ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 2 Expository Class: 14 Interactive Classroom: 8 Total: 75
Use languages Spanish, Galician
Type: Ordinary subject Master’s Degree 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 | 1st year (Yes)
CONTEXTUALIZATION
The subject “Psychological Intervention in Old Age” is focused on acquiring theoretical and applied knowledge that allows the student to acquire a series of competences (specified in a later section) to implement the evaluation and treatment of the most frequent psychological problems in the elderly.
GOALS
- Mastering communication skills with the elderly in health and illness contexts.
- Know how to select and apply psychological assessment tools appropriate to the problems and / or disorders presented by the elderly.
- Know how to choose and apply the most appropriate psychological intervention techniques according to the problems and / or disorders associated with aging.
- To be able to draw up a report (of diagnosis, evolution of the treatment, result of the treatment, etc.) of a patient directed to another psychologist and / or other professionals.
- To be able to obtain, analyze, and synthesize specialized information as well as communicate its conclusions and knowledge to audiences of various kinds.
- To know how to design, plan and develop scientific research in the field of psychological disorders of old age.
- Changes associated with the aging process
- Characteristics of psychological assessment and intervention in old age
- Psychological assessment and intervention on cognitive functioning
- Anxiety disorders
- Mood disorders
- Sleep disorders
- Caregivers of dependent elderly people
Note. For each topic, the most appropriate bibliography will be provided during the classes.
BASIS BIBLIOGRAPHY
Fernández-Ballesteros, R. (Dir.). (2009). Psicología de la vejez: una psicogerontología aplicada. Madrid: Pirámide
Montorio, I. & Izal, M. (Dirs.) (2000). Intervención psicológica en la vejez. Aplicaciones en el ámbito clínico y de la salud. Madrid: Síntesis
COMPLEMENTARY BIBLIOGRAPHY
Aguera, L., Martín, M., & Cervilla, J. (2002). Psiquiatría Geriatrica. Barcelona: Masson.
Alberca, R., & López-Pousa, S. (1999). Enfermedad de Alzheimer y otras demencias. Madrid: Panamericana
Belsky, J.K. (2001). Psicología del envejecimiento. Madrid: Paraninfo.
Carstensen, L., & Edelstein, B. A. (1989). El envejecimiento y sus trastornos. Barcelona:Martínez Roca.
Carstensen, L., & Edelstein, B. A. (1990). Gerontología clínica y salud: intervención
psicológica y social. Madrid: Martínez Roca.
De la Serna, I. (2000). Manual de psicogeriatría clínica. Barcelona: Masson
Fernández-Ballesteros, R. (Dir.) (2000). Gerontología social. Madrid: Pirámide.
Fernández-Ballesteros, R., & González, J. L. (1990). Evaluación del envejecimiento. In R. Fernández-Ballesteros, Psicodiagnóstico (pp. 209- 244). Madrid: UNED.
Fernández-Ballesteros, R., Íñiguez, J., & López, M. P. (1998). Trastornos asociados a la vejez. In M. A. Vallejo (Dir.), Manual de Terapia de Conducta (Vol. II, pp. 701-758). Madrid: Dykinson.
Fernández-Ballesteros, R., Izal, M., Montorio, I., González, J. L., & Díaz, P. (1992). Evaluación e intervención psicológica en la vejez. Barcelona: Martínez Roca.
Fernández-Ballesteros, R, (Dir.) (2002). Vivir con vitalidad (Vol. I). Envejecer bien. Qué es y cómo lograrlo. Madrid: Pirámide.
Fernández-Ballesteros, R. (Dir.) (2002). Vivir con vitalidad (vol. III). Cuide su mente. Madrid: Pirámide.
Fernández-Ballesteros, R. (Dir.) (2009). Envejecimiento activo: contribuciones de la psicología. Madrid: Pirámide.
Hersen, M., & Van Hasselt, V. B. (1998). Psychological treatment of older adults. Plenum Press.
Izal, M., & Montorio, I. (1999). Gerontología conductual. Bases para la intervención y ámbitos de aplicación. Madrid: Síntesis.
Junqué, C., & Jurado, M. A. (1994). Envejecimiento y demencias. Madrid: Martínez Roca.
Knigth, B. (1992). Older adults in psychotherapy. Case histories. Newbury Park: Sage.
Lehr, U. (1988). Psicología de la senectud. Barcelona: Herder.
Montorio, I. (1994). La persona mayor: guía aplicada de evaluación psicológica. Madrid: INSERSO.
Muñoz, J. (2002). Psicología del envejecimiento. Madrid: Pirámide.
Reig, A. , & Avia, M. D. (1992). Perspectivas en gerontología y salud. Valencia: Promolibro.
Reig, A., & Fernández-Ballesteros, R. (1994). Evaluación conductual en la vejez. In R. Fernández-Ballesteros (Ed.), Evaluación conductual hoy. Un enfoque para el cambio en psicología clínica y de la salud (pp. 743-782). Madrid: Pirámide.
Sáez, N., Rubio, R., & Dosil, A. (1996). Tratado de psicogerontología. Valencia: Promolibro.
Salgado, A, Alarcón, M. T. (1993). Valoración del paciente anciano. Barcelona: Masson.
Salgado, A., González, J. I., & Alarcón, M. T. (1996). Fundamentos prácticos de la asistencia al anciano. Madrid: Barcelona: Masson.
