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Reproductive Health Psychology

Code: LPSI211     Acronym: PSR

Keywords
Classification Keyword
OFICIAL Psychology

Instance: 2021/2022 - 1S Ícone do Moodle

Active? Yes
Responsible unit: Psychology
Course/CS Responsible: First degree in Psychology

Cycles of Study/Courses

Acronym No. of Students Study Plan Curricular Years Credits UCN Credits ECTS Contact hours Total Time
PSIC 60 Official Curricular Structure 2 - 3 27 81

Teaching Staff - Responsibilities

Teacher Responsibility
Mariana Teixeira Lopes Veloso Martins

Teaching - Hours

Theoretical and practical : 2,00
Type Teacher Classes Hour
Theoretical and practical Totals 2 4,00
Mariana Teixeira Lopes Veloso Martins 4,00

Teaching language

Portuguese
Obs.: Reproductive Health Psychology - suitable for English speakers

Objectives

Having successfully completed this course the student will be able to:

  1. Outline the types of topics and problems reproductive health psychology is concerned with
  2. Understand reproductive health from a global and multi-perspective analysis regarding awareness, engagement and prevention
  3. Demonstrate a knowledge of research in reproductive health psychology and critically evaluate different perspectives and key studies, as well as claims made in popular media for their scientific merit
  4. Describe and evaluate key health psychology theories that support psychological intervention within reproductive health
Apply the obtained knowledge in theories and research findings to address reproductive health-related issues

Learning outcomes and competences

Having successfully completed this course the student will be able to:

  1. Outline the types of topics and problems reproductive health psychology is concerned with
  2. Understand reproductive health from a global and multi-perspective analysis regarding awareness, engagement and prevention
  3. Demonstrate a knowledge of research in reproductive health psychology and critically evaluate different perspectives and key studies, as well as claims made in popular media for their scientific merit
  4. Describe and evaluate key health psychology theories that support psychological intervention within reproductive health
Apply the obtained knowledge in theories and research findings to address reproductive health-related issues

Working method

Presencial

Program


  1. Reproductive health: clinical, social, anthropological and psychological perspectives

  2. Major Health Psychology theories and empirical research in Reproductive Health Psychology

  3. Sexual education throughout the lifecycle

  4. Family planning and the reproductive life plan

  5. Gestational loss and abortion

  6. Pregnancy and the transition to parenthood

  7. Assisted reproductive techniques

  8. Menopause and andropause


Psychological and counselling training of reproductive health professionals

Mandatory literature

Linda Hammer Burns; Infertility counseling. ISBN: 1-84214-065-5
Olga B. A. Van den Akker; Reproductive health psychology. ISBN: 978-0-470-68337-8
Greil, A. L., Slauson‐Blevins, K., & McQuillan, J. (2010); The experience of infertility: a review of recent literature. Sociology of health & illness, 32(1), 140-162.
Kirkman-Brown, J. C., & Martins, M. V. (2020). ; ‘Genes versus children’: if the goal is parenthood, are we using the optimal approach?. Human Reproduction, 35(1), 5-11. (https://repositorio-aberto.up.pt/bitstream/10216/125322/2/374806.pdf)
Martins M.V., Peterson B, Almeida V, Mesquita-Guimarães J and Costa M (2014); Dyadic dynamics of perceived social support in couples facing infertility. Human Reproduction 2014; 29:83-89. (https://www.researchgate.net/publication/258445854_Dyadic_Dynamics_of_Perceived_Social_Support_in_Couples_Facing_Infertility)
Martins, M. V., Basto-Pereira, M., Pedro, J., Peterson, B., Almeida, V., Schmidt, L., & Costa, M. E. (2016). ; Male psychological adaptation to unsuccessful medically assisted reproduction treatments: a systematic review. Human reproduction update, 22(4), 466-478. (https://www.researchgate.net/publication/299394210_Male_Psychological_Adaptation_to_Unsuccessful_Medically_Assisted_Reproduction_Treatments_A_Systematic_Review)
Pedro, J., Brandão, T., Schmidt, L., Costa, M. E., & Martins, M. V. (2018). ; What do people know about fertility? A systematic review on fertility awareness and its associated factors. Upsala journal of medical sciences, 123(2), 71-81 (https://www.researchgate.net/publication/325871761_What_do_people_know_about_fertility_A_systematic_review_on_fertility_awareness_and_its_associated_factors)
Women’s emotional adjustment to IVF: a systematic review of 25 years of research. Human Reproduction Update,13(1): p. 27-36.; Verhaak, C.M., et al.(2007)

Complementary Bibliography

da Silva, A. D., Costa, M. E., & Martins, M. ; A vivência do luto por perda gestacional na perspectiva do casal: revisão de escopo. Revista Brasileira de Sociologia da Emoção,18(54), 77-86. (https://repositorio-aberto.up.pt/handle/10216/124109)
Martins, M. V., Peterson, B. D., Almeida, V. M., & Costa, M. E. (2011).; Direct and indirect effects of perceived social support on women's infertility-related stress. Human Reproduction, 26(8), 2113-2121. (https://www.researchgate.net/publication/51150558_Direct_and_indirect_effects_of_perceived_social_support_on_women%27s_infertility-related_stress)
Schmidt, L. (2009); Social and psychological consequences of infertility and assisted reproduction-what are the research priorities? Human Fertility, 12(1): p. 14-20.
World Health Organization, United Nations Population Fund, & Key Centre for Women's Health in Society. (2009). ; Mental health aspects of women's reproductive health: a global review of the literature.

Teaching methods and learning activities

All classes have both a theoretical and practical component, involving i) the exposure of contents and discussion with contributes from both the teacher and students; ii) the acquisition of soft skills through role-playing and problem-solving exercises in small groups, as well as visualizing and discussing videos showing interventions within reproductive health psychology.

 

Evaluation consists of three mandatory parts:

(A) 2 tests of continuous evaluation (35%)

(B) Group presentation (40%)

(C) Participation in class: student is graded for the continuous participation and for the commentary on a presentation of a selected group or theme (25%)

Final grade = (A)*0,35+(B)*0,40+ (C)*0,25

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation Weight (%)
Participação presencial 25,00
Teste 35,00
Trabalho prático ou de projeto 40,00
Total: 100,00

Amount of time allocated to each course unit

designation Time (hours)
Apresentação/discussão de um trabalho científico 1,00
Elaboração de projeto 40,00
Estudo autónomo
Frequência das aulas 30,00
Trabalho de investigação 10,00
Total: 81,00

Eligibility for exams

The student must be present in 75% of the given lectures. Approval requires a minimum grade of 9/20 on the project, and 7/20 on tests.

Calculation formula of final grade

Final grade = (A)*0,35+(B)*0,40+ (C)*0,25

Internship work/project

When delivering your project the following declaration should be delivered (UPorto ethics code Despacho nº GR.06/12/2017):

"We hereby declare that the present project is of our own authorship and has not been used previously in other courses or institutions. Citations to other authors strictly obey the rules of authorship attribution and are indicated both throughout the text and on the references section following the indicated output style. I am aware that the practice of plagiarism and self- plagiarism constitute an illicit academic act".

Special assessment (TE, DA, ...)

Follows the general rules of FPCEUP (art. 11).

Classification improvement

You could improve the following classifications: a) project, by presenting a reviewed version; and b) tests.

The final grade is calculated with the highest scores.

Improvements are accepted only once, and within the following year after approval (general assessment rules, University of Porto)
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