ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 51 Hours of tutorials: 3 Expository Class: 11 Interactive Classroom: 10 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 Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
The subject of Nutrition and Psychology tries to provide the student with knowledge about:
1) the importance of psychological factors in eating behavior
2) the essential characteristics of eating behavior problems
3) psychological methods and techniques to address the problem of eating behavior
Theoretical Contents:
Unit 1. Nutrition and Health Psychology. General aspects of eating behavior.
Unit 2. Psychological determinants of eating behavior. Promotion of healthy eating habits.
Unit 3. Eating behavior problem: Classification and description. Psychological implications. Explanatory Theories and Psychological Strategies. Effects of restrictive diets.
Unit 4. Differential characteristics of the problem of eating behavior. Risk and protection factors.
Unit 5. Methods and areas of psychological assessment of eating behavior.
Unit 6. Assessment of treatments. General aspects of psychological intervention.
Practices
The interactive classes will be developed over 4 sessions related to the theoretical blocks: Identification, differentiation, assessment and basic intervention strategies.
Basic bibliography
- Amigo, I. (2013). Manual de psicología de la salud. Madrid: Pirámide.
- Baile, J. y González, M. (2013). Intervención psicológica en obesidad. Madrid: Pirámide.
- Buceta, J.M., Bueno, A.M., y Mas, B. (2001). Intervención Psicológica y Salud: Control el Estrés y Conductas de Riesgo. Madrid: Dikynson.
- Cortés, L., Senra, C., y Martínez, C. (2016). Guía para superar el déficit en habilidades sociales en personas con trastornos de la conducta alimentaria. Andavira: Santiago.
- Fairburn, C. (2017). La superación de los atracones de comida. Barcelona: Paidós.
- Ogden, J. (2005). Psicología de la alimentación. Morata: Madrid.
- Suls, J.M. , Davidson, K.W., y Kaplan, R. (2010). Handbook of health psychology and behavioural medicine. New York: Guilford Press.
Complementary bibliography
- Baile, J. & González, M. (2016). Trastorno por atracón. Diagnóstico, evaluación y tratamiento. Pirámide: Madrid.
- Calado, M. (2010). Trastornos alimentarios. Guías de psicoeducación y autoayuda. Madrid: Pirámide.
- Castro, J. y Toro, J. (2004). Anorexia nerviosa. El peligro de adelgazar. Barcelona: M&T.
-Cortés, L., Wichstrøm, L., Viddal, C., y Senra, C. (2019). Prospective Bidirectional Associations between Attachment and Depressive Symptoms from Middle Childhood to Adolescence. Journal of Youth and Adolescence, 48, 2099–2113.
- Ferreiro, F., Seoane, G., y Senra., C (2014).Toward understanding the role of body dissatisfaction in the gender differences in depressive symptoms and disordered eating: A longitudinal study during adolescence. Journal of Adolescence, 37, 73-84.
- Perpiñá, C., Botella, C. y Baños, R. (2006). La evaluación de los trastornos de la conducta alimentaria. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos, pp. 211-235. Madrid: Pirámide.
- Saldaña, C. (2002). Trastornos por atracón y obesidad. Nutrición Hospitalaria, XVII (Sup. 1), 55-59.
- Suls, J.M. , Davidson, K.W., y Kaplan, R. (2010). Handbook of health psychology and behavioural medicine. New York: Guilford Press.
- Vázquez, R., López, X., Álvarez, G. y Mancilla, J.M. (2006). La evaluación del trastorno por atracón. En V. Caballo (Dir.). Manual para la Evaluación Clínica de los Trastornos Psicológicos. Madrid: Pirámide.
Basic and general competences
CG1 - Know the relationship between food, nutrition and health of consumers in different life situations and / or psychological, necessary for the development of the various functions of a professional oriented to the improvement of health and food safety.
CG11 - Acquire training to develop the research activity, being able to formulate hypotheses, collect and interpret information to solve problems following the scientific method, and understanding the importance and limitations of scientific thinking in the aspects related to nutrition, security and food technology.
CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their area of study.
CB8 - That students are able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments
CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that sustain them to specialized and non-specialized audiences in a clear and unambiguous way.
Transversal competences
CT1: Ability of analysis and synthesis.
CT3 - Ability to work as a team.
