Objectives

To understand the assessment and intervention procedures in the main areas of practice within general health psychology relating to children and young people.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

Core competences:

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the scientific and professional resources necessary for this purpose.

Cross-cutting Competences (CT): No data available.

Specific Competences (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

SC12 – Gain an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it; SC13 – Gain an in-depth understanding of the psychological nature of human behavioural disorders

SC15 – To have an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health.

CE16 – To have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems, in order to evaluate them

CE18 - To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning outcomes

Upon successful completion of this module, students will be able to:

RA09 – Demonstrate in-depth knowledge of the factors, models and procedures for assessment and intervention specific to general health psychology.

RA10 – Design psychological intervention and health promotion programmes at individual, group and community levels in accordance with the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

RA01 – Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

RA04 – Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

RA05 - Apply a concept of holistic health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

RA07 – Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

Description of the content

Specific aspects of assessment and intervention processes in childhood and adolescence

Intellectual disability

Autism spectrum disorders

Attention-deficit/hyperactivity disorder

Learning disorders or difficulties

Anxiety disorders

Mood disorders

Emotional regulation, emotional intelligence and social skills

Eating disorders

Obsessive-compulsive disorder

Sleep and elimination disorders

Disruptive, impulse control and behavioural disorders

Addictions

Attachment and trauma

Childhood abuse and sexual violence

Sexting, grooming and cyberbullying

Training activities

AF1. Lectures/presentations

AF2. Practical sessions

AF4. Preparation and presentation of individual and/or group projects

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of interest to the course not covered in class; this review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, with a maximum mark of 5 for the course as a whole, provided that all other components have been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

BIBLIOGRAPHY

• Russell GFM. (2003). The Essence of Anorexia Nervosa: In Red l, Cava G (eds). Anorexia Nervosa. 1st edition. Barcelona: Ariel Ciencias Médicas.

• Turón Gil V. (2014) Historical Review and Concept of Eating Disorders. Chapter 2, pp. 11–16 in Eating Disorders and Obesity: A Comprehensive Approach. Edited by Morandé, Graell and Blanco. Madrid: Editorial Panamericana.

• Morandé G (2014) Introduction and Concept of Eating Disorders. Chapter 1, pp. 5–10 in Eating Disorders and Obesity: A Comprehensive Approach. In Morandé, Graell, Blanco (eds). Madrid: Editorial Panamericana.

• Anderson, M. ‘Anorexia Nervosa in Males’. *Pediatr Ann* 13 (1984), pp. 901–907

• Graell Berna, M., Villaseñor Montarroso, A., Cabellos Velasco, M.V.: Eating Disorders in Adolescents. Hospitalisation. In Morandé, Graell, Blanco (eds). Eating Disorders and Obesity. Editorial Panamericana. 2014.

• Morande, G., Bayo, C. Managing Adolescent Conflict. Ed. Académica Española. 2018

• Morande, G., Graell, M., Blanco, A. Eating Disorders and Obesity. Ed. Panamericana. 2014.

• Clinical Practice Guidelines on Eating Disorders. Madrid: Quality Plan for the National Health System of the Ministry of Health and Consumer Affairs. Catalan Agency for Health Technology Assessment and Medical Research; 2009. Clinical Practice Guidelines in the Spanish National Health System: AATRM No. 2006/05-01.

• NICE (2017) Eating disorders—core interventions in the treatment and management of anorexia nervosa, bulimia nervosa and related eating disorders. British Psychological Society, London

• Santamarta Requejo, C. (2021). Eating disorders in adolescents and pre-adolescents associated with high-risk and non-high-risk sports.

• Zhu, James; Yang, Yive; Touyz, Stephen; Park, Rebecca; Hay, Phillipa (2020). Psychological Treatments for People With Severe and Enduring Anorexia Nervosa: A Mini Review. Frontiers in Psychiatry, 11(), 206

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

To learn about recent advances and developments in general health psychology

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

General and basic (CG and CB):

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology;

CB7 – Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study.

Cross-cutting (CT): No data available.

Specific (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO;

CE4 – To critically analyse and utilise clinical information sources;

CE5 – Use information and communication technologies in professional practice;

CE7 – Formulate working hypotheses in research and critically collect and evaluate information for problem-solving, applying the scientific method;

CE9 - Carry out their work from the perspective of quality and continuous improvement, with the self-critical approach necessary for responsible professional practice;

CE10 - Be able to communicate effectively with other professionals and master the skills required for teamwork and working in multidisciplinary groups;

CE12 - Have an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it;

CE13 - Have an in-depth understanding of the psychological nature of human behavioural disorders;

CE14 - Have an in-depth understanding of the psychosocial factors associated with health problems and illness;

CE15 - Have an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health;

CE16 - To have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems;

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them.

Learning outcomes

Upon successful completion of this module, students will be able to:

RA09 – Gain an in-depth understanding of the factors, models and assessment and intervention procedures specific to general health psychology.

RA06 – Use information technology effectively and responsibly in the practice of general health psychology.

RA07 – Understand the alternatives offered by related disciplines and the criteria for referral within the scope of general health psychology.

RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

Description of the content

UD1 Advanced models in psychological assessment and intervention: Introduction and third-generation therapies 

UD2 Clinical formulation and transdiagnostic models  

UD3 Cognitive restructuring 

Module 4 New technologies in the therapeutic process 

Module 5 Biological foundations of psychopathology and psychopharmacology 

Training activities

TA1. Lectures/masterclasses

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

TA5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course that has not been covered in class. This review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, achieving a 5 as the maximum mark for the course as a whole, provided that the remaining content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

BIBLIOGRAPHY

• Molero, P. et al. (2011). Mood disorders (II). Medicine, 10(84), 5676–84.

• Arranz, F.J. et al. (2011). Antidepressants. In Zarranz, J.J. (ed.). Contemporary Neuropharmacology. Elsevier (pp. 219–246).

• Lobo, A. and Sobrado, A.M. (2017). Appropriate use of antidepressants. AMF, 13(1), 29–33. • Stahl, S.M. (2014). Essential Psychopharmacology (4th ed.). Aula Médica. Chapter 7 (pp. 284–369).

• Soutullo, C., Figueroa, A., Miranda, E. and de Castro, P. (2011). Bipolar or manic-depressive disorder. Medicine, 10 (84), 5684–92.

