Class Health Psychology II - Assessment and Intervention in Illness

The UC Health Psychology II adopts a cognitive-behavioral and transdiagnostic perspective of chronic and terminal illness. It aims to enable students to identify, assess and intervene with people and groups with chronic illness from a biopsychosocial and environmental perspective. It is intended to systematize and form a professional profile that applies the knowledge and skills of clinical and health psychology in an ecological, innovative and appropriate way for different populations, in different age groups, with different diseases and contexts (family, school, workplace , social institutions, among others). It is intended to prepare students to implement empirically validated psychological intervention strategies, with a view to promoting psychosocial adaptation to chronic and terminal illness.

Not applicable

I. Understanding adaptation to chronic illness: a. definition, phases, and prevalence of chronic illness; b. psychosocial and environmental difficulties associated with chronic illness at different developmental stages; c. moderators of the impact of chronic illness; d. adaptation tasks to chronic illness; e. the experience of informal caregivers. II. Cognitive-behavioral intervention in chronic illness: a. psychological assessment; b. case formulation; c. definition of therapeutic goals; d. modification of inadaptive thoughts; e. management of cognitive difficulties; f. management of emotions; III – Promotion of healthy environments for people with chronic illness The. family background B. school  w. work  d. community  It is. Intervention with health, education and social professionals. IV. Cognitive-behavioral intervention in terminal illness and palliative care: a. management of stress/mood c. social support; d. quality of life; e. support for grieving process the of informal caregivers.

Class attendance is mandatory. Teaching methods include expositive strategies, with slides, to present theoretical contents; interrogative strategies, to encourage students’ participation; and active strategies (e.g., analysis of clinical cases; simulation of clinical interactions) to foster the acquisition of technical competencies. Continuous assessment: an individual written test (weight: 50%), a group assignment to be presented orally (weight: 30%), with an individual written component (weight: 20%). Final assessment: an individual written exam (weight: 100%) about the contents of the classes.

Andrasik, F., Goodie, J. L., & Peterson, A. L. (Coords) (2015). Biopsychosocial assessment in clinical health psychology. Nova Iorque: Guilford. Freeman, A., Ney, R., Cole, P., & Treft, G. L. (Coords) (2019). Coaching the caregivers of the chronically ill: Mentally ill, physically ill, and disabled persons. Nova Iorque: Routledge. Labott, S. M. (2019). Health psychology consultation in the inpatient medical setting. Washington: American Psychological Association. LaBuda, J., Axelrod, B. N., & Windell, J. (2018). Cognitive behavioral protocols for medical settings. Nova Iorque: Routledge. Rolland, J. S. (2018). Helping couples and families navigate illness and disability: An integrated approach. Nova Iorque: Guilford. Taylor, R. (2010). Cognitive Behavioral Therapy for Chronic Illness and Disability, USA, Wiley  Sperry, L. (2014). Behavioral health: Integrating individual and family interventions in the treatment of medical conditions. Nova Iorque: Routledge