Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.

Scientific and Professional Foundations in Health Psychology
Code: 43417Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| General Health Psychology | OB | 1 |
Contact lecturer
- Name :
- Silvia Edo Izquierdo
- Email :
- silvia.edo@uab.cat
Teaching staff
- Caoutar Amsih Keskessou
- Josep Maria Losilla Vidal
- Cynthia Binelli Capurro
- Guillermo Parra Lorenzo
- Lídia Arroyo Prieto
- Jaume Vives Brosa
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisits
Objectives
The general objective of this module is for the student to build a comprehensive health concept, in accordance with WHO guidelines. That is, knowing how psychological, biological, educational and social factors help people and communities improve its well-being, increasing its knowledge and changing attitudes.
Specific objectives are: First, helping the student to think about health concept, acquiring knowledge from different perspectives (biopsychosocial one, gender and intercultural one, and family developmental one). Secondly, become familiar with scope of action of the healthcare general psychologist, knowing regulations, quality work standards, the foundations of bioethics applied to healthcare psychology, referral criteria, and how to start entrepreneurship activities as a healthcare general psychologist. Likewise, the module will promote the development of competences in research, and selection and critical reading of relevant information for professional field.
Learning outcomes
- Continue the learning process, to a large extent autonomously
- Know the WHO guidelines.
- Identify the application areas of general health psychology.
- Know the biopsychosocial model: principal factors determining the leading causes of morbidity and mortality.
- Know the perspective of gender in health.
- Know the different regulations related to ethical practice in this profession.
- Identify and critically analyse the ethical implications of professional practice.
- Carry out a critical reading of a scientific publication on the basis of the methodological quality of the research design used.
- Interpret appropriately the results of a systematic revision with or without meta-analysis.
- Know and describe the organisation of the Healthcare System and its different mechanisms, and the connections and flows of users between the systems of healthcare, education, law, security and social services.
- Know the professional and community organisations related to the area of activity.
- Know and integrate the different levels of analysis of human behaviour (biological, psychological, social, historical and cultural).
- Know the legislation governing healthcare.
- Formulate questions, objectives and research hypotheses appropriately for problem solving in specific areas of the general health psychologist's professional activity.
- Discern the most suitable research methods and designs to respond to a hypothesis.
- Gather and analyse information consistently with the research objectives and hypotheses, and interpret the results obtained appropriately, acknowledging the impact on individuals and communities.
- Know the quality-management systems and rules used in healthcare.
- Know the legislation on data protection.
Contents
Here is the English translation of the content you provided, which appears to be an outline of foundational topics in Health Psychology:
1. Conceptual Foundations of Health Psychology
a. Legal and ethical framework of practice as a General Health Psychologist (GHP).
b. Health from an intersectional gender perspective.
c. Health from a family perspective.
d. Health from a bio-psycho-social perspective.
2. Professional Foundations of Health Psychology
a. General framework of action in Health Psychology. Care circuits.
b. Management and organization of the healthcare system.
c. Confidentiality and data protection in clinical practice.
3. Methodological Foundations of Health Psychology
a. Methodological skills for critical reading of scientific health publications.
b. Research in Health Psychology: Efficacy, effectiveness, and efficiency of psychological health interventions.
c. Systematic reviews and meta-analyses.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Study and reading | 60 | 2.4 | |
| Conferences and classroom activities | 40 | 1.6 | |
| Exercises | 20 | 0.8 | |
| Course work | 25 | 1 | |
| Individual and group tutorials | 3 | 0.12 |
Different activities and methodologies will be used. There will be readings on the general frameworks: scientific, methodological, professional and organizational. On the other hand, classroom and autonomous work activities will be done: critical reading and discussion of texts, workshops, debates, bibliographic searches, cases presentation and discussion.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Ev2. Written synthesy test | 25% | 2 | 0.08 | 3, 6, 7, 10, 11, 13, 17, 18 |
| Ev1. Case Analysis Assessment | 45% | 0 | 0 | 1, 2, 3, 4, 5, 10, 12, 14, 16 |
| Ev3. Virtual test | 30% | 0 | 0 | 1, 8, 9, 11, 12, 13, 14, 15, 16 |
The final grade will consist of:
Ev 1. Case analysis test. Weight: 45%. Holistic analysis of a case integrating the bio-psycho-social perspective. This analysis requires having worked through the content and activities from previous sessions, as well as the recommended readingsThe test will take place in week 9 (assessment week). Feedback will be provided starting in week 11, through the virtual classroom and any necessary tutorials.
Ev 2. Synthesis test. Weight: 25%. A written test consisting of solving a practical case involving various aspects covered in the section on Professional Foundations of Health Psychology. In-person test. Week 11. Feedback will be provided starting in week 14, through the virtual classroom and any necessary tutorials.
Ev 3. Remote (non-in-person) test. Weight: 30%. The methodological content of the test will be based mainly on: risk of bias assessment, literature searching, systematic reviews, and meta-analysis. Mandatory submission through Moodle. Week 15. Feedback will be provided between weeks 15-16.