• Bravo, M.F. et al. (2013). Clinical practice guidelines on bipolar disorder: pharmacological and psychosocial treatment. Clinical Medicine, 141 (7), 305–10. • Stahl, S.M. (2014). Essential Psychopharmacology (4th ed.). Aula Médica. Chapter 8 (pp. 370–387).

• Saiz, L.C. (2013). Focus on attention deficit disorder (ADHD). Navarre Pharmacotherapy Information Bulletin, 21, 1–20.

• Valverde, M.A. & Inchauspe, J.A. (2014). Scope and limitations of pharmacological treatment for attention deficit hyperactivity disorder in children and adolescents, and clinical practice guidelines. A literature review. Journal of the Spanish Association of Neuropsychiatry, 34 (121), 37–74.

Timeline

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Arranz, F.J. et al.

Antidepressants. In Zarranz, J.J. (ed.). Contemporary Neuropharmacology.

Elsevier. 2011.

ISBN: 9788480865609

2. Molero, P. et al.

Mood Disorders

Medicine. 2011.

ISBN: 0304-5412

Objectives

To understand the assessment and intervention procedures in the main areas of practice within general health psychology for the adult population

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s degree.

Competencies

General and basic (CG and CB):

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology;

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the scientific and professional resources necessary for this purpose.

Cross-cutting (CT): No data available.

Specific (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO;

CE12 – Gain an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it;

CE13 – Gain an in-depth understanding of the psychological nature of human behavioural disorders;

CE15 – Gain an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health;

CE16 - Have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems;

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them;

CE18 - To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning outcomes

Upon successful completion of this module, students will be able to:

RA09 – Have an in-depth understanding of the factors, models and procedures for assessment and intervention specific to general health psychology.

RA10 – Design psychological intervention and health promotion programmes at individual, group and community levels in accordance with the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of such programmes.

RA01 – Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

RA04 – Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

RA05 - Apply a concept of holistic health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

RA07 – Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

Description of the content

UD1. Psychological characteristics of adults

UD2. Bipolar disorder

UD3. Depressive disorder

UD4. Post-traumatic stress disorder

Unit 5. Stress and anxiety disorders

Unit 6. TBI, stroke, bereavement and suicide

UD7. Personality Disorders

UD8. Psychotic Disorders

Unit 9. Eating Disorders

Unit 10. Relationship problems

Unit 11. Substance Dependence and New Addictions

UD12. Sexual Dysfunctions

UD13. Sleep Disorders

Unit 14. Psychological Characteristics of Adults

Unit 15. Bipolar disorder

Teaching activities

TA1. Lectures/classroom-based sessions

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

TA5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course that has not been covered in class. This review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, with a maximum mark of 5 for the course as a whole, provided that all other components have been passed independently. In this case, the student may sit the exam in the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

Bibliography:

- Vicente Prieto; Cervantes; Martín; Zazo. ‘Intervention Programme Based on Interbehavioural Psychology for Psychiatric Patients’. In: Buela-Casal and V. Caballo. *Manual of Applied Clinical Psychology*. Siglo XXI. 1991.

- Marino Pérez Álvarez. Guide to Effective Psychological Treatments for Adults. Pirámide. 2003.

- Vicente E. Caballo. Manual of Personality Disorders. Ed. Síntesis. 2004

- Lolcih, M., Vázquez, G.H., Álvarez, L.M. and Tamayo, J.M. (2012). Psychosocial Interventions in Bipolar Disorder: A Review. Actas Esp Psiquiatr;40(2):84–92.

- López-Muñoz, Shen, W.W., D’Ocon., P., Romero., A. and Álamo, C. (2018). A History of the Pharmacological Treatment of Bipolar Disorder. International Journal of Molecular Science, 19, pp. 1–38.

- Maletic, V., & Raison, C. (2014). Integrated neurobiology of bipolar disorder. Frontiers in Psychiatry, 5, 98.

- Merikangas, K.R., Jin, R., He, J.-P., Kessler, R.C., Lee, S., Sampson, N.A., et al. (2011). Prevalence and Correlates of Bipolar Spectrum Disorder in the World Mental Health Survey Initiative. Arch Gen Psychiatry; 68(3):241–251.

- Tao, L., Jiang, R., Zhang, K., Qian, Z., Chen, P., Lv, Y., & Yao, Y. (2020). Light therapy in non-seasonal depression: An updated meta-analysis. Psychiatry Research, 291, 113247.

- Tuunainen, A., Kripke, D. F., & Endo, T. (2004). Light therapy for non-seasonal depression. Cochrane Database of Systematic Reviews, (2).

- Zarabanda, M., García, M., Salcedo, D. and Lahera, G. (2015). Bipolar disorder. Medicine;11(85):5075–85.

Timeline

Click on this link to view the detailed timetable in Excel

Objectives

To understand the regulatory, theoretical and scientific context within which the profession of general health psychologist operates.

Entry requirements

There are no prerequisites other than those set out for admission to the Master’s degree.

Competencies

General and basic (CG and CB):

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of general health psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

CB6 – Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context.

CB7 – Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB8 – Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 – Students should be able to communicate their conclusions, as well as the knowledge and underlying rationale supporting them, to specialist and non-specialist audiences in a clear and unambiguous manner.

CB10 – Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

Cross-cutting (CT): No data available

Specific (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

CE2 – To apply the fundamentals of bioethics and the deliberative method in professional practice, ensuring that their practice as healthcare professionals complies with the provisions of Law 44/2003 of 21 November on the regulation of the healthcare professions; CE4 - Critically analyse and utilise sources of clinical information.

CE5 – Use information and communication technologies in professional practice.

CE8 - Understand the scope of practice of a general healthcare psychologist and know how to refer patients to the appropriate specialist CE9 - Carry out their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional practice.

CE11 – Understanding the obligations and responsibilities of healthcare staff regarding the confidentiality of information and the protection of patients’ personal data

CE19 - Understand the steps required to set up, launch and manage a business, its various legal forms, and the associated legal, accounting and tax obligations

CE20 – Knowledge of current regulations in the Spanish healthcare sector.

Learning outcomes

RA05 - Apply a holistic concept of health in accordance with WHO guidelines, integrating the components of the biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of healthcare professions.

RA08 - Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities.

RA07 – Be familiar with the alternatives offered by related disciplines and the criteria for referral within the scope of general health psychology.

