Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Pedagógiai és Pszichológiai Kar

Szervezet

PPK Pszichológiai Intézet

Kód

PSYM21-CH-104

Cím

Clinical Health Psychology

Tervezett félév

Tavaszi

ECTS

4

Nyelv

en

Oktatás célja

COURSE DESCRIPTION (GENERAL DESCRIPTION) Course title: Clinical Health Psychology Course code: PSYM21-CH-104 Head of the course: Rigó Adrien Aim of the course Aim of the course: The course discusses chronic somatic illnesses from a biopsychosocial viewpoint. The first few classes provide a theoretical introduction, in which we familiarize ourselves with the historical background and major psychological models of psychosomatic vulnerability and somatization. The following part of the course the chronic illnesses which are the most common, most actual and have the biggest societal impact will be discussed in detail. Our goal is to get a complex picture about the psychological, above all healthy psychological questions and tasks in connection with the certain diseases. The course does not only focus on presenting the literature, but also wishes to provide a complex picture of what kind of challenges arise with having to live with the certain diseases and what kind of health psychological duties come to the foreground. Diving into the literature is accompanied by patient interviews, case discussions, interviews with the health care personnel, knowing self-help groups, knowing of disease specific tests and intervention techniques as a part of project works. Learning outcome, competences knowledge: knowledge of psychological models of psychosomatic vulnerability and somatization knowledge of the basic biological characteristics of certain diseases knowledge of the major psychological questions regarding certain diseases (comorbid disorders, biopsychosocial background mechanisms, possibilities of psychological interventions, specific questions of quality of life) attitude: developing an opened attitude, which involves being interested in somatic symptoms and diseases developing an appropriate attitude/relationship with health care personnel skills: savvy in learning and using medical language of different somatic diseases recognizing the possible psychosomatic and somatopsychic interactions in certain diseases the ability to highlight the major health psychological questions in case studies and matching them to possible interventions

Tantárgy tartalma

Content of the course Topics of the course Conceptual introduction section Somatic diseases and conditions in psychology – historical summary, trends Major psychological models of psychosomatic vulnerability and somatization (1: personality, regression models, the role of attachment, the role of social relations and family) (2: cognitive model: alexithymia, somatosensory amplification, catastrophizing, Brown’s integrative conceptual model, filter model) Disease-specific section (the most common diseases are presented in every course description, in case of the less common problems focus may change) Gastrointestinal diseases (gastric ulcer, inflammatory bowel diseases, irritable bowel syndrome) Cardio-vascular diseases (hypertension, arteriosclerosis, infarction and stroke) Oncological diseases Asthma, COPD Allergies and intolerances (hayfever, multiple chemical sensitivity, lactose and gluten intolerance) Gynecological diseases (endometriosis, PCOS, menstruation diseases, gynecological infections) Diabetes, metabolic disorders Pain disorders (chronic pelvic pain, headaches, fibromyalgia) Psychological issues of transplantation Psychological care of the disabled Learning activities, learning methods Frontal education about the major psychological questions of the diseases and about the main theoretical models Interactive, experience-based exercises to practice psychological skills connected to somatic patients project-works focusing on a disease

Számonkérés és értékelés

Evaluation of outcomes Learning requirements, mode of evaluation, criteria of evaluation: requirements steady knowledge of the theoretical background (two tests on the seminar, the first on the theoretical background, second on the disease specific section) active participation in the interactive exercises participation in the project work (evaluation of the project work) mode of evaluation: exam; 5 degrees scale, based on the average of the %-s of the three parts of course requirements test (theoretical background) 25% test (disease specific part) 25% project work 50% Criteria of evaluation: the depth of understanding the biopsychosocial interactions and the required basic knowledge the ability of applying the mastered skills

Irodalomjegyzék

Reading list Compulsory reading list (for the theoretical introduction) Belar, C.D. (2008). Clinical Health Psychology: A Health Care Speciality in Professional Psychology. Professional Psychology: Research and Practice 39 (2). 229-233 Brown, R.J. (2006). Medically unexplained symptoms: a new model. Psychiatry 5(2), 43-47. Chen J at al (2011). Alexithymia and emotional regulation: A cluster analytical approach. BMC Psychiatry 11(33). http://www.biomedcentral.com/1471-244X/11/33 De Gucht, V.; Maes, S. (2006). Explaining medically unexplained symptoms: Toward a multidimensional theory-based approach to somatization. Journal of Psychosomatic Research, 2006. 60. 349-352. Deary, V., Chalder, T., Sharpe, M. (2007). The cognitive behavioural model of medically unexplained symptoms: A theoretical and empirical review. Clinical Psychology Review, 27, 781-797. Dimsdale, J.E. et al. (2013). Somatic Symptom Disorder.: An important change in DSM. Journal of Psychosomatic Research, 75, 223-228. (for the disease specific part; can be refreshed in every semester) Browne, J. L. et al. (2014). 'I'm not a druggie, I'm just a diabetic': a qualitative study of stigma from the perspective of adults with type 1 diabetes. BMJ Open, 4(7). doi: 10.1136/bmjopen-2014-005625. Compare, A., Germani, E., Proietti, R., & Janeway, D. (2011). Clinical Psychology and Cardiovascular Disease: An Up-to-Date Clinical Practice Review for Assessment and Treatment of Anxiety and Depression. Clinical Practice and Epidemiology in Mental Health : CP & EMH, 7, 148–156. https://doi.org/10.2174/1745017901107010148. Full text: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3195800/ Farell, K., Antoni, M. (2010). Insulin Resistance, Obesity, Inflammation and Depression in Polycystic Ovary Syndrome: Biobehavioral Mechanisms and Interventions. Fertil Steril. 2010 October ; 94(5): 1565–1574. doi:10.1016/j.fertnstert.2010.03.081. Ismail, K. et al. (2010). A randomised controlled trial of cognitive behaviour therapy and motivational interviewing for people with Type 1 diabetes mellitus with persistent sub-optimal glycaemic control: a Diabetes and Psychological Therapies (ADaPT) study. Health Technology Assessment, 14(22), 1-65. Kazak, A., Noll, R.B. (2015). The integration of psychology in pediatric oncology research and practice. Collaboration to improve care and outcomes for children and families. American Psychologist, 70 (2), 146-158. Szigethy E. et al (2007). Cognitive behavioral therapy for adolescents with inflammatory bowel disease and subsyndroma depression, Journal of American Academy of Child and Adolescent Psychiatry, 2007, 46.(10), 1290-1298. Toivanen, S. (2012). Social determinants of stroke as related to stress at work among working women: a literature review; Stroke Research and Treatment, Volume 2012, Article ID 873678, 10 pages doi:10.1155/2012/873678 Zingone, F., Swift, G.L., Card, T.R., Sandlers, D.S., Ludvigsson, J.F., Bai, J.C. (2015). Psychological morbidity of celiac disease: A review of the literature. United European Gastroenterology Journal, 3. 136-145.

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