On the use of AI:
For Ev1 and Ev3; Restricted use: “For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for [support tasks, such as bibliographic or information searches, text correction, or translations ... (others?) ...], [activities xxx], [other specific situations where deemed appropriate]. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how they have influenced the process and final result of the activity. Lack of transparency regarding the use of AI in this assessable activity will be considered a breach of academic honesty and may result in
For Ev2, the use of AI is prohibited. Any work that includes AI-generated content will be considered a breach of academic honesty and may result in a partial or total penalty on the activity’s grade, or greater sanctions in serious cases.
Criteria for passing
To pass the course, the following criteria must be met:
- Obtain a grade equal to or higher than 4 on each of the three pieces of evidence.
- The average of the grades obtained on the three pieces of evidence must be equal to or higher than 5.
Once the course has been passed (grade ≥ 5), no arrangements can be made to improve the final grade.
Anyone who has submitted learning evidence with a weight equal to or greater than 4 points (40%) will be recorded as having been assessed.
Criteria for resit
To be eligible for the resit, a student must have been assessed on a minimum of 2/3 of the total grade (necessarily Ev1 and either Ev2 or Ev3), and the total grade obtained must fall between 3.5 and below 5.
The resit test will consist of complementary activities or a synthesis exam assigned to each student by the module coordinator. The maximum grade obtainable on the resit test is a 5.
In any case, the Assessment Guidelines of the degree programs of the Faculty of Psychology 2026-27 will apply: link https://www.uab.cat/web/estudiar/calendaris-1345721956986.html
SINGLE ASSESSMENT
Conditions for students who have registered with Academic Management for enrollment in the single assessment. IT IS REQUESTED ONLINE (E-FORM) DURING THE SPECIFIC PERIOD (more information on the Faculty’s website)
It will be scheduled during assessment weeks 18-19-20 of January 2027.
It will consist of carrying out the three pieces of evidence described for continuous assessment.
The weight of each test will be the same as that set for continuous assessment.
The estimated duration of the single assessment is 3h30.
Bibliography
APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271-285.
Braveman, P. (2014). What is health equity: And How does a life-course approach take us further toward it? Maternal and Child Health Journal, 18, 366-372. doi: 10.1007/s10995-013-1226-9
Higgins, J. P. T., Green, S., & Cochrane Collaboration. (2008). Cochrane handbook for systematic reviews of interventions. Chichester, England; Hoboken, NJ: Wiley-Blackwell.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ, 339(jul21 1), b2700–b2700. doi:10.1136/bmj.b2700
Miqueo, C. et al. (eds.) (2001) Perspectivas de género en salud. Madrid: Minerva Edicione
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, 6(7), e1000097. doi:10.1371/journal.pmed.1000097
Myrick, A. C., Green, E. J., i Crenshaw, D. (2014). The influence of divergent parental attachment styles on adolescent maturation: Implications for family counseling practitioners. The Family Journal, 22(1), 35-42. doi: 10.1177/1066480713491217
OMS (2014). Organització Mundial de la Salut (World Health Organisation, WHO). Consultada l’abril de 2014 en http://www.who.int/en/
Padyab, M., Malmberg, G., Norberg, M, i Blomstedt, Y. (2013). Life course socieconomic position and mortality: A population register-based study form Sweden. Scandinavian Journal of Public Health, 41(8), Dec 2013, 785-791. Ddoi: 10.1177/1403494813493366
Portell, M. i Vives, J. (2014). Introducció als dissenys experimentals, quasiexperimentals i ex post facto. Barcelona: Servei de publicacions de la UAB.
Remschmidt, H., Belfer, M., Goodyer, I. (2004). Facilitating Pathways: care, treatment and prevention in child and adolescent mental health. Berlin: Springer.
Remschmidt, H., van Engeland, H. (1999). Child and adolescent psychiatry in Europe. Historical development, current situation, future perspectives. New YorK: Springer.
Reverte Cejudo, D. y Sánchez Bayle, M. (2009) Globalización y salud. Madrid: Ediciones GPS http://www.fadsp.org/pdf/globalizacion%20y%20salud%20(1).pdf.
Sánchez Bayle, M. (coord.) (2010). La situación de la salud y el sistema sanitario en España. Madrid: Fundación Primero de Mayo. http://www.fadsp.org/html/situacion%20salud.htm
Sánchez-Meca, J., & Botella, J. (2010). Revisiones sistemáticas y meta-análisis: herramientas para la práctica profesional. Papeles del Psicólogo, 31(1), 7–17.
Varios autores (2002). Salud y Equidad. Documentación Social: Revista de Estudios Sociales y de Sociología Aplicada, 127.
Velasco, A. (2009) Sexos, género y salud. Madrid: Minerva Ediciones.
Software
No specific software is required in this course
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (PAULmRD) Pràctiques d'aula (màster RD) | 11 | Catalan/Spanish | first semester | afternoon |
| (PAULmRD) Pràctiques d'aula (màster RD) | 12 | Catalan/Spanish | first semester | afternoon |