Description of the content

The National Health System in Spain. 

Health Psychology and Clinical Psychology: characteristics. 

Legislation governing General Health Psychologists. 

Designs and selection of psychological treatments: efficacy, effectiveness and efficiency. Functional analysis.

Confidentiality of information and protection of patients’ personal data

Introduction to database management

Classification of mental and behavioural disorders according to the World Health Organisation’s (WHO) ICD-11. 

Training activities

AF1. Lectures/masterclasses

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group work: 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Assignment format:

Group assignment: the assignment will consist of formulating a clinical case, conducting a literature review or working on a topic proposed by the coordinator

Plagiarism must not exceed 20 per cent; otherwise, the assignment will not be marked by the teaching staff.

All components must be passed individually to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the work to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, achieving a 5 as the maximum mark for the course as a whole, provided that the remaining content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

BIBLIOGRAPHY AND RESOURCES

Organic Law 3/2018 on the Protection of Personal Data and the Guarantee of Digital Rights

• REGULATION (EU) 2016/679 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 27

April 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data

Guide to Personal Data Protection in Psychology: Implications and Best Practice

This guide was drawn up in accordance with the guidelines of Organic Law 15/1999 of 13 December on the Protection of Personal Data

. An effort was made to include information on the General Data Protection Regulation available at the time of

the guide was drawn up, and is currently being updated to reflect the new data protection law, Organic Law 3/2018 of 5

December, on the Protection of Personal Data and the Guarantee of Digital Rights. Guidance document for compliance with the new European General Data Protection Regulation (GDPR)

This document aims to facilitate compliance with the provisions of the GDPR, outlining the main changes and

obligations it entails.

Best practices for data protection in online psychology

This document sets out best practices for using the internet safely.

Information security requirements to be met by social media platforms

Timeline

Click on this link to view the detailed timetable in Excel

Objectives

To understand the work of a general health psychologist from a perspective centred on the therapeutic alliance.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

1. General and basic (CG and CB):

CB9 – Students should be able to communicate their conclusions, the knowledge underpinning them and the underlying rationale to specialist and non-specialist audiences clearly and unambiguously.

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively in the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the scientific and professional resources necessary for this purpose.

2. Cross-cutting (CT): N/A

3. Specific (CE): CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

CE3 – Demonstrate interpersonal communication and emotional management skills appropriate for effective interaction with patients, family members and carers during the processes of problem identification, assessment, communication of the diagnosis, and psychological intervention and follow-up.

CE6 – Draft psychological reports in a manner appropriate to the intended audience

CE9 - Carry out their work from the perspective of quality and continuous improvement, with the self-critical capacity necessary for responsible professional practice CE10 - Be able to communicate with other professionals and master the skills required for teamwork and working in multidisciplinary groups

CE11 - Understanding the obligations and responsibilities of healthcare staff regarding the confidentiality of information and the protection of patients’ personal data

CE12 - Have an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it

CE13 - In-depth understanding of the psychological nature of human behavioural disorders.

CE16 - In-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems, in order to evaluate them

CE18 - To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning outcomes

Upon successful completion of this module, students will be able to:

- RA03 – Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of specialisation, whilst adhering to the relevant formal and ethical criteria.

- RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA08 – Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities.

Description of the content

UD1. Non-specific factors: assessment and management throughout the therapeutic process: difficult cases.

UD2. Core competencies of the Health Psychologist (expertise and feedback). 

Unit 3. Motivational interviewing. 

Unit 4. Therapeutic alliance

Unit 5. Therapeutic skills and managing difficulties (children). 

Unit 6. Therapeutic skills and managing difficulties (adolescents). 

Module 7. Self-care for psychologists 

Training activities

AF1. Lectures/masterclasses

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course not covered in class; this review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, achieving a 5 as the maximum mark for the course as a whole, provided that the remaining content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

BIBLIOGRAPHY

Brown, G. S., Lambert, M. J., Jones, E. R., and Minami, T. (2005). Identifying highly effective psychotherapists in a managed care environment. The American Journal of Managed Care,

11, 513–520.

Chow, D. L., Miller, S. D., Seidel, J. A., Kane, R. T., Thornton, J. A., and Andrews, W. P. (2015). The role of deliberate practice in the development of highly effective psychotherapists.

Psychotherapy, 52, 337–345. http://dx.doi.org/10.1037/pst0000015

Goldberg, S. B., Babins-Wagner, R., Rousmaniere, T., Berzins, S., Hoyt, W. T., Whipple, J. L., Miller, S. D. and Wampold, B. E. (2016). Creating a climate for therapist improvement. A case study of an

agency focused on outcomes and deliberate practice. Psychotherapy, 53 (3), 367–375.

https://doi.org/10.1037/pst0000060

Orlinsky, D. E., & Rønnestad, M. H. (2005). Work practice patterns. In D. E. Orlinsky & M. H. Rønnestad (Eds.), How psychotherapists develop: A study of therapeutic work and

professional growth (pp. 81–99). Washington, DC: American Psychological Association.

http://dx.doi.org/10.1037/11157-006

Stein, D. M., & Lambert, M. J. (1995). Graduate training in psychotherapy: Are therapy outcomes enhanced? Journal of Consulting and Clinical Psychology, 63, 182–196.

http://dx.doi.org/10.1037/0022-006X.63.2.182

Strupp, H. H., & Hadley, S. W. (1979). Specific versus non-specific factors in psychotherapy. A controlled study of outcome. Archives of General Psychiatry, 36, 1125–1136.

http://dx.doi.org/10.1001/archpsyc.1979.01780100095009

Timeline

Click on this link to view the detailed timetable in Excel

Objectives

To understand the assessment and intervention procedures in the main areas of practice within general health psychology for older people.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s degree.

Competencies

1. General and basic (CG and CB):

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

2. Cross-cutting (CT): N/A

3. Specific (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

CE12 – Gain an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it

CE13 – Gain an in-depth understanding of the psychological nature of human behavioural disorders.

CE15 – Gain an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health.

CE16 - To have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them

CE18 – To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case

Learning outcomes

Upon successful completion of this module, students will be able to:

- RA09 – Have an in-depth understanding of the factors, models and procedures for assessment and intervention specific to general health psychology.