Triadó, C., & Villar, F. (Coord.) (2006). Psicología de la vejez. Madrid: Alianza Editorial.
Vázquez, F., Blanco, V. y Otero, P. (2022). Guía de intervención del estrés. Madrid: Síntesis.
Vázquez, F., Otero, P, Blanco, V. y Torres, A. (2015). Terapia de solución de problemas para la depresión: una breve guía práctica en grupo. Madrid: Alianza Editorial.
Vázquez, F., Otero, P. y Blanco, V. (2019). Depresión. Madrid: Síntesis.
Vázquez, F., Otero, P., Torres, A. y Arrojo, M. (2016). Deja atrás la depresión y alcanza la felicidad. Madrid: Pirámide.
Yanguas, J. J., Leturia, F., Leturia, M., & Uriarte, A. (1998). Intervención psicosocial en gerontología. Manual práctico. Madrid: Cáritas Española.
Yuste, N., Rubio, R., & Aleixandre, M. (2004). Introducción a la psicogerontología. Madrid: Pirámide.
BASIC AND GENERAL COMPETENCES
• CB9 - The students know how to communicate their conclusions and the latest knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
• CG6- To know in depth the different models of assessment and intervention in the field of General Sanitary Psychology, as well as the techniques and procedures derived from them for the treatment of behavior disorders and psychological factorsassociated with health problems.
• GG9- To demonstrate interpersonal communication and emotional management skills appropriate for effective interaction with patients, families and caregivers in the processes of problem identification, assessment, communication of diagnosis, and psychological intervention and follow-up.
TRANSVERSAL
• CT2- To know how to handle sources of bibliographic and digital scientific documentation standardized at an international level.
• CT3- To know how to critically analyze and use sources of clinical information.
• CT4- To know how to formulate working hypotheses in research and to collect and critically assess information for problem solving, by applying the scientific method.
• CT6- To know how to communicate and communicate with other professionals and master the skills needed for work in team and disciplinary groups.
SPECIFIC
• CE1 – To know how to apply the leading theories on the etiology of human behavior disorders for each case conceptualization.
• CE3- To know how to select and apply the most appropriate techniques and assessment tools for each case according to its characteristics and context.
• CE4- To know how to analyze and interpret the results of a psychological assessment.
• CE5- To know how to select and apply the most appropriate psychological intervention techniques according to their purpose (prevention, rehabilitation, advice, counseling, etc.).
• CE8 – To know how to provide feedback to the recipients in an appropriate and precise manner in order to get them involved in the different phases of the processes of psychological assessment and intervention.
• CE9 – To know how to design programs for the prevention and promotion of psychological health based on the relevant factors (risk and protection) and available resources.
• CE10- To know how to write psychological reports tailored to the recipients.
• CE15 – To carry out promotional and educational activities for personal and community psychological health.
Lecture sessions. There will be a total of 14 one-hour sessions. Their purpose will be to introduce the fundamental theoretical contents of the program topics. Support materials that are relevant and available will be used. In addition, in these sessions the basic bibliography to work on each topic will be provided.
Interactive sessions. Their purpose is to carry out different applied activities related to the topics of the subject. The contents of the sessions will be worked with clinical cases and other practical activities (role play, analysis of texts, reports, videos, etc.).
Tutorial sessions. They will be held in small groups to clarify doubts on specific issues.
Non-face-to-face student work. The students should devote some time to read the materials of the lectures and interactive classes, as well as the preparation of the practical activities carried out in the interactive sessions.
Support of the subject through ICT. Most of the materials used in the classes will be available to the students through the Virtual Campus of the USC (in some cases they will also be available in the reprography service).
Assessment of knowledge. It will be carried out with a type test examination of 40 questions and three answer options per question, of which only one is correct. The test correction follows the formula [number of hits - (number of errors / 2)].
Attendance to practical classes (interactive sessions), presentation of papers and reports. The students will have to do the works related to the practical activities in groups.
The final grade will be the sum of the marks obtained in the assessment of knowledge, and the presentation of papers and reports, with the following weighting: 70% knowledge assessment, 15% submission of papers and 15% reports.
This subject consists of 3 credits, which means a total of 75 hours of student work, which are distributed as follows:
- Approximately 24 hours of face-to-face activities (lectures, interactive classes and tutorials).
- Approximately 51 hours of non-face-to-face work; 4 hours for preparation of practical activities, 35 hours for preparation of work (individual and / or group) and 12 hours for the preparation of reports (practical activities, etc.).
- Regularly attend the face-to-face activities of the subject
- Participate and be actively involved in the classes.
- Keep the material up to date and carry out the scheduled activities.
- Attendance to tutorial sessions for advice and resolution of doubts.
TUTORING HOURS
Wednesday: 13-14.00 h; 16-19.00 h
Friday: 12-14.00 h
Fernando Lino Vazquez Gonzalez
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813705
- fernandolino.vazquez [at] usc.es
- Category
- Professor: University Professor
| Thursday | |||
|---|---|---|---|
| 16:00-17:00 | Grupo /CLE_01 | Spanish | Classroom 9 |
| 17:00-18:00 | Grupo /CLIS_01 | Spanish | Classroom 9 |
| 04.24.2024 10:00-12:00 | Grupo /CLE_01 | Seminar for Personality, Psychological Assessment and Treatment Area |
| 07.04.2024 10:00-12:00 | Grupo /CLE_01 | Seminar for Personality, Psychological Assessment and Treatment Area |