, M.E., Boat, T., & Kenneth E. Warner, K E. (2009). Preventing Mental and emotional and Behavior Disordes Among Young People. Wasington. The National Academic Press
Park, N., Peterson, Ch., & Sun J.K. (2013). La psicologia postitiva: Investigación y aplicaciones. Terapia Psicologica, 31, 11-19.
Pérez-Llantada, M.C., López de Llave, A., & Gutiérrez, M.T. (2009). Evaluación de programas e intervenciones en psicología. Dykinson.
Rebolloso, E., Fernández-Ramírez, B., & Cantón, P. (2008). Evaluación de programas de intervención social. Síntesis.
Tanner-Smith, E.E., Durlak, J.A. & Marx, R.A. (2018). Empirically Based Mean Effect Size Distributions for Universal Prevention Programs Targeting School-Aged Youth: A Review of Meta-Analyses. Prevention Science, 19, 1091-1101.
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.
The dynamics of this subject will be based on expository-theoretical classes, interactive classes, tutorials and the virtual classroom. In the theoretical classes the main contents of the subject will be exposed, encouraging the debate and discussion with the students on the treated subjects. These debates acquire more importance in the interactive classes, in which there will be debates on readings, presentation of concrete programs, exhibition of works, etc.
These dynamics will be complemented by the tutorials, where students will be able to express their doubts and questions about the subject. An important complement to this subject will also be the virtual classroom created on the USC virtual campus. In this classroom, students enrolled in the subject will be able to access the materials used in the classroom and complementary materials that may be useful for their training in the subject.
The competencies on knowledge and skills included in the subject will be evaluated through:
Final exam (70%), multiple-choice test of 30 questions, with three answer alternatives and standard correction formula for errors. To pass the subject, the exam must be passed (grade of 5 out of 10).
Interactive reports (30%), to be completed and submitted, individually or in groups, during the interactive teaching sessions. The resulting grade will be added to the one obtained in the exam only if it is passed.
The following evaluation system will be applied to those students with attendance exemption:
Final exam (70%), multiple-choice test of 30 questions, with three answer alternatives and standard correction formula for errors. To pass the subject, the exam must be passed (grade of 5 out of 10).
Individual work (30%) on the design and evaluation of a prevention program. The deadline for submitting the individual work will be the official day and time of the exam at the first opportunity, regardless of whether the student decides not to appear. The grade for the work will be added to the grade obtained in the exam only if it is passed.
The contact hours of matter are distributed as follows: 25 hours of exhibition sessions, 12 h. interactive sessions of 1 hour of tutoring. The non-contact work time is estimated at about 71.5 hours. This includes the preparation of material for class interactive sessions, and job performance.
-Make use of tutorships.
-Participate in class and in the activities proposed in an active and constructive way.
-Prepare the contents using the slides, class notes and basic bibliography.
-Make a productive use of the interactive sessions.
Olalla Cutrin Mosteiro
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813704
- olalla.cutrin [at] usc.es
- Category
- PROFESOR/A PERMANENTE LABORAL
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIL_06 | Spanish | Classroom 10 |
| 10:30-12:00 | Grupo /CLE_02 | Spanish | Classroom 11 |
| 12:00-13:30 | Grupo /CLE_01 | Spanish | Classroom 10 |
| Tuesday | |||
| 09:00-10:30 | Grupo /CLIL_01 | Spanish | Classroom 10 |
| 10:30-12:00 | Grupo /CLIL_02 | Spanish | Classroom 10 |
| Wednesday | |||
| 09:00-10:30 | Grupo /CLIL_05 | Spanish | Classroom 10 |
| 10:30-12:00 | Grupo /CLIL_07 | Spanish | Classroom 10 |
| 12:00-13:30 | Grupo /CLE_01 | Spanish | Classroom 10 |
| 13:30-15:00 | Grupo /CLE_02 | Spanish | Classroom 11 |
| Thursday | |||
| 09:00-10:30 | Grupo /CLIL_04 | Spanish | Classroom 10 |
| 10:30-12:00 | Grupo /CLIL_03 | Spanish | Classroom 10 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_02 | Classroom 3 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_01 | Classroom 3 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_01 | Classroom 6 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_02 | Classroom 6 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_01 | Classroom 7 |
| 03.27.2026 16:30-18:30 | Grupo /CLE_02 | Classroom 7 |
| 06.19.2026 12:30-15:00 | Grupo /CLE_02 | Classroom 1 |
| 06.19.2026 12:30-15:00 | Grupo /CLE_01 | Classroom 1 |
| 06.19.2026 12:30-15:00 | Grupo /CLE_01 | Classroom 2 |
| 06.19.2026 12:30-15:00 | Grupo /CLE_02 | Classroom 2 |