Health Psychology

Code:

PCS02

Acronym:

PS

Keywords
Classification	Keyword
CNAEF	Psychology

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master Degree in Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MPSI	61	Plano de Estudos 2021	1	-	6	54	162
MTP	7	Official Curricular Structure	1	-	6	54	162

Teaching language

Portuguese

Objectives

The main objective of the Health Psychology course is to introduce the principles and fundamentals of Health Psychology and empower students to develop assessment and intervention skills at both the primary prevention and health promotion levels, as well as at the secondary and tertiary prevention levels (i.e., physical conditions). Furthermore, it aims to contribute to critical reflection and ethical awareness in professional practice based on the specificities of Health Psychology.

Learning outcomes and competences

Upon completion of this course, students will be able to:

• Characterize the historical development of Health Psychology and identify its various domains of activity.
• Describe the evolution (and contextual determinants) of the concepts of health and illness, articulating these concepts with the biopsychosocial paradigm.
• Characterize the main theoretical models in Health Psychology and think critically about their applicability in predicting health behaviours and promoting behavioural change.
• Determine the psychological processes associated with a diagnosis of chronic illness, advanced-stage illness (terminal), and physical disability.
• Identify the psychosocial factors involved in adapting to illness and treatment adherence, illustrating them with concrete situations.
• Structure and conduct a psychological assessment process that provides information to guide intervention and monitor its progress.
• Implement empirically validated psychological intervention strategies aimed at promoting adaptation to illness.
• Understand the importance of working in an interdisciplinary team.
• Develop a critical understanding of ethical issues related to psychological practice in healthcare.
• Identify opportunities for future action in this area, aligned with sustainability goals.

Working method

Presencial

Program

I. FOUNDATIONS AND CONCEPTUAL MODELS OF HEALTH PSYCHOLOGY
 
1. Health Psychology: Historical and conceptual framework

• Health revolutions and the evolution of the concept of health and illness


• The biopsychosocial paradigm


• Settings for health psychology practice and the importance of interdisciplinarity

2. Behaviour and health

• Key concepts in this domain: Lifestyles, health behaviours, and health determinants


• Human behaviour as a risk factor for preventable chronic diseases


• Psychological models applied to the prediction of health behaviours

 
II. HEALTH PROMOTION AND DISEASE PREVENTION
3. Health promotion and disease prevention

• Framing health promotion within the Sustainable Development Goals and the "One Health" approach (WHO)


• The contribution of health literacy to promotion/prevention


• Steps in program design: Intervention Mapping Protocol


• Critical analysis of national health promotion/health literacy programs


• Health and Sustainability: Challenges for the future

 

III. ADJUSTMENT TO ILLNESS AND ADHERENCE TO THERAPY
4. Adjustment to illness

• Cognitive, emotional, and behavioural reactions to diagnosis


• Psychological adjustment to illness and self-regulation


• The importance of meaning in life

5. Therapy adherence

• Motivational Interviewing applied to behavioural change in health (e.g., eating behaviour)

IV. PSYCHOLOGICAL INTERVENTION IN THE TREATMENT OF SPECIFIC DISEASES AND CONDITIONS

6. Communication in clinical practice

• The significance of patient-centered communication


• Delivering bad news: The SPIKES method

 
7. Psychological intervention: Cross-cutting themes

• Assessment and intervention in pain


• Assessment and intervention in body image

8. Psychological intervention: Specific diseases and conditions

• Eating and feeding disorders


• Obesity


• Oncology


• Infectious diseases: Human Immunodeficiency Virus (HIV/aids)


• Physical disability: Spinal cord injury


• Palliative care

 
9. Intervention in health psychology: Challenges for the future

Mandatory literature

Isabel Leal; Manual de psicologia da saúde. ISBN: 978-989-693-105-6
Cynthia D. Belar; Clinical health psychology in medical settings. ISBN: 1-55798-287-2
M. Robin DiMatteo; Health psychology. ISBN: 0-205-29777-3
Jane Ogden; Psicologia da saúde. ISBN: 972-8449-16-X
José Luís Pais Ribeiro; Psicologia e saúde. ISBN: 972-8400-07-1

Comments from the literature

Specific biliografy will be provide for each matter in summary

Teaching methods and learning activities

Teaching methods allow an understanding of the role of the psychologist in health care settings and the development of skills to critically apply Health Psychology theories and techniques. In classes, intervention skills are trained through case studies, most of them from the Outpatient Center Clinic of the FPCEUP (Health Psychology Unit). Videos are also used to model specific situations. Different evidenced-based strategies are also systematized. These skills are supported by a theoretical background, mostly provided through an expository methodology.

keywords

Social sciences > Psychological sciences > Psychology > Clinical psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	108,00
Frequência das aulas	54,00
Total:	162,00

Eligibility for exams

Attending practical classes is mandatory (attend 75% of classes taught). According to the resolutions of the Pedagogical Board of 5 September 2012 (with information for teachers to September 27), theoretical classes are also mandatory to attend.

 

Calculation formula of final grade

The assessment is composed of 2 tests during the semester (50% + 50%). The minimum final grade is 9.5 points, with a minimum grade of 8 points for each test.

The final exam is intended for students who have not passed the tests or wish to improve their grade. The grade for each test and the final grade are expressed on a scale of 0-20 points.

The tests consist of essay questions and brief case studies for which students must develop a theoretically grounded intervention plan, establish main objectives, and provide examples of suitable strategies for the situation.

Classification improvement

There is the possibility of improving the final grade once, in the final exam of the supplementary exam period of the academic year in which the course was held or until the supplementary exam period of the subsequent academic year in which students obtained approval, provided that the course has a scheduled final exam.

The final grade in the course is the higher of the two: the grade initially obtained (through tests) and the one resulting from the improvement made.