| Competences |
| Type A | Code | Competences Specific |
| A17 | Identificar els factors que influeixen en la nutrició. | |
| A26 | Analitzar i avaluar els riscos alimentaris. | |
| A35 | Psicologia. | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A17 |
Comprendre l'alimentació humana des d'una perspectiva integral (biopsicosocial) Establir relacions entre formes de vida, comportaments alimentaris i estat de salut Saber discriminar un transtorn alimentari d’una alimentació defectuosa | |
| A26 |
Apropar a l’estudiant les diferents formes d’emmalaltir psíquic i la seva relació amb l’alimentació | |
| A35 |
Conèixer les principals comorbilitats implicades en els trastorns alimentaris Conèixer els principals transtorns alimentaris Saber afrontar els trastorns alimentaris i la seva situació com a futur dietista en els projectes multidisciplinars que puguin originar-se a nivell ambulatori o hospitalari Prendre consciència de la importància dels elements transferencials en la qualitat del seu treball | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. BIOLOGY AND HUMAN BEHAVIOUR |
1 to. Biology and human behaviour 1 1 b. Biology and human behaviour 2 |
| 2. HEALTH AND PSYCHOPATOLOGY |
2.a. Psycopatology, concept. Elements that conform the basic psychopatology study.General psychopatology and implication in the alimentary disorders. The anamnesis and psychopatology exploration.Psychiatric nosology. 2.b. Psychology of the health. Historical approximation. Key concepts in health. Adherence. 2.c. Prevention and promotion of the health. Interventions. Dietist and prevention. |
| 3. PSYCHOLOGY, DEVELOPMENT AND SOCIETY | 3.a. The clinical interview 3.b. Feeding behavior in the baby and in early childhood. Aspects of development and relationship. 3.c. Food as behavior, evaluation and understanding of the evolutionary aspects in the school stage and adolescence. 3.d. Motivational interviewing. Definitions. General principles and stages. 3.e. Group management. Definitions. Type, Phases and roles. The group therapist. 3.f. Self-esteem. Positive self-esteem, low self-esteem. How is it formed? Self-concept, dimensions, functions. Self-esteem assessment. 3.g. Assertiveness. Definition. Aggressive behavior and passive behavior, assertive techniques. 3.h. Emotional intelligence. Definition. Theories. Concepts. Evaluation of emotional intelligence. 3.i. Family and psychology. Family and socialization. Family models. Stages. Bond and family. Educational styles. Family and patient. 3.j.Physical activity and sport psychology. Type of sport. Aspects that influence the execution. Motivation. Personality and sport. Food and sport. |
| 4. PSYCHIATRY AND PSYCHOPATHOLOGY. MAIN PSYCHIATRIC CONDITIONS. | 4.a. Personality, concept and definition. Normal and abnormal personality, diagnostic criteria. 4.b. Main personality disorders and their relationship with food. 4.c. Mood disorders. Sadness and depression. Grief reaction. Normal and pathological grief. Bipolar disorder. Clinical pictures and relationship with food. 4.d. Anxiety, definition and symptoms. Main anxiety disorders. TOC. 4.e. Psychiatric disability. -Basics. Historical evolution and current situation. 4.f. Psychiatric disability. Classification, boarding. 4.g. Psychogeriatrics: Psychological aspects of aging. 4.h. Psychogeriatrics: Psychogeriatrics: Major psychiatric disorders. 4.i. Schizophrenia and psychotic disorders. Description and involvement with food and health. |
| 5. ADDICTIVE BEHAVIORS | 5.a. Basic concepts. Neurobiological basis. Psychosocial determinants. 5.b. Classification of addictions. Epidemiology. Complications. Treatment. Drug addiction and dietitian. |
| 6. EATING DISORDERS |
6.a.Eating disorders. Concepts, epidemiology and etiopathogenesis. Pica and rumination. 6.b Anorexia. History. Definition. Diagnostic criteria. Type of anorexia and differences Epidemiology. Predisposing, precipitating and maintenance factors. 6.c. Clinical manifestations of anorexia. Behavioral and cognitive alterations and comorbidity. 6.d. Physical complications of anorexia nervosa. Scanning by devices. 6.e. Bulimia nervosa. Introduction. Definition and diagnostic criteria. Type and differences. Epidemiology of bulimia nervosa. Most frequent premorbid personality traits. 6.f. Physical complications of bulimia nervosa. 6.g Eating disorders not otherwise specified. Binge eating disorder. Concepts, diagnosis, epidemiology and treatment. 6.h. Treatment of ACDs. Individual treatments: pharmacological and psychotherapeutic. Family therapies and self-help groups. The dietitian in the treatment of ACTs. |
| 7.BIOCHEMISTRY AND PSYCHOPHARMACOLOGY RELATED TO PSYCHOPATHOLOGICAL PROCESSES AND ED. | 7.a. The neurochemical modulation of eating behavior and its alteration in ED. Psychopharmacology. Classification. Indication, main side effects and relationship with metabolic and nutritional factors. |
| 8.OBESITY AND EMOTIONAL EATING | 8.a. Obesity, psychological aspects and psychopathology. Thyroid and psychopathology. Diabetes and psychopathology. 8.b. Emotions and food. Emotional regulation. Emotional hunger. Psychosomatic theories. |
| 9.EVALUATION, RESEARCH AND DATA SOURCES | 9.a. Health research. clinical practice and research. Requirements for research in ED. Tools and working methods. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 3 | 5 | ||||||