- RA10 – Design psychological intervention and health promotion programmes at individual, group and community levels in accordance with the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

- RA01 – Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

- RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA04 – Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- RA05 - Apply a concept of holistic health in line with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

- RA07 – Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

Description of the content

UD1 Distinctive characteristics and specific challenges of assessment and intervention in older people. 

UD2 Diagnosis, assessment and psychological intervention in the most common disorders. 

UD3 Psychological management and intervention in the processes of dying and bereavement

Module 4 Prevention and health promotion in old age. 

Module 5 The role of the carer: key aspects of prevention and specific aspects of intervention

Training activities

TA1. Lectures/masterclasses

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

TA5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course that has not been covered in class. This review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, with a maximum mark of 5 for the course as a whole, provided that all other course content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

Bibliography:

Vicente Prieto Cabras. (2013). The Caregiver’s Loneliness. Madrid: La esfera de los libros. •

Senile Dementia. http://www.medicinageriatrica.com.ar/

Depression in Old Age. Vivirsindepresion.org

Frontiers in Alzheimer’s Disease. Scientific Series, Autonomous University of

Madrid 2002 • Observatory on Older People, ‘The Mental Health and Well-being of

older people. Making it possible’. Madrid, 2010

WFMH. Report on Mental Health and Older People. WHO,

2013 • ICD-10 • WHO. Fact Sheet No. 381. September 2015

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

To understand assessment and intervention procedures, as well as the specific regulatory framework within the legal and forensic fields.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

1. General and basic (CG and CB):

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively in the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

2. Cross-cutting (CT): N/A

3. Specific (CE): CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

CE12 – Gain an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it

CE13 – To gain an in-depth understanding of the psychological nature of human behavioural disorders.

CE15 – To gain an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health.

CE16 - To have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them

CE18 – To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case

Learning outcomes

Upon successful completion of this module, students will be able to:

- RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA09 – Have an in-depth understanding of the factors, models and procedures for assessment and intervention specific to general health psychology.

- RA10 – Design psychological intervention and health promotion programmes at individual, group and community levels in accordance with the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

- RA01 – To assimilate and apply scientific and professional knowledge that facilitates the generation and application of original ideas in problem-solving within applied and research contexts.

- RA04 – Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- RA05 - Apply a concept of holistic health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

- RA07 – Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

Course content description

UD1 Distinctive aspects of assessment and intervention in the legal-forensic field: psychological expert reports. 

UD2 Intervention with hospitalised minors. Child-to-parent violence   

UD3 Adoption processes and parental suitability.

Module 4 Assessment and intervention with children who are victims of gender-based violence  

Module 5 Assessment, intervention and management of the risk of violent behaviour 

Training activities

AF1. Lectures/masterclasses

TA2. Practical sessions

AF4. Preparation and presentation of individual and/or group projects

TA5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the module not covered in class; this review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the work to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, with a maximum mark of 5 for the course as a whole, provided that all other course content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol in the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

Bibliography:

- Law 27/2003 of 31 July, regulating the Protection Order for victims of domestic violence, served as the basis for Organic Law 1/2004 on Measures for

Comprehensive Protection against Gender-Based Violence

- Hubble MA, Duncan BL, Miller SD. (1999) The Heart and Soul of Change: What Works in Therapy. Washington DC, APA; doi:10.1037/11132-000

-Campagne, Daniel M. (2014). Therapists are not born, they are made. Journal of the Spanish Association of Neuropsychiatry, 34(121), 75–95.

https://dx.doi.org/10.4321/S0211-57352014000100005

– Olweus, D. (1993). School bullying: facts and interventions. Research Centre for Health Promotion. Bergen: University of Bergen.

- Pena, M. & Repetto, E. (2008). The state of research in Spain on emotional intelligence in the educational context. Electronic Journal of Psychoeducational Research,

6(2), 400–420.

- Sastre, A. (Ed.) (2016). I’m Not Playing That Game. Bullying and Cyberbullying in Childhood. Madrid, Spain: Save the Children Spain. Retrieved from

https://www.savethechildren.es/sites/default/files/imce/docs/yo_a_eso_- no_juego.pdf

- Community of Madrid. (n.d.). Intervention Protocols. Community of Madrid. In Improving Coexistence and the Social Climate for Teachers.

- Díaz-Aguado, 2006, Guidelines for preventing violence through education

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

To understand assessment and intervention procedures, as well as the context within the field of occupational health.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

1. General and basic (CG and CB):

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively in the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

2. Cross-cutting (CT): N/A

3. Specific (CE):

CE1 – To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO

CE12 – Gain an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it

CE13 – Gain an in-depth understanding of the psychological nature of human behavioural disorders.

CE15 – Gain an in-depth understanding of the biological and psychosocial factors associated with health problems and illness, particularly those relating to mental health.

CE16 - To have an in-depth understanding of the various assessment and intervention models in the field of General Health Psychology, as well as the techniques and procedures derived from them for addressing behavioural disorders and the psychological factors associated with health problems

CE17 - To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems, in order to evaluate them

CE18 - To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning outcomes

Upon successful completion of this module, students will be able to:

- LA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA09 – Gain an in-depth understanding of the factors, models and procedures for assessment and intervention specific to general health psychology.

- RA10 – Design psychological intervention and health promotion programmes at individual, group and community levels in accordance with the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

- RA01 – To assimilate and apply scientific and professional knowledge that facilitates the generation and application of original ideas in problem-solving within applied and research contexts.

- RA04 – Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- RA05 - Apply a concept of holistic health in line with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

- RA07 – Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

Description of the content

UD1 Prevention in the field of occupational health

UD2 Stress and wellbeing at work: distinguishing factors and strategies for emotional regulation in the workplace

Module 3 Workplace bullying, relationship issues and conflict management

Module 4 Strategies for Well-being in the Workplace

Training activities

TA1. Lectures/presentations

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group assignments

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course that has not been covered in class; this review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the assignment to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, with a maximum mark of 5 for the course as a whole, provided that all other course content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge an appeal before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

1. Alayeto, M., Sánchez, N. and Pelegrín, C. (2014). Forensic assessment in an alleged case of workplace bullying. Advances in Clinical Psychology, 725–734

2. Alcides, J. and Puentes, A. (2010). Personality traits and self-esteem in victims of workplace bullying. *Diversitas Journal – Perspectives in Psychology*, 6 (1), 51–64. ISSN: 1794-9998