CT7 - Ability to solve problems.
CT9 - Ability to transmit knowledge
Specific competences
COP16 - Know the psychological formulation and the essential characteristics of eating disorders and obesity.
COP17 - Understand the different methods of psychological evaluation and the general bases of psychological intervention in food behavior.
Lectures. In them the teacher will develop the content of the theoretical program, using the didactic and audiovisual resources that it deems appropriate, and favoring the participation of the students.
Seminars. In them will be carried out the analysis and discussion of proposals related to theoretical contents.
Group tutorials.
Group presentation of works.
As a resource to support teaching, the USC Virtual Campus (Moodle) will be used.
The evaluation of the knowledge and skills acquired will be carried out by means of a continuous evaluation (which will represent 40% of the final grade) and a final exam (which will have a value of 60% of the final mark).
To be able to pass the subject it is necessary to have delivered the reports of the proposed activities and obtain a minimum score in the final exam of 30%.
The evaluation will be made taking into account the attendance, the active participation and the fulfillment of the activities programmed in the expositive and interactive sessions.
- Lectures / Lectures: 10.5h.
-Seminars: 10.5h.
-Tutorials in group: 3h.
-Work in group: 14h.
-Reporting: 10.5h.
-Preparation of seminars: 8h.
-Education of formative evaluation activities: 2h
-Activities of study: 15h
- Total attendance hours: 24h
-Hours total of study and personal work of the student: 51h
- Regular attendance to the expositive and interactive classes.
- Active involvement in class dynamics.
- Updated reading of the study materials that are delivered.
- Comprehension of texts in English.
- Use of tutorials to solve doubts and guidance in the learning process.
The classes will be taught in Spanish.
'CONTINGENCY PLAN'
Teaching methodology:
Given the uncertainty caused by the current health situation, part of the content can be worked on autonomously by the student, who will be duly informed through the Virtual Campus.
If certain theoretical contents cannot be worked on in the classroom, they will be taught through Microsoft Teams in a synchronous manner or through the virtual classroom in an asynchronous manner (e.g., guided presentations, texts and/or self-assessment questionnaires). As for the interactive teaching to be given in a telematic way, the activities to be carried out will be programmed through the virtual classroom and will be organized according to a schedule of deliveries and follow-up with the appropriate feedback.
Evaluation system:
Depending on the health circumstances, the theoretical-practical examination may take place telematically. In this case, in the event of fraudulent exercises or tests, the provisions of the 'Regulations for the evaluation of students' academic performance and the review of grades' will apply.
Given the uncertainty caused by the current health situation, part of the content, although it will be worked on, may not be subject to evaluation, which will be duly informed sufficiently in advance through the Virtual Campus of the subject.
The evaluation system will be adapted, if necessary, to semi-presential or telematic teaching scenarios: in these cases, the theoretical exam will account for 50% and the remaining 50% will correspond to continuous evaluation.
Recommendations for the study of the subject:
Given the uncertainty caused by the current health situation, it is recommended that the contents of the subject be kept up to date and that the activity recorded in the virtual classroom be continuously monitored, since certain contents and tasks that will be subject to evaluation can be proposed for work by telematic means.
Carmen Senra Rivera
Coordinador/a- Department
- Clinical Psychology and Psychobiology
- Area
- Personality, Assessment and Psychological Treatments
- Phone
- 881813767
- carmen.senra [at] usc.es
- Category
- Professor: University Professor
| Monday | |||
|---|---|---|---|
| 16:00-18:00 | Grupo /CLE_01 | Spanish | 0P CLASSROOM 2 GROUND FLOOR |
| Tuesday | |||
| 16:00-18:00 | Grupo /CLE_01 | Spanish | 0P CLASSROOM 2 GROUND FLOOR |
| Wednesday | |||
| 16:00-18:00 | Grupo /CLE_01 | Spanish | 0P CLASSROOM 2 GROUND FLOOR |
| Thursday | |||
| 16:00-18:00 | Grupo /CLE_01 | Spanish | 0P CLASSROOM 2 GROUND FLOOR |
| 05.18.2022 17:00-18:00 | Grupo /CLE_01 | FAC. PSYCHOLOGY |
| 06.28.2022 17:00-18:00 | Grupo /CLE_01 | FAC. PSYCHOLOGY |