| Seminars |
|
21 | 21 | 42 | ||||||
| Problem solving, exercises in the classroom |
|
2 | 2 | 4 | ||||||
| Personal attention |
|
39 | 58.5 | 97.5 | ||||||
| Multiple-choice objective tests |
|
2 | 2 | 4 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Preparation of classes and seminars, Information will be provided on the proposed bibliographic material, both in web and paper format, facilitating access or chapters of books of interest to the subject. |
| Seminars | Presentation in each session of the objective. Each seminar will be tutored and guided by a psychologist who will promote group work and debate, facilitating conclusions. Audiovisual material will be used. |
| Problem solving, exercises in the classroom | Carrying out exercises in theoretical classes to clarify the contents. |
| Personal attention | At the end of each of the theoretical classes there will be time for those questions that need to be clarified. At the beginning of the course an email will be provided where you can contact, when necessary, with the coordinator of the subject. |
| Personalized attention |
| Description |
|
At the end of each of the theoretical classes there will be time for questions that require some clarification. At the beginning of the course an email will be provided where you can contact the coordinator of the subject. The seminars will be tutored by a psychologist and interactive teacher-student work will be promoted. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Seminars |
|
Presentation in each session of the objective. Attendance at seminars is mandatory. Each seminar will be tutorized and guided by a psychologist who will promote group work and debate, facilitating conclusions. Audiovisual material will be used. In the last seminar a group work will be presented, which will have to be previously defined and from where the note of the seminars will come out | Valor del 50% de la nota final |
||||
| Problem solving, exercises in the classroom |
|
In the classes it will be possible to carry out some activity with assessment of the students who participate and possibility that the participation in these activities can add 0.3 points to the grade of the exam. | 0,3 | ||||
| Personal attention |
|
At the end of each of the theoretical classes time will be given for those issues where some clarification is needed. At the beginning of the course an email will be given where you can contact, when necessary, with the coordinator of the subject. The seminars will be tutored by a psychologist and interactive teacher-student work will be promoted. |
Provide adequate information to promote the learning process | ||||
| Multiple-choice objective tests |
|
It's mandatory that the student has a grade higher than 4.5 to be able to add the grade of the seminar to the final grade of the subject. The evaluation test will consist of multiple-choice questions with a correct answer of 5 possible. The test questions will discount negative 1/4. The subject will be approved when the sum of the value of the final grade of the seminar plus the value of the final grade of the test is greater than 5. It is necessary to have passed the evaluation of the practical seminar in order to pass the theoretical part of the subject. |
Valor del 50% de la nota final | ||||
| Others | Mobile phones will be turned off in classes and exams. Audio or video recordings may not be made in classes without express authorization |
| Other comments and second exam session | |||
|
In the second evaluation, the exam will have the same characteristics as the exam of the first evaluation. If the student has a grade higher than 4.5 in the exam, the grade obtained in the evaluation of the seminars will be added. It is necessary to have passed the evaluation of the practical seminar in order to approve the second call. |
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| Sources of information |
| Basic |
V. Turon Gil , Anorèxia nerviosa,bulìmia y obesidad , 1997, Masson
Alfonso Chinchilla Moreno , Trastornos de la conducta alimentaria , 2003, Masson
Eduardo Garcia Camba , Avances en trastornos de la conducta alimentaria , 2001 , Masson
Associacion Americana de Psiquiatria, Manual diagnostico y estadistico de los trastornos mentales DSM V, 2013, panamericana
Guias de pràctica clínica en el SNS, Guia de pràctica clínica sobre los trastornos de conducta alimentaria, 2009, Ministerio sanidad y consumo
Belloch A., TRASTORNOS DE LA PERSONALIDAD,, 2002, sintesis
Goleman, D., Inteligencia emocional, 2001, Kairós
Vicente E.Caballo, Manual de evaluación y entrenamiento de las habilidades sociales, 2005, Siglo XXI
Papalia, D. E, Desarrollo humano, McGraw Hill Interamericana, 2017
Isaac Amigo, Manual de Psicología de la salud, 2020, Piramide
Gil Rodríguez, F, Introducción a la psicología de los grupos, 1998, Piramide
C.Fairburn, La superación de los atracones de comida: Cómo recuperar el control., 2017, Paidos
Wiliam R.Miller, La entrevista motivacional, 2015, Paidos
Ramos Ramos, Intervención Psicologica en trastornos de la conducta alimentaria, 2015, ICB
Amparo Belloch, Manual de psicopatologia, McGraw-Hill, 2009 |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.