Psychological medicine I

Katedra za psihijatriju i psihološku medicinu

Classes held in English

Study programs

Medical Studies in English

Year of study

ISVU ID

176895

URL

ECTS

2

Incentive ECTS: 0 (0.00 %)

Lecturers

izv. prof. dr. sc. Knežević Antonio, dr. med. coordinator

Adamić Ivano, dr. med.

izv. prof. dr. sc. Horvat Andrija, dr. med.

doc. dr. sc. Kovač Ivano, prof. - psih.

Pavić Andrija, dr. med.

naslovni asistent Srna Andrea, dr. med.

The course Psychological medicine 1 - Psychosocial development through life aims to introduce students to psychosocial approach to human development that emphasizes interaction among the biological, psychological, and societal systems. As a result of maturation and change in each of these systems, individuals’ beliefs about themselves and their relationships are modified. Although each life story is unique, we can identify important common patterns, allowing us to anticipate the future and to understand one another. Psychosocial theory offers a life-span view in which development is a product of the interactions between individuals and their social environments. The needs and goals of both the individual and society must be considered in conceptualizing human development. Predictability is found in the sequence of psychosocial stages, the central process involved in the resolution of the psychosocial crisis at each stage, and the radius of significant relationships. Individuality is expressed in the achievement of the developmental tasks, the balance of the positive and negative poles of each psychosocial crisis and the resulting worldview, and the style and resources for coping that a person brings to each new life challenge.

The main theories of human development will also be analysed. They typically addresses several of the following questions: What is the direction of change over the life span? What are the mechanisms that account for continuity and change? What is the relevance of early experiences for later development? How do physical, cognitive, emotional, and social functions interact? How do the physical and social environments impact development? What factors typically place the person at risk for problems in development at various periods of life?

Uploaded learning material related to lectures, seminars and practicals (Merlin platform)
Newman BM, Newman PR. Development Through Life: A psychosocial Approach. Boston: Cenage Learning, 2017.
Sadock BJ, Sadock VA, Ruiz P. : Kaplan & Sadock's SYNOPSIS OF PSYCHIATRY, Eleventh Edition, Wolters Kluwer, 2015 (Chapters 2,3,4)

Selected professional and/or scientific papers recommended by tutors

Regular attendance, preparing assignments for seminars and practicals

Student grading will be conducted according to the Ordinance on Student Grading at the Faculty of Medicine in Rijeka. Students’ work will be evaluated through the course activities and on the final exam. Students may achieve up to 50% of the grade during the course and 50% at the final exam.

Students may achieve up to 50% of the grade during the course:
20% - 10 Quizzes on the lectures (1 quiz related to each lecture)
Each quiz consists of four multiple choice questions. Only one answer is correct. Student has 5 minutes for each of two attempts. The grading method is the highest grade of two attempts.
Max. credits from quizzes on the lectures = 20
10% - 5 Quizzes on the seminars (1 quiz related to each seminar)
Each quiz consists of 6 multiple choice questions. Only one answer is correct. Student has 5 minutes for each of two attempts. The grading method is the highest grade of two attempts).
Max. credits from quizzes on the seminars = 10
20% - Badges on the practicals (1 badge max. per block of practicals)

Yellow Badge - Active participation in discussion on the practical. Interaction with the leader and students in the group (4 points)

Green Badge - Less active participation in discussion on the practical. Interaction initiated by the group leader or other students (2 points)
Max. credits from badges on the practicals = 20

The credits form each part of assessment will be summarised. To qualify for the final exam, the student must acquire at least 25 credits through the course.

Quizzes are prepared on the Merlin platform. Students can upload MerlinMobile application from https://play.google.com/store/apps/details?id=com.moodle.merlinmobile&hl=hr Each student has to be logged in and will receive notification when teacher start the session. Then they have to wait for teacher to launch the quiz. Student has 30 seconds to answer each question in max. 2 attempts.

Midterm retake exam – Test is related to the topics of the lectures and seminars and consists of 25 questions. Two points are given when a question is answered correctly. Max credits = 50 Sufficient - 25 credits. Midterm exams can be retaken in case a student did not acquire at least 25 credits through the course. Retake of the midterm exam will be held according to the schedule.