3. Aleassa, H.M. and Megdadi, O.D. (2014). Workplace bullying and unethical behaviour: A mediating model. International Journal of Business and Management, 9 (3), 157–165. www.ccsenet.org/ijbm

4. Ares, A. and Ortega, M.M. (2018). Workplace bullying in the healthcare sector. Medicina Clínica, 150 (5), 198–201. https://doi.org/10.1016/j.medcli.2017.06.034

5. Arnal, M.P., Gago, B., Estévez, L.E. and Gómez, J. (2016). Group therapy as a psychological intervention strategy in primary care: an approach to adjustment disorders. Advances in Clinical Psychology, 40–48

6. Bjorkelo, B. (2013). Workplace bullying following whistleblowing: future research and implications. Journal of Managerial Psychology, 28 (3), 306–323. 7. Bowling, N.A. and Beehr, T.A. (2006). Workplace harassment from the victim’s perspective: A theoretical model and

meta-analysis. Journal of Applied Psychology, 91 (5), 998–1012. DOI: 10.1037/0021-9010.91.5.998.

8. Campos-Serna, J., Ronda-Pérez, E., Artazcoz, L. and Benavides, F.G. (2012). Gender inequalities in occupational health in Spain. Gaceta Sanitaria, 26(4), 343–351. https://dx.doi.org/10.1016/j.gaceta.2011.09.025

9. Castro, D. (3 June 2021): The Supreme Court upholds the prison sentence for the employer who harassed an employee who subsequently took her own life. www.elperiodico.com

Timeline

Click on this link to view the detailed timeline in Excel

Bibliography

Essential:

1. Bernardo Moreno Jiménez

Occupational Health: Psychosocial Risks at Work and Well-being at Work (Psychology)

Pirámide. 2013.

ISBN: 9788436829471

Supplementary:

2.- Gonzáles de Rivera y Revuelta, J.L.

The keys to mobbing: workplace harassment (ALT) as seen by experts

EOS. 2005.

ISBN: 978-849727187

3.- Piñuel, I.

Mobbing: How to Survive Psychological Harassment at Work

Sal Terrae. 2001.

ISBN: 9788429314106

Objectives

To understand and be able to implement strategies for the consumption and production of scientific knowledge.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competences

1. General and basic (CG and CB):

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

CB9 – Students should be able to communicate their conclusions, as well as the knowledge and underlying rationale supporting them, to specialist and non-specialist audiences in a clear and unambiguous manner.

CB10 - Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

2. Cross-cutting (CT): N/A

3. Specific (CE):

CE4 – Critically analyse and utilise sources of clinical information.

CE5 – Use information and communication technologies in professional practice.

CE6 - Draft psychological reports in a manner appropriate to the intended audience

CE7 - Formulate working hypotheses in research and critically collect and evaluate information for problem-solving, applying the scientific method

CE10 - Be able to communicate effectively with other professionals and master the skills required for teamwork and working in multidisciplinary groups.

Learning outcomes

Upon successful completion of this module, students will be able to:

- RA01 – Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

- RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA03 – Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of specialisation, whilst adhering to the relevant formal and ethical criteria.

- RA04 – To make effective use of scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- RA08 – Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities.

- RA09 – Possess in-depth knowledge of the factors, models and procedures for assessment and intervention specific to general health psychology.

Description of the content

UD1 Scientific research in Clinical and Health Psychology. Research design and planning

Module 2 Data analysis in psychology. Procedures and interpretation of univariate analysis

UD3 Data analysis in psychology. Procedures and interpretation of multivariate analyses

Module 4 Psychometrics. Development and adaptation of measurement instruments in Clinical and Health Psychology. 

Module 5 Factor validity in psychometrics: conducting factor analyses.

UD6 Evaluation and critical review of scientific work: systematic reviews. 

UD7 Evaluation and critical review of scientific studies: meta-analyses. 

Module 8 Communication of research findings in scientific journals

Training activities

TA1. Lectures

TA2. Practical sessions

TA4. Preparation and presentation of individual and/or group projects

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

Attendance/participation: 10%

Exam: 60%

Group project (presented in class): 30%

Exam format: multiple-choice, 3 answer options; Mark = Correct answers – [Incorrect answers / (number of options – 1)].

Group project format: The project will consist of a literature review, case study or proposal prepared by each group leader on a topic of relevance to the course that has not been covered in class. This review must be presented orally in class, accompanied by a PowerPoint presentation or similar software. Plagiarism must not exceed 20 per cent; otherwise, the work will not be marked by the teaching staff.

Each component must be passed separately in order to be included in the final mark. The minimum pass mark is 5.

Attendance threshold: 80 per cent. The day of the presentation is considered an additional class day for all attendance purposes. Students must remain in class until the end of the session. Any unauthorised absence will be counted as an absence.

In the event of failing to complete the group assignment, failing to attend on the day of the presentation and/or failing to upload the work to the virtual campus by the agreed deadline, the student must submit an individual written assignment (same format and objective, different topic) during the supplementary assessment period, achieving a 5 as the maximum mark for the course as a whole, provided that the remaining course content has been passed independently. In this case, the student may sit the exam during the ordinary examination period, but the academic record will show ‘NP’ (did not sit the exam), subject to submitting the assignment during the supplementary examination period and passing the module with a mark of 5.

If the student fails the module, the lowest mark obtained will be recorded in the academic transcript.

If a student fails during the supplementary examination period, it is understood that they have not met the course objectives; they must therefore re-enrol the following academic year and retake the failed component, with only the content for which they have passed being retained for a period of one year.

Once the final course mark has been published on the virtual campus, students will have 48 hours to lodge appeals before the Assessment Board meets. After this deadline, the academic records will be published and no further changes may be made.

Addendum

Nicol, A.A.M. and Pexman, P.M. (2010b). Presenting your findings: A practical guide for creating tables (6th edition). Washington: American Psychological Society. Ramos-Alvarez, M.M.,

Moreno-Fernandez, M.M., Valdez-Conroy, B. and Catena, A. (2008). Criteria of the peer review process for the publication of experimental and quasi-experimental research in psychology: A

guide to writing research papers. International Journal of Clinical and Health Psychology, 8, 751–764

Fernandez-Rios, L. (2009). Standards for the preparation and editing of review articles in psychology. International Journal of Clinical and Health Psychology, 9, 329–244

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

Upon successful completion of this module, students will be able to:

- Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

- Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of expertise, whilst adhering to the relevant formal and ethical criteria.

