ISMAT 16011

Wellbeing, Health and Quality of Life Promotion Programmes

• ApresentaçãoPresentation

  This UC aims to provide students with knowledge that allows them to act effectively, as Psychology technicians, not only in preventing the disease in an occupational context, but mainly in promoting work environments that promote health and increase individual perceptions of well-being and quality of life.
• ProgramaProgramme

  Fundamentals of programs to promote well-being, health and quality of life 1.1. What are health promotion programs? 2. Health promotion programs designed to eliminate health disparities 3. From theory to the development and implementation of health promotion programs 4. Planning programs to promote well-being, health and quality of life 4.1. Assessing the needs of program participants 4.1.1. Definition of needs assessment 4.1.2. Conducting health needs assessment 4.1.3. Promotion of needs assessment 4.1.4. Reporting and sharing results 5. Decision making to create and support a program 6. Implementation of programs to promote well-being, health and quality of life 7. Communicate health information effectively 8. Evaluation and improvement of a health promotion program 9. Programs to promote well-being, health and quality of life in different contexts
• ObjectivosObjectives

  At the end of the course, students must demonstrate that they have acquired, in a sustained manner, a set of skills i) to characterize the main theoretical models for promoting well-being, health and quality of life; ii) describe the fundamentals and basic characteristics of health programs in different contexts; iii) state the effects, difficulties and limitations related to the process of implementing health programs; iv) acquisition of knowledge about the steps of the elaboration of health promotion programs in Occupational Health Psychology; v) critical interpretation of scientific articles from specialized magazines; vi) planning, development and scientific writing of a health promotion program; vii) demonstration of the capacity for critical reflection on specific issues and problems in the field of research in the area, through the critical interpretation of scientific articles from specialized journals.
• BibliografiaBibliography

  APA (2004). Handbook of clinical and health psychology. APA. Bartholomew, L., Parcel, G., Kok, G., Gottlieb, N., & Fernández, M. (2011). Planning health promotion programs: An intervention mapping approach (3rd. Ed.).  Jossey-Bass. Quick, J., & Tetrick, L. (2011). Handbook of occupational health psychology. APA. McKenzie, J., Neiger, B., & Thackery, R. (2009). Planning, implementing and evaluating health promotion programs (6th. Ed.). Pearson WHO (2012). Health education: theoretical concepts, effective strategies and core competencies. Geneva: WHO. Antunes, S., & Pereira, A. (2023). Avaliar, intervir e prevenir os riscos psicossociais: Práticas e recomendacoes (1.ª ed.). Ordem dos Psicólogos Portugueses.  
• MetodologiaMethodology

  Theoretical classes with exposure and discussion of the syllabus, theoretical-practical classes, discussion and analysis of documents, as well as practical classes with research in databases, handling and building programs. Continuous assessment will consist of: 1) Written test (30%), to be held on June 20, 2025, on the contents of the theoretical classes; 2) Individual group (50%), which consists of building a program to promote well-being, health and quality of life applied to a specific case of an organization. 3) Participation in classes (20%), objectively assessed in theoretical and practical classes by answering questions (directed and random) and by carrying out activities / exercises in class, taking into account attendance. 4) Attendance, given by the attendance record in classes.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não