Course syllabus for Psychology
Essential data
Outcomes
On completion of the course, the student should be able to:
- explain central psychological concepts and theories within learning, cognition, emotion, and health, and their relevance to physiotherapy practice
- apply behavioural science models and psychological concepts to analyse factors influencing patient behaviours in relation to physiotherapeutic interventions
- plan, implement, and document an individual behaviour change project related to health and sustainable development within planetary boundaries, supported by theories of learning and behaviour change
- analyse the individual behaviour change project, including how psychological and contextual factors influenced the change process and their relevance to physiotherapy practice
Content
- central concepts in theories of learning and behaviour change
- central theories and concepts in perceptual and cognitive psychology, with a focus on decision-making and memory
- central theories and concepts in the psychology of emotions
- health psychology perspectives on health, lifestyle behaviours, and behaviour change
- planning, implementation, and analysis of an individual behaviour change process related to health and sustainable development
Teaching methods
The teaching is based on a student-centered approach and an active learning process, where the working methods provide the conditions for the student to take responsibility for knowledge development in a psychologically safe learning environment. The teaching and learning activities consist of workshops and seminars that promote reflection, problem-solving, and collaborative learning, where students are expected to take substantial responsibility for their own learning.
Examination
The course is examined through:
- a mandatory written report
- an individual written examination
Active participation in seminars provides bonus points towards the written examination.
To pass the course, students must complete all compulsory learning activities as specified and achieve a passing grade on the written examination.
The examiner assesses whether, and if so how, absence from mandatory course components can be made up. The student’s study results cannot be fully reported until the student has participated in the mandatory course components or made up the absence in accordance with the examiner’s instructions. Absence from a mandatory course component may mean that the student cannot make up the missed element until the next time the course is offered.
A student who does not pass the regular examination is entitled to participate in an additional five examination occasions. This does not apply if the course has been discontinued or undergone major revisions. Each occasion on which the student has participated in the same examination/test is counted as an examination opportunity. Submission of a blank exam is regarded as an examination opportunity. A digital examination that has been opened counts as an examination opportunity, even if the examination is not submitted. An examination for which the student has registered but not attended is not counted as an examination opportunity.
Late submitted examination assignments will not be considered. Students who do not submit on time are referred to the re‑examination session. The examiner assesses whether a student has special reasons for the delay. The examiner may decide on supplementary examination material in order for the student to achieve a passing result. A student who does not achieve a passing grade after three completed examination sessions may be offered the chance to retake the module or course once more. This is subject to availability.
If there are special reasons, or if adaptations are needed for a student with a disability, the examiner may decide to deviate from the course syllabus regulations regarding the form of examination, number of examination opportunities, possibility for supplementary work, or exemptions from mandatory course components, etc. The content and intended learning outcomes, as well as the required level of skills, knowledge, and competencies, may not be altered, removed, or lowered.
Transitional provisions
Examinations will be provided for one year following a potential discontinuation of the course or the implementation of a new course syllabus.
Other directives
Course evaluation is conducted in accordance with the guidelines established by the Board of Education.
The course may not be included in the degree together with a completed course whose content fully or partly overlaps with the content of this course.
Literature and other teaching aids
Mandatory literature
Rydén O, Stenström U. Hälsopsykologi: psykologiska aspekter på hälsa och sjukdom. 4 uppl. Stockholm: Sanoma Utbildning; 2015. ISBN: 9789152331132
Biswas-Diener R, Diener E. Noba textbook series: Psychology. Champaign (IL): DEF Publishers. Tillgänglig från: https://nobaproject.com/
Recommended literature
Excerpts from the following books are included and made available via the learning platform:
Denison E, Åsenlöf P. Beteendemedicinska tillämpningar i sjukgymnastik. 1 uppl. Lund: Studentlitteratur; 2012. ISBN: 9789144059358
Petrović P. Känslostormar: emotionell instabilitet och hjärnan. 1 utg. Stockholm: Natur & Kultur; 2015. ISBN: 9789127137363
Karlsson L. Psykologins grunder. 7 uppl. Lund: Studentlitteratur; 2022. ISBN: 9789144152011
Sahlin H, Malmquist E. Känslor som kraft eller hinder: en handbok i känsloreglering. 1 utg. Stockholm: Natur & Kultur; 2018. ISBN: 9789127822184
Additional scientific articles and other materials will be included.