- To make effective use of scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- Apply a holistic concept of health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

- Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

- Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities

- To design psychological intervention and health promotion programmes at individual, group and community levels based on the assessment and analysis of relevant variables, and to carry out the planning, implementation and supervision of these programmes.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s degree.

Competencies

General and core competences:

CG1 To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology.

CG2 To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to gradually assume the autonomy required to make decisions independently, making use of the scientific and professional resources necessary for this purpose.

CB6 Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context

CB10 Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

Specific competences:

CE1 To acquire, develop and put into practice a concept of holistic health, incorporating its biopsychosocial components, in accordance with the guidelines established by the WHO.

CE2 To apply the fundamentals of bioethics and the deliberative method in professional practice, ensuring that their practice as healthcare professionals complies with the provisions of Law 44/2003 of 21 November on the regulation of the healthcare professions.

CE3 Demonstrate interpersonal communication skills and the ability to manage emotions appropriately for effective interaction with patients, family members and carers during the processes of problem identification, assessment, communication of the diagnosis, and psychological intervention and follow-up.

CE4 Critically analyse and utilise sources of clinical information.

CE5 Use information and communication technologies in professional practice.

CE6 Draft psychological reports in a manner appropriate to the intended audience.

CE7 Formulate working hypotheses in research and critically collect and evaluate information for problem-solving, applying the scientific method.

CE8 Understand the scope of practice of a general health psychologist and know how to refer patients to the appropriate specialist. Specific

CE9 Carry out their work with a focus on quality and continuous improvement, demonstrating the self-critical approach required for responsible professional practice.

CE10 Be able to communicate effectively with other professionals and master the skills required for working in teams and multidisciplinary groups.

CE17 To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them.

CE18 Design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning outcomes

Upon successful completion of this module, students will be able to:

RA01 Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

RA02 Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

RA03 Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of specialisation, whilst adhering to the relevant formal and ethical criteria.

RA04 Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

RA05 Apply a concept of holistic health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

RA07 Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

RA08 Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities

RA10 Design psychological intervention and health promotion programmes at individual, group and community levels based on the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

Description of the course content

During the student’s 200-hour placement at the practice centre, they will cover the following content

- The clinical interview. Training in conducting initial interviews in psychological interventions and training in the entire subsequent process.

- Training in self-report techniques.

- Training in the preparation of case studies

- Clinical case formulation: applications.

- Training in interpersonal communication skills when interacting with patients, family members and carers during the therapeutic process.

- Training in therapeutic skills.

- Training in teamwork and multi-professional group work skills.

- Development of assessment and intervention programmes in the field of General Health Psychology, using the techniques and procedures required to address behavioural disorders and the psychological factors associated with health problems.

- Development and/or implementation of psychological assessment programmes for various disorders (e.g. anxiety, stress, depression, etc.)

- Training in the administration, marking and interpretation of clinical assessment tools (depression, anxiety, stress, phobias, normal personality traits, intelligence, learning difficulties, behavioural problems).

- Training in the administration, marking and interpretation of neuropsychological test batteries.

- Training in relaxation techniques.

- Preparation and drafting of clinical reports.

Training activities

AF1. Lectures/masterclasses

AF2. Practical sessions

AF4. Preparation and presentation of individual and/or group projects

AF5. Preparation of presentations

AF6. Independent study and work.

AF7. Individual tutorials

Assessment system and criteria

The final mark for the External Work Experience I module will be calculated as the average of the marks obtained in each of the sections detailed below, with the average calculated from a mark of 5 upwards, and a mark of 5 being required to pass the module as a whole:

1. Attendance/participation (20 per cent): attendance at 90 per cent of the 200 hours of work placement is compulsory.

2. Practical placement report (30%): Late submission will result in no mark being awarded and the corresponding suspension from the placement. To pass the module, the report must be submitted regardless of whether credits have been awarded or not (using the appropriate structure).

4. Report from the clinical/health psychologist tutor: 20%

5. Report from the external placement tutor: 20%

6. In-person written/oral multiple-choice exam: 10%

Addendum

Clinical Case Books in Psychology

Pastor, C., Ruíz, C., & Echeburúa, E. (2018). Clinical Cases in Cognitive Behavioural Therapy. Pirámide.

Luciano, C., Gutiérrez, O., & Páez, J. (2015). Practical Cases in Acceptance and Commitment Therapy (ACT). Ediciones Pirámide.

Kernberg, O. F., Selzer, M. A., Koenigsberg, H. W., Carr, A. C., & Appelbaum, A. H. (2002). Psychopathology and Psychotherapy: Clinical Cases. Desclée de Brouwer.

Books on Therapeutic Guidelines and Guides for Psychologists

Tompkins, M. A. (2021). The Therapist’s Handbook: Principles, Tools and Keys to Clinical Practice. Desclée De Brouwer.

De la Fuente, H., & Echeburúa, E. (2017). A Guide to Clinical Practice in Mental Health. Pirámide.

Beck, J. (2011). Cognitive-Behavioural Therapy: Techniques and Applications. Paidós.

Books with Exercises and Practical Activities for Therapists

Filipo, C. (2019). 101 Exercises in Cognitive Behavioural Therapy: Practical Techniques and Strategies for the Clinic. Desclée De Brouwer.

Harris, R. (2017). Acceptance and Commitment Therapy (ACT) Workbook. Desclée De Brouwer.

Germer, C. K. (2012). Mindfulness and Self-Compassion in Therapy: Principles and Practice for Integrating Self-Compassion into Psychotherapy. Paidós.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

Upon successful completion of this module, students will be able to:

- Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

- Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of expertise, whilst adhering to the relevant formal and ethical criteria.

- To make effective use of scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- Apply a holistic concept of health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

- Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

- Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities

- To design psychological intervention and health promotion programmes at individual, group and community levels based on the assessment and analysis of relevant variables, and to carry out the planning, implementation and supervision of these programmes.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s degree.

Competencies

General competences:

G1 To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively in the field of health psychology.

Core competences:

CB6 To possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often within a research context

CB7 Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study Basic

CB8 Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements

CB9 Students should be able to communicate their conclusions and the underlying knowledge and reasoning to specialist and non-specialist audiences in a clear and unambiguous manner

Specific competences:

CE1 To acquire, develop and put into practice a concept of holistic health, encompassing its biopsychosocial components, in accordance with the guidelines established by the WHO.

