University of the
West of England
MODULE SPECIFICATION
Code: USPJKE-30-M Title: Health Behaviour Change Interventions Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: April 2010
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
Excluded Combinations:
Learning Outcomes:
The student will be able to:
• design and implement baseline assessments of behaviour related to health outcomes;
• evaluate existing patterns of behaviour and formulate working hypotheses about target behaviour(s) in relation to the baseline assessment;
• provide detailed feedback on the outcome of the assessment and formulation;
• design, plan and implement health psychology interventions based on the assessment, formulation and relevant evidence;
• measure and evaluate change;
• communicate the outcomes of the health psychology intervention effectively.
Syllabus Outline:
Defining and gathering relevant information to determine target behaviours in an individual, in groups, communities or organisations; defining the targeted health outcomes; using appropriate theories and models to inform the structure and content of the initial assessment; gathering relevant information in relation to the history, context and current levels of risk behaviours; determining one’s professional competence to proceed with the assessment; assessing the antecedents, frequency, duration, intensity, variation, context and consequences of the target behaviour; communicating and documenting the outcome of the assessment
Evaluating the relationship of the target behaviour to the antecedents and consequences; using appropriate theories, models and evidence to identify the role of cognitions and affect in behaviours associated with the targeted outcomes; formulating working hypotheses about the interactions between biological, medical, psychological, social and cultural factors relevant to the target behaviour; checking the working hypotheses with the information gathered in the assessment; gathering feedback from relevant others; deciding whether additional assessment is necessary; revising working hypotheses as appropriate
Providing feedback to the client(s) to facilitate the collaborative relationship; consider the outcomes of the formulation and any implications for the client(s); providing formal structured feedback appropriate to the needs of the client(s); referring the client(s) on to alternative services, professionals or agencies if appropriate
Defining the behavioural objectives and/or health service outcomes of the intervention; designing an intervention based on the working hypotheses; using evidence to select appropriate elements of theories or models to inform the intervention; identifying and evaluating cultural, organisational and societal facilitators of and barriers to the implementation & effectiveness of the proposed intervention; identifying appropriate evidence-based behaviour change techniques; identifying the resources required to implement the intervention; delivering appropriate behaviour change techniques; developing plans to maintain the behaviour change
Identifying or designing relevant outcome and process measures to determine the efficacy of the intervention; identifying effective components of the intervention; designing changes to improve the efficacy of the intervention; determining whether further follow-up is required to maintain change, or whether referral to other services, professionals or agencies is required
Teaching and Learning Methods:
Interactive workshops facilitated by the module team and by visiting experts
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
Åsbring, P. & Närvänen A.L. (2004) Patient power and control:
A study of women with uncertain illness trajectories. Qualitative Health Research, 14; 226 -240.
Åsbring, P. E., & Närvänen, A.L. (2003) Ideal versus reality: Physicians’ perspectives on patients with chronic fatigue syndrome (CFS) and fibromyalgia. Social Science & Medicine, 57, 711-720.
Berg, C.A. & Upchurch, R. (2007) A developmental–contextual model of couples coping with chronic illness across the adult life span. Psychological Bulletin, 133(6), 920–954.
Butler G., Fennell M., Robson P. & Gelder M. (1991) Comparison of behaviour therapy and cotnitive behaviour therapy in the treatment of eneralised anxiety disorder. Journal of Consulting and Clinical Psychology, 59, 167-175.
Cunningham A.J.& Toccom E.K. (1989) A randomised trail of group psychoeducational therapy for cancer patients. Patient Education and Counseling, 14, 101-114.
De C. Williams, A.C, (2001) Outcome assessment in chronic non-cancer pain treatment. Acta Anaesthesiologocia Scandinavia, 45, 1076 – 1079.
Durham R.C., Fisher P.L., Dow M.G., Sharpe D., Power K.G., Swan J.S. & Morton R.V. (2004) Dognitive behaviour therapy for good and poor prognosis generalized anxiety disorder: a clinical effectiveness study. Clinical Psychology & Psychotherapy, 11, 145-157.
Greenberg, L. S. & Pascual-Leone, A. (2006) Emotion in psychotherapy: a practice-friendly research review. Journal of Clinical Psychology, 62, 611–630.
Johnson J. (1991) Learning to live again: the process of adjustment following a heart attack. In J.M. Morse & J.L. Johnson (eds.), The illness experience: dimensions of suffering, pp.13 – 88. Newbury Park, California; Sage.
Students will be directed to a large range of academic papers, lists of suggested reading for each training day are provided well in advance. Reading is expected to support student's own study requirements.
British Psychological Society (BPS) http://www.bps.org.uk
BPS Division of Health Psychology http://www.bps.org.uk/dhp/
European Health Psychology Society http://www.ehps.net
Department of Health http://www.dh.gov.uk
National Health Service http://www.nhs.uk
Psychology, Health & Medicine http://journalsonline.tandf.co.uk
Journal of Health Psychology http:// www.sagepub.com
British Medical Journal http:// bmj.bmjjournals.com/
World Health Organisation http://www.who.int/en/
International Society for Critical Health Psychology http://www.med.mun.ca/ischp/
NHS Centre for Reviews & Dissemination http://www.york.ac.uk/inst/crd/
Involve http://www.invo.org.uk/
National Institute for Health Research http://www.nihr.ac.uk/
Assessment:
Weighting between components A and B (standard modules only) A: 0% B: 100%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
Signed logbook of professional competency relating to the specific requirements of the BPS and HPC for health behaviour change interventions |
Pass/Fail |
Component B Element Wt (Ratio)
Description of each element (within Component)
Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
Signed logbook of professional competency relating to the specific requirements of the BPS and HPC for health behaviour change interventions |
Pass/Fail |
Component B Element Wt (Ratio)
Description of each element (within Component)
SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)