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Promotion of Well-Being and Quality of Life 2016/2017

  • 5 ECTS
  • Taught in Portuguese
  • Continuous Assessment

Objectives

At the end of this course unit, students should be able to:
1. Characterize the concepts of well-being and quality of life, identifying its determinants, and measures.
2. Plan and develop programs of well-being and quality of life promotion, based on the scientific evidence presented in the literature on the subject, and proposing the proper efficacy evaluation.
3. Critically reflect about programs of well-being and quality of life promotion described in the literature.

Recommended Prerequisites

Knowledge in the field of health psychology and well-being, and research methodology.

Teaching Metodology

In this course unit an active teaching methodology will be implemented, using teaching and learning strategies that provide student engagement. Expository classes will be held, with reading activities, exercises, practical works and assessment tests. As resources, the white board, computer and video projector will be used. UPT’s digital databases and the e-learning platform will also be indispensable work tools.

Body of Work

1 Well-being and quality of life:
1.1. Definitions
1.2. Determinants
1.3. Measures
1.4. Relation to health and disease
1.5. The perspective of positive psychology

2 Promotion of well-being and quality of life:
2.1. Planning, conceptualization, development and evaluation of the efficacy of intervention programs in different contexts
2.2. Individual programs of intervention
2.3. Group and community programs of intervention

Recommended Bibliography

Baum, A., Reverson, T. A., & Singer, J. (2012). Handbook of health psychology (2nd ed). New York: Psychology Press.

Brannon, L., Feist, J., & Updegraff, J. A. (2014). Health psychology: An introduction to behavior and health (8th edition). Belmont, CA: Wadsworth.

Canavarro, M., & Vaz Serra, A. (2010). Qualidade de vida e saúde: Uma abordagem na perspetiva da Organização Mundial de Saúde. Lisboa: Fundação Calouste Gulbenkian.

Glanz, K., Rimer, B., & Viswasnath, K. (2008). Health behavior and health education (4th ed). New York: Wiley.

McQueen, D., & Jones, C. (2007). Global perspectives on health promotion effectiveness. New York: Springer.

Pinto, A., & Silva, A. (Coord.)(2005). Stress e bem-estar. Lisboa: Climepsi Editores.

Sarafino, E. & Smith, T. (2014). Health Psychology: Biopsychosocial Interactions (8th ed). Hobokey,NJ: Wiley&Sons.

Sharma, M., & Remas, J. (2012). Theoretical foundations of health education and health promotion (2nd ed). Sudbury,MA: Jones&Barl

Complementary Bibliography

Abraham, C., Conner, M., Jones, F., & O’Connor, D. (2008). Health Psychology: Topics in Applied Psychology. London, Hodder Education.

American Psychological Association (2009). Manual of the American Psychological Association (6th ed). Washington DC: American Psychological Association.

Leal, I. (Coord.) (2006). Perspetivas em psicologia da saúde. Coimbra: Quarteto.

Lucas, K. & Lloyd, B. (2005). Health promotion: Evidence and experience. London: Sage Publications.

Odgen, J. (2004). Psicologia da saúde (2ª edição). Lisboa: Climepsi Editores.

Pais-Ribeiro, J. (2007). Introdução à psicologia da saúde (segunda edição). Coimbra: Quarteto.

Suls, J., Davinson, K., & Kaplan, R. (Ed.) (2011). Handbook of Health Psychology and Behavioral Medicine. London: Guilford Press.

Weekly Planning

1 - Presentation of the course unit.

2 - Definition of well-being and quality of life.

3 - Exercises and reading activities.

4 - Determinants of well-being and quality of life.

5 - Exercises and reading activities.

6 - Measures for assessing well-being and quality of life.

7 - Exercises and reading activities.

8 - Relation of health and disease to well-being and quality of life.

9 - Exercises and reading activities.

10 - The perspective of positive psychology in the context of well-being and quality of life. Exercises and reading activities.

11 - Planning, conceptualizing, developing and evaluating the efficacy of intervention programs regarding well-being and quality of life in different contexts.

12 - Exercises and reading activities.

13 - Critical reflection on individual, group and community intervention programs. Round Table with invited psychologists.

14 – Presentation of group assignments on the planning, conceptualization, development and evaluation of the efficacy of intervention programs in different contexts. Group assignments delivery.

15 - Presentation of group assignments on the planning, conceptualization, development and evaluation of the efficacy of intervention programs in different contexts.

Demonstration of the syllabus coherence with the curricular unit's objectives

The learning objective regarding the characterization of the concepts of well-being and quality of life, identifying its determinants, and measures will be achieved through the syllabuses taught in Module 1, entitled "Well-being and quality of life" . The learning objectives regarding to plan and develop programs of well-being and quality of life promotion, based on the scientific evidence presented in the literature on the subject, and proposing the proper efficacy evaluation, and to critically reflect about programs of well-being and quality of life promotion described in the literature, will be achieved through the syllabuses taught in Module 2, regarding" Promotion of well-being and quality of life".

Demonstration of the teaching methodologies coherence with the curricular unit's objectives

The lectures aim to present the syllabuses regarding the learning objectives established for course unit. Specifically, given the objective aimed at characterizing the concepts of well-being and quality of life, identifying its determinants and appropriate measures, exercises and reading activities will be conducted. The same methodology will be implemented regarding the objectives of planning and developing programs of well-being and quality of life promotion, based on the scientific evidence presented in the literature on the subject, and proposing the proper efficacy evaluation, and also of critically reflecting about programs of well-being and quality of life promotion described in the literature.

relevant generic skillimproved?assessed?
Achieving practical application of theoretical knowledgeYesYes
Adapting to new situations  
Analytical and synthetic skillsYesYes
Balanced decision makingYes 
Commitment to effectivenessYesYes
Commitment to quality  
CreativityYes 
Ethical and responsible behaviour  
Event organization, planning and managementYes 
Foreign language proficiencyYes 
Information and learning managementYes 
IT and technology proficiencyYes 
Leadership  
Problem Analysis and AssessmentYes 
Problem-solvingYes 
Relating to others  
Research skillsYes 
Self-assessmentYes 
TeamworkYesYes
Written and verbal communications skillsYes 
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