CE2 Apply the fundamentals of bioethics and the deliberative method in professional practice, ensuring that their practice as healthcare professionals complies with the provisions of Law 44/2003 of 21 November on the regulation of the healthcare professions.

CE3 Demonstrate interpersonal communication skills and the ability to manage emotions appropriately for effective interaction with patients, family members and carers during the processes of problem identification, assessment, communication of the diagnosis, and psychological intervention and follow-up.

CE4 Critically analyse and utilise sources of clinical information.

CE5 Use information and communication technologies in professional practice.

CE6 Draft psychological reports in a manner appropriate to the intended audience.

CE7 Formulate working hypotheses in research and critically collect and evaluate information for problem-solving, applying the scientific method.

CE8 Understand the scope of practice of a general health psychologist and know how to refer patients to the appropriate specialist. Specific

CE9 Carry out their work with a focus on quality and continuous improvement, demonstrating the self-critical approach required for responsible professional practice.

CE10 Be able to communicate effectively with other professionals and master the skills required for working in teams and multidisciplinary groups.

CE11 Understanding the obligations and responsibilities of healthcare staff regarding the confidentiality of information and the protection of patients’ personal data.

CE12 Have an in-depth understanding of the psychological nature of human behaviour, as well as the social and biological factors that may influence it.

CE17 To plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them.

CE18 To design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables present in each case.

Learning Outcomes

Upon successful completion of this module, students will be able to:

RA01 Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

RA02 Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

RA03 Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of specialisation, whilst adhering to the relevant formal and ethical criteria.

RA04 Effectively utilise scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

RA05 Apply a concept of holistic health in accordance with WHO guidelines, integrating the components of biopsychosocial models of health and the principles of bioethics, in accordance with the provisions of Law 44/2003 of 21 November on the regulation of the health professions.

RA07 Be familiar with the options offered by related disciplines and the criteria for referral within the scope of general health psychology.

RA08 Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities

RA10 Design psychological intervention and health promotion programmes at individual, group and community levels based on the assessment and analysis of relevant variables, and carry out the planning, implementation and supervision of these programmes.

Description of the content

During the student’s 315-hour placement at the practice centre, they will cover the following specific content:

- Training in conducting empirical studies

- Clinical sessions.

- Group sessions for the discussion of clinical cases.

- Training in managing one’s own emotions.

- Training in teamwork and multi-professional group work skills.

- Psychological assessments.

- Carrying out activities to promote and educate on individual and community psychological health.

- Development of assessment and intervention programmes in the field of General Health Psychology, using the techniques and procedures necessary to address behavioural disorders and the psychological factors associated with health problems.

- Development of systematic review protocols.

- Conducting epidemiological studies on various disorders.

- Training in the application, marking and interpretation of clinical assessment tools (sleep disorders in children, adolescents, adults and older people; eating disorders; elimination disorders; psychopathological personality traits; relationship problems; violence; sexual dysfunctions; addictions and substance abuse; other disorders).

- Development and/or implementation of prevention programmes (e.g. HIV prevention, healthy lifestyles, drug dependence, etc.).

- Development and/or implementation of psychological intervention programmes (e.g. for sleep disorders – such as sleep apnoea –, phobias, learning difficulties, etc.).

- Development and/or implementation of specific programmes (e.g. addictions, couples’ therapy, care for behavioural disorders in older people, care for behavioural disorders in children and young people, fear of public speaking, psychological support for patients with chronic conditions).

Training activities

AF8. Clinical placements

AF12. Completion of the clinical placement report

AF3. Seminars/workshops

AF9. Group case discussion sessions

AF10. Preparation of clinical reports and research

AF7. Individual tutorials

Assessment system and criteria

The final mark for the External Placements II module will be calculated as the average of the marks obtained in each of the sections detailed below, with marks averaged from 5 upwards, and a mark of 5 being required to pass the module as a whole:

1. Attendance/participation: 20%. Attendance at 90 per cent of practical sessions is compulsory.

a. Punctual attendance and completion of contact hours.

b. During External Work Placement II, students must provide evidence of the work placement hours completed by the deadline set at the end of the module. This evidence must be signed by the relevant supervisor and submitted by the specified deadline.

2. Reports/Assignments/Practical Placement Report: 30%

a. Assignments and activities set, where applicable, by the University or the placement supervisor.

b. Internship report, which must be submitted by the deadlines specified to the student. Late submission will result in a fail mark and the corresponding suspension from the placement.

3. Report from the clinical/health psychologist supervisor: 20%

4. Report from the external placement tutor: 10%

5. Continuous assessment activities: 20%. This includes any activity that the placement tutors consider may contribute to the development of the student’s core competencies.

Addendum

Clinical Case Books in Psychology

Pastor, C., Ruíz, C., & Echeburúa, E. (2018). Clinical Cases in Cognitive Behavioural Therapy. Pirámide.

Luciano, C., Gutiérrez, O., & Páez, J. (2015). Practical Cases in Acceptance and Commitment Therapy (ACT). Ediciones Pirámide.

Kernberg, O. F., Selzer, M. A., Koenigsberg, H. W., Carr, A. C., & Appelbaum, A. H. (2002). Psychopathology and Psychotherapy: Clinical Cases. Desclée de Brouwer.

Books on Therapeutic Guidelines and Guides for Psychologists

Tompkins, M. A. (2021). The Therapist’s Handbook: Principles, Tools and Keys to Clinical Practice. Desclée De Brouwer.

De la Fuente, H., & Echeburúa, E. (2017). A Guide to Clinical Practice in Mental Health. Pirámide.

Beck, J. (2011). Cognitive-Behavioural Therapy: Techniques and Applications. Paidós.

Books with Exercises and Practical Activities for Therapists

Filipo, C. (2019). 101 Exercises in Cognitive Behavioural Therapy: Practical Techniques and Strategies for the Clinic. Desclée De Brouwer.

Harris, R. (2017). Acceptance and Commitment Therapy (ACT) Workbook. Desclée De Brouwer.

Germer, C. K. (2012). Mindfulness and Self-Compassion in Therapy: Principles and Practice for Integrating Self-Compassion into Psychotherapy. Paidós.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

To identify the main symptoms of anxiety in the adult population receiving care within the healthcare system.

