First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Psychology
PSYCHOLOGY OF COMMUNITY, WELLNESS PROMOTION, AND SOCIAL CHANGE
Course unit
GLOBAL HEALTH PSYCHOLOGY
PSP5071357, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
PSYCHOLOGY OF COMMUNITY, WELLNESS PROMOTION, AND SOCIAL CHANGE
PS2381, Degree course structure A.Y. 2017/18, A.Y. 2019/20
N0
bring this page
with you
Number of ECTS credits allocated 9.0
Type of assessment Mark
Course unit English denomination GLOBAL HEALTH PSYCHOLOGY
Department of reference Department of Developmental Psychology and Socialisation
E-Learning website https://elearning.unipd.it/scuolapsicologia/course/view.php?idnumber=2019-PS2381-000ZZ-2019-PSP5071357-N0
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge ROBERTO DE VOGLI M-PSI/08

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses M-PSI/08 Clinical Psychology 9.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 9.0 63 162.0 No turn

Calendar
Start of activities 07/10/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2017 course timetable

Examination board
Examination board not defined

Syllabus
Prerequisites: Basic statistics and the ability to read and understand English.
Target skills and knowledge: The course contributes to strengthen the following students’ skills:

1. Identify psychosocial and behavioral factors that affect health, health inequity and wellbeing at the local, national and global levels;
2. Identify basic theories, concepts and models from a range of psychological, social and behavioral disciplines that are used in public health research and practice;
3. Describe the role of social and community factors in both the onset and solution of global health problems;
4. Apply evidence-based reasoning to address macro(psychology and global health issues
5. Write technical or professional paper on a topic of choice within the area of (macro)psychology and global health
6. Deliver oral presentation on a topic of choice within the area of (macro)psychology and global health
7. Understand the steps involved in planning, implement and evaluating a health promotion intervention
8. Evaluate the impact of policies and their intentional and unintentional effects on (macro)psychology and global health
9. Advocate for public policies that address (macro)psychology and global health issues
Examination methods: Book review

Students are responsible for a 1,500-word, double-space, book review (not including references) of the assigned books of the course (either in Italian or in English):

1. Wilkinson RG and Pickett K. The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Penguin, 2009.
2. Stuckler D and Basu S. The Body Economic: Why Austerity Kills. Basic Books, 2013.

The book review is not just a summary of the major contents of the two books, but also an opportunity to analyze strengths and weaknesses and compare and contrast the methodologies and narratives used by the authors.

Final Paper

Students are responsible for a 3,000-word, double-space, final paper (not including references) that consists in a case study/research project investigating a particular research question related to the study of global health psychology.

Final Paper Presentation

Students are also responsible for a 10-slide power point presentation of the main contents of their final paper.

HOW TO SUBMIT THE THESIS AND PRESENTATION

**The 1,500-WORD BOOK REVIEW, 3,000-WORD FINAL PAPER AND 10-SLIDE PRESENTATION MUST BE SUBMITTED AT LEAST 10 DAYS BEFORE THE EXAM USING THE COURSE WEBSITE**
Assessment criteria: Evaluation criteria to assess the quality of the book review, final paper and the presentation are described in the Moodle site of the course.
Course unit contents: PART I: PSYCHOSOCIAL AND BEHAVIORAL DETERMINANTS OF GLOBAL HEALTH
1. (Macro)Psychology and Determinants of Global Health
2. The Public Health Transition: from Infectious to Chronic Diseases
3. Global Health Behavior Change
4. Global Mental Health and Wellbeing
5. Addictions: Tobacco Smoking and Alcohol Consumption
6. The Globalization of Obesity: from the West to the Rest
7. Stress, Society and Health
8. Social Relationships, Social Cohesion and Health
9. Aspirations, Cultural Values and Globalization
10. Sense of Fairness, Society and Health

