This paper explores the important characteristics of training programs in educational courses that concern Health psychology curriculum in the globalized world in accordance with the recommendations of the American Psychological Association (APA, 2011, 2013, 2016). The central and overarching issue is the adaptation of psychology teaching to university students in health care professions. Health psychology is a relatively recent and rapidly expanding discipline that explores the psychological and behavioral aspects associated with changes in health and disease in humans (Tran, 2013). APA Division 38-Health Psychology is dedicated to the promotion and maintenance of good health, and the prevention and treatment of illness. Evidence-based practice (EBP) requires educators to inject significant new content into research, design, and methodology cour ses, and to further integrate research and practicum training (Bauer, 2007). Clinicians must have broad knowledge of the science of behavior, the relationships between behavior and health, and the mechanisms of behavior change. Education and training must include a special focus on biological, cognitive, affective, and cultu ral factors that affect health and health-care delivery, in addition to issues surrounding diversity. This knowledge, which is foun dational for all APA-accredited professional psychology programs, is essential for interpreting clinical observations, evaluating whether research results are appropriate to the current clinical situation, and integrating research findings with clinical expertise and patient values (Collins Jr, Leffingwell, & Belar, 2007). It is crucial to construct a learning environment that supports reflection and same guidelines between training group internatio nal members (Ariza et al., 2013)
Approaches and Strategies in Health Psychology teaching and learning: towards a globalized approach
Marsico G.;Savarese G.;carpinelli L.;Marinaci T.;Mollo M.;Pecoraro N.
2023-01-01
Abstract
This paper explores the important characteristics of training programs in educational courses that concern Health psychology curriculum in the globalized world in accordance with the recommendations of the American Psychological Association (APA, 2011, 2013, 2016). The central and overarching issue is the adaptation of psychology teaching to university students in health care professions. Health psychology is a relatively recent and rapidly expanding discipline that explores the psychological and behavioral aspects associated with changes in health and disease in humans (Tran, 2013). APA Division 38-Health Psychology is dedicated to the promotion and maintenance of good health, and the prevention and treatment of illness. Evidence-based practice (EBP) requires educators to inject significant new content into research, design, and methodology cour ses, and to further integrate research and practicum training (Bauer, 2007). Clinicians must have broad knowledge of the science of behavior, the relationships between behavior and health, and the mechanisms of behavior change. Education and training must include a special focus on biological, cognitive, affective, and cultu ral factors that affect health and health-care delivery, in addition to issues surrounding diversity. This knowledge, which is foun dational for all APA-accredited professional psychology programs, is essential for interpreting clinical observations, evaluating whether research results are appropriate to the current clinical situation, and integrating research findings with clinical expertise and patient values (Collins Jr, Leffingwell, & Belar, 2007). It is crucial to construct a learning environment that supports reflection and same guidelines between training group internatio nal members (Ariza et al., 2013)I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