To review the scientific literature on cognitive-behavioural interventions for anxiety disorders.

To design a psychological intervention protocol tailored to the needs of the study group.

To apply the protocol in a controlled clinical setting and collect data on its effectiveness.

To evaluate the results obtained using validated psychometric instruments.

To reflect on the clinical and ethical implications of the treatment applied within the framework of General Health Psychology.

Prerequisites

There are no prerequisites other than those set out for admission to the Master’s programme.

Competencies

1. General and basic (CG and CB):

CB7 – Students should be able to apply the knowledge they have acquired and their problem-solving skills in new or unfamiliar settings within broader (or multidisciplinary) contexts related to their field of study.

CB6 - Possess and understand knowledge that provides a basis or opportunity for originality in the development and/or application of ideas, often in a research context.

CB8 - Students should be able to integrate knowledge and address the complexity of making judgements based on information which, whilst incomplete or limited, includes reflections on the social and ethical responsibilities associated with the application of their knowledge and judgements.

CB9 – Students should be able to communicate their conclusions and the knowledge and underlying reasoning that support them to specialist and non-specialist audiences in a clear and unambiguous manner.

CB10 - Students should possess the learning skills that enable them to continue their studies in a manner that will be largely self-directed or autonomous.

CG1 – To acquire applied, advanced and specialised training in a body of conceptual, procedural, technical and attitudinal knowledge that enables professionals to operate effectively within the field of health psychology

CG2 – To acquire the skills necessary to address the various problems that may arise in the practice of the profession of General Health Psychologist, whilst being able to progressively assume the autonomy required to make decisions independently, making use of the necessary scientific and professional resources for this purpose.

2. Cross-cutting (CT): N/A

3. Specific (CE): CE2 – Apply the principles of bioethics and the deliberative method in professional practice, ensuring that their work as a healthcare professional complies with the provisions of Law 44/2003 of 21 November on the regulation of the healthcare professions.

CE3 – Demonstrate interpersonal communication skills and the ability to manage emotions appropriately for effective interaction with patients, family members and carers during the processes of problem identification, assessment, communication of the diagnosis, and psychological intervention and follow-up.

CE4 – Critically analyse and utilise sources of clinical information.

CE5 – Use information and communication technologies in professional practice.

CE6 – Draft psychological reports in a manner appropriate to the intended audience

CE7 - Formulate working hypotheses in research and critically collect and evaluate information for problem-solving, applying the scientific method

CE9 - Carry out their work from the perspective of quality and continuous improvement, with the self-critical approach necessary for responsible professional practice

CE10 - Be able to communicate effectively with other professionals and master the skills required for teamwork and working in multidisciplinary groups

CE11 - Understanding the obligations and responsibilities of healthcare staff regarding the confidentiality of information and the protection of patients’ personal data

CE17 - Plan, carry out and, where appropriate, supervise the process of psychological assessment of human behaviour and the psychological factors associated with health problems in order to evaluate them

CE18 - Design, develop and, where appropriate, supervise and evaluate psychological intervention plans and programmes, based on the psychological assessment and the individual and social variables relevant to each case

CE21 – Carry out activities to promote and educate on individual and community psychological health

Learning outcomes

Upon successful completion of this module, students will be able to:

- RA01 – Assimilate and apply scientific and professional knowledge to facilitate the generation and application of original ideas in problem-solving within applied and research contexts.

- RA02 – Formulate judgements and reflections in situations of uncertainty or ambiguity, whilst respecting the ethical considerations involved in the practical application of their knowledge and skills.

- RA03 – Present their conclusions and knowledge clearly, concisely and effectively to audiences with varying levels of expertise, whilst adhering to the relevant formal and ethical criteria.

- RA04 – To make effective use of scientific and professional resources to solve problems and make decisions independently whilst carrying out the duties of a general health psychologist.

- RA08 – Carry out their work with a clear focus on quality and continuous improvement, managing their activities in accordance with current legislation and regulations regarding confidentiality, data protection and corporate responsibilities.

- RA09 – Possess in-depth knowledge of the factors, models and procedures for assessment and intervention specific to general health psychology.

Description of the course content

It must be ensured that the Master’s dissertation can only be undertaken within the field of Health Psychology:

- Empirical studies.

- Systematic review.

- Epidemiological studies.

- Clinical case studies.

Training activities

AF11. Research Project (Master’s Thesis)

AF7. Individual tutorials

Assessment system and criteria

Assessment by the Master’s Thesis Supervisor. This accounts for 20% of the total final mark for the Master’s Thesis. This assessment is based on the student’s commitment throughout the process of writing the Master’s Thesis. The assessment rubric is available to students on the Virtual Campus. In order to defend the Master’s Thesis, the supervisor must authorise the defence and the student must have passed all previous modules of the Master’s programme. The supervisor’s authorisation does NOT imply that the module has been passed.

Assessment by the Examination Board, comprising three lecturers/researchers appointed by the programme’s Academic Committee, will take the following aspects into account:

• Assessment of the written Master’s Thesis. This accounts for 60% of the total final mark for the Master’s Thesis.

• Assessment of the public defence before the Examination Board. This accounts for 20 per cent of the total Master’s Thesis mark.

IMPORTANT:

The Master’s Thesis (TFM) must be an unpublished document, for which the student bears full responsibility as the sole author. The use of artificial intelligence (AI)-based tools in its preparation is restricted to auxiliary functions such as grammar checking, the generation of outlines or the search for general information. Any use of AI must be properly cited, specifying the tool used, its specific function and when it was applied. The use of AI to draft substantive content, carry out critical analysis or interpret results compromises the originality and authorship of the work.

Checks for plagiarism and/or the use of AI will be carried out using the tool provided on the virtual campus and will be assessed by the tutor to verify the integrity of the work submitted.

Addendum

American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). American Psychological Association.

Domínguez Salas, S., Resurrección Mena, D., & Rodríguez Domínguez, C. (2023). Guide to the preparation of final-year dissertations and master’s theses in psychology and related sciences (Volume II). Dykinson.

Mercader Rubio, I., Gutiérrez Ángel, N., & Pérez Esteban, M. D. (2022). Practical guide to writing a final-year dissertation (TFG and TFM) in the field of education and psychology across different developmental stages. University of Almería.

Timetable

Click on this link to view the detailed timetable in Excel