PART II: HEALTH PROMOTION PLANNING AND ADVOCACY
Health Promotion Planning and Evaluation
1. Framework for Health Promotion Planning and Evaluation
2. Epidemiological Diagnosis, Needs Assessment & Community Participation
3. Behavioural and Socio-Environmental Diagnosis
4. Developing Programs Goals and Objectives
5. Theories for Health Promotion Interventions
6. Evaluation of Health Promotion Interventions
Application of Health Promotion Planning in Healthcare Settings
7. Patient Safety and Empowerment
8. Health Promotion Planning in Hospital Settings
9. Leaderships and Management in Healthcare Organisations
Public Health Advocacy
10. Advocacy for Health and Wellbeing

PART III: GLOBALIZATION, HEALTH AND HAPPINESS
1. Globalization, Health and Wellbeing
2. Economic Development and Wellbeing
3. Economic Inequities and Health: Psychosocial and Material Mechanisms
4. The Global Economic Crisis, Health and Mental Health
5. The Globalization of Western Psychology, Health and Wellbeing
6. Humanitarian Work Psychology, Corporations and Health
7. Global Sustainable Development, Psychology and Health
8. Liberation Psychology, Global Justice Movements and Health
Planned learning activities and teaching methods: The course consists of lectures, classroom participation, reading presentations and group exercise and final paper presentations.
Additional notes about suggested reading: There are 2 textbooks and 8 scientific articles.

Mandatory textbooks:
1. Wilkinson RG and Pickett K. The Spirit Level: Why More Equal Societies Almost Always Do Better. London: Penguin, 2009.
2. Stuckler D and Basu S. The Body Economic: Why Austerity Kills. Basic Books, 2013.

Mandatory Readings:
1. Mac Lachlan. Macropsychology, Policy and Global Health. American Psychologist 2014;852-863.
2. Amett J. The Psychology of Globalization. American Psychologist 2002:57;774-783.
3. Stokols D et al. Psychology in an Age of Ecological Crisis. American Psychologist 2009;64(3)181-193.
4. Marsella, A. J. Toward a “Global-Community Psychology”: Meeting the Needs of a Changing World. American Psychologist, 1998; 53:1282–1291.
5. Fertmain CI, Allensworth DD and Auld ME. Chapter 1. What Are Health Promotion Programs? In: Fertman CI and Allensworth DD. Health Promotion Programs: From Theory to Practice. Jossey Bass: San Francisco, 2010 (pp. 3-21).
6. De Vogli R. The Financial Crisis, Health and Health Equity in Europe: the Need for Regulations, Redistribution and Social Protection. International Journal for Equity in Health 2014;13:58.
7. Costanza R, Giovannini E, Kubiszewski, Lovin H, Ragnarsdottir V, Mc Glade J, Pickett K, De Vogli R and Wilkinson R. Development: Time to Leave GDP Behind. Nature 2014 Jan 16;505:283-285.
8. Farrer. Advocacy for Health Equity: A Synthesis Review. Milbank Quarterly 2015;93(2):392-437.
Textbooks (and optional supplementary readings)
  • Wilkinson, Richard G.; Pickett, Kate; Oliveri, Adele, <<La >>misura dell'animaperché le diseguaglianze rendono le società più infeliciRichard Wilkinson, Kate Picketttraduzione di Adele Oliveri. Milano: Feltrinelli, 2009. Cerca nel catalogo
  • Stuckler, David; Sanjay Basu, L'economia che uccide: quando l'austerità' ci costa la vita. --: Rizzoli, 2013. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Action learning
  • Story telling
  • Problem solving
  • Peer feedback
  • Peer assessment
  • Loading of files and pages (web pages, Moodle, ...)
  • Students peer review

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

Sustainable Development Goals (SDGs)
No Poverty Zero Hunger Good Health and Well-Being Quality Education Gender Equality Clean Water and Sanitation Affordable and Clean Energy Decent Work and Economic Growth Reduced Inequalities Sustainable Cities and Communities Responsible Consumption and Production Climate Action Peace, Justice and Strong Institutions Partnerships for the Goals