First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
PSYCHOLOGICAL SCIENCE
Course unit
SOCIAL PSYCHOLOGY AND HEALTH
PSP5070159, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2017/18

Information on the course unit
Degree course First cycle degree in
PSYCHOLOGICAL SCIENCE
PS2192, Degree course structure A.Y. 2015/16, A.Y. 2018/19
N0
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination SOCIAL PSYCHOLOGY AND HEALTH
Department of reference Department of General Psychology
Mandatory attendance No
Language of instruction English
Branch PADOVA
Single Course unit The Course unit CANNOT be attended under the option Single Course unit attendance
Optional Course unit The Course unit is available ONLY for students enrolled in PSYCHOLOGICAL SCIENCE

Lecturers
Teacher in charge SABRINA CIPOLLETTA M-PSI/05

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines M-PSI/05 Social Psychology 6.0

Course unit organization
Period Second semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 42 108.0 No turn

Calendar
Start of activities 25/02/2019
End of activities 14/06/2019

Examination board
Board From To Members of the board
4 2018-1 01/10/2018 30/09/2019 CIPOLLETTA SABRINA (Presidente)
SPAGNOLLI ANNA (Membro Effettivo)

Syllabus
Prerequisites: It is expected that students will have foundation level of Psychological literacy developed throughout Year 1.
Target skills and knowledge: At the end of the course, students will:
1. Have mastered the contents exposed in the lectures, structured readings, and find and report on their own research papers.
2. Have a broad and critical understanding of how health is socially constructed.
3. Be able to locate, summarise, and apply social psychological theories, research, and principles to everyday life concerning health and illness.
4. Have an ability to work collaboratively to complete tasks.
Examination methods: Students in attendance may choose between written or oral examination.
The written examination will last two hours and it will be composed of two open questions dealing with the suggested references for the examination.
The oral examination will be a discussion on the suggested texts lasting 15-30 minutes.

Students not in attendance will sit a final exam consisting of two open questions based on the suggested references. The written examination will last two hours.
Assessment criteria: The evaluation will be based on three criteria:
1) how much and how accurately book and articles will have been studied;
2) how much the answers will be clear and coherent with the question;
3) how much the student will have personally elaborated the knowledge acquired during the teaching.

Attending students will be assessed also using the following criteria:
1. Understanding (research and critical skills)
2. Organization, presentation, and clarity
3. Application of psychology to the real-world
4. Engagement
5. Collaboration

More details on the assessment modalities and marking criteria will be presented during the course.
Course unit contents: The contents of the class will be arranged around the following topics:
1. The concepts of health and illness: Why do we care about health?
2. The social determinants of health: Why is health social?
3. Beyond mind and body: construing in inter-action
4. A systemic-constructivist model of health and illness
5. Caregiving experience

The above contents are a guide to the structure of the course, but depending on the nature of discussions and research articles, the class content will be adapted to promote students’ interests and engagement, and develop their research and evidence based readings.
Planned learning activities and teaching methods: Each lecture period will be a mixture of traditional lecturing, seminars, and student collaborative learning. Where appropriate, class content will be supported by case presentations, use of video and interactive resources.
Typically, but not always, each class will consist of formal lecture, active participation of the students to resolve a problem, also by using role-playing and other exercises, and critical discussion.
Additional notes about suggested reading: Materials for presentations and exercises will be adopted during the course. Further specific and detailed info about materials for attending students will be communicated during the course.
All the text can be found online. For the free download of research articles, university database can be used.
Textbooks (and optional supplementary readings)
  • Marks, D.F., Murray, M., Evans, B., & Estacio, E.V., Health Psychology: Theory, Research and Practice. London: Sage Publications, 2015. ONLY CHAPTER 1 (p.3-27) Cerca nel catalogo
  • Engel G.L., The need for a new medical model: a challenge for a new medicine.. --: Science; 196, p.129-36., 1977.
  • Charon, R., Narrative Medicine: A Model for Empathy, Reflection, Profession and Trust.. JAMA, 286, p.1897-1902.: --, 2001.
  • Emanuel, E. J., & Emanuel, L. L., Four models of the physician-patient relationship.. JAMA, 267, 2221–2226.: --, 1992.
  • Fransella F., International handbook of personal construct psychology. New York: John Wiley & Sons, 2003. ONLY CHAPTER 1 http://dx.doi.org/10.1002/0470013370.ch1 Cerca nel catalogo
  • Cipolletta, S., Construing through body. In: J.W. Scheer & K.W. Sewell (Eds.), Creative Construing. Giessen: Psychosozial-Verlag, 2006. On moodle
  • Cipolletta, S., Beccarello, S., & Galan, A., A psychological perspective of eye floaters. --: Qualitative health research, 22, 1547-1558., 2012.
  • Cipolletta, S., & Amicucci, L., The family experience of living with a person with amyotrophic lateral sclerosis: A qualitative study.. --: International Journal of Psychology, 50, 288-294., 2015.
  • Cipolletta, S., Votadoro, R., & Faccio, E., Online support for transgender people: A qualitative study of online Italian Communities.Health and social care in the community,. --: 25, 1542-1551., 2017.
  • Best, P., Manktelow, R., & Taylor, B., Online communication, social media and adolescent wellbeing: A systematic narrative review.. --: Children and Youth Services Review, 41, 27-36., 2014.

Innovative teaching methods: Teaching and learning strategies
  • Problem based learning
  • Flipped classroom
  • Peer feedback

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)
  • Padlet

Sustainable Development Goals (SDGs)
Quality Education