Final exam is an ORAL EXAM worth 50 credits. Sufficient - 25 credits. It consists of 5 questions related to the course topics, and each answer is graded from 0 to 10 credits. Students that have not been present on more than 30% of the course units (more than 30% lectures, 30% seminars, 30% practicals) are not allowed to take the final exam.
The overall grade is combined from midterm credits and final exam credits which add up to a maximum of 100 credits.
90-100 credits ...excellent (5) A; 90-100%
75-89,9 credits ...very good (4) B; 75-89,9%
60-74,9 credits ...good (3) C;60-74,9%
50-59,9 credits ...sufficient (2) D;50-59,9%
0-49,9 credits...insufficient (1) F; 0-49,9%

[Izvedbeni nastavni plan]

1 P1: Uvod/Osnove psihološke medicine

1 P2: Razvojne teorije

1 P3: Psihosocijalni pristup razvoju kroz život

1 P4: Razdoblje trudnoće, prenatalni razvoj i rani razvoj

1 P5: Rano djetinjstvo; Srednje djetinjstvo

1 P6: Adolescencija

2 P7, 8: Rano, srednje i kasnije odraslo doba

1 P9: Starenje

1 P10: Smrt i umiranje

4 V1-4: Razvojne teorije / Psihosocijalni pristup razvoju kroz život

4 V5-8: Razdoblje trudnoće i prenatalni razvoj / rani razvoj

4 V9-12: Srednje djetinjstvo / predškolsko i rano školsko doba

4 V13-16: Adolescencija / rano odraslo doba / srednje odraslo doba /

Learning outcomes

Studija slučaja: Odrastanje i rastava roditelja

Studija slučaja: Razvoj identiteta u adolescenciji

Studija slučaja: Adolescent u obitelji

Studija slučaja: Odabir partnera

Studija slučaja: Mladi roditelji

Studija slučaja: Obitelj s malom djecom i bolesnim roditeljem

Online resursi: ); Trenutak u srednjoj školi (kampanja uključivanja zajednice u zajednicu Dropout Nation) (2013.) FRONTLINE PBS (13:34); Poremećaji prehrane iznutra: Laura Hill (2013) TEDxColumbus (18:48); Video knjižnica organizacije National Eating Disorder Organization (Home / Media Center / Videozapisi) NEDO (18 videozapisa - različita vremena); Zlouporaba tvari i adolescentski mozak, dijelovi I. do V. (2010) Montford Hall (oko 4:00 min. Svaki); Zašto smo odabrali samoubojstvo: Mark Henick (2013) TEDxToronto (15:26) O putovanju: vjerski i duhovni razvoj odraslih odraslih (2013.) Prozori na svijetu (dr. Tara Stoppa) (39:21); Paul Zak: Povjerenje, moralnost - i oksitocin? (2011) TED (16:35); Dr. Jeffrey Arnett o rastućoj odrasloj dobi kao mogućnosti (2013.) Sveučilište Clark (3:21); Helen Fisher: Zašto volimo, zašto varamo (2006) TED (23:31); Lethality of Loneliness: John Cacioppo (2013) TEDxDesMoines (18:44); David Sbarra: Surviving Divorce (2012) TEDxTucson (9:14); Generacija sendviča Julie Winokur i Ed Kashi (2006) https://vimeo.com/ondemand/sandwichgeneration – po izboru voditelja vježbe

Ishodi učenja: objasniti pojam stvaranje autonomije i odvajanja od roditelja i ispitati uvjete pod kojima će se autonomija vjerojatno postići, sažeti razvoj rodnog identiteta u kasnijoj adolescenciji, analizirati kako su komponente identifikacije rodnih uloga relevantne tijekom ranih godina. Istražiti obrasce emocionalnog razvoja u adolescenciji, karakteristike neuroloških procesa povezanih s emocionalnim izražavanjem; tri problematična područja: poremećaji hranjenja, delinkvencija i depresija, analizirati prirodu odnosa s vršnjacima u adolescenciji, posebno formiranje grupa, te kontrast tipičnih odnosa s roditeljima i vršnjacima u ovoj fazi. Definiranje i objašnjenja odabranih teorijskih koncepata koji su posebno relevantni za razumijevanje razvoja u odrasloj dobi, uključujući društvene uloge, životnu iskustvo i teorije ispunjenja, analizira proces formiranja intimnih odnosa, analizira obilježja svijeta rada kao konteksta razvoja, usredotočen na međuljudske zahtjeve, odnose s autoritetima i zahtjeve za stjecanjem novih vještina, ispitati konstrukt zadovoljstva životom u srednjoj odrasloj dobi i analizirati čimbenike povezane sa osjećajima subjektivnog blagostanja.

Details

4 V17-20: Kasno odraslo doba/ starenje/ smrt / proces umiranja

2 S1: Razvojne teorije: Psihoanalitička teorija

2 S2: Razvojne teorije: Teorija privrženosti; Teorije objektnih odnosa

2 S3: Razvojne teorije: Teorija evolucije

2 S4: Razvojne teorije: Kognitivne razvojne teorije i teorije učenja

2 S5: Razvojne teorije: Ego psihologija. Hijerarhija potreba: Maslowova teorija

This type of class is described in the syllabus, please contact the course coordinator for more details

Academic year
2022/2023	[Download]

Course

Psychological medicine I

Study programs

Year of study

ISVU ID

URL

ECTS

2

Lecturers

Details 2022/2023

[Izvedbeni nastavni plan]

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