Health psychology III: Occupational perspective, 7.5 Credits

Contents

We spend a large amount of our lives working and spending time with our coworkers and leaders. Therefore, the work life arena is a large source for health promotion but instead it is often a source of stress. Moreover, different groups (e.g., men and women) are affected by working life in different ways. This course brings up theories both about stressors at work and how the work place can be built to promote health. It also emphasizes intersectional perspectives of occupational health psychology. Moreover, it will problematize the impact that the covid-19 pandemic has had and may have on working life and relate the right to a decent work to other SDGs in order to put occupational health psychology in a perspective of sustainability.

Expected learning outcomes

After completion of the course, the student will be able to:
 
Knowledge and understanding

• describe central theories about work, organization and leadership.
• discuss how work, organization and leadership impact health. 

Skills and ability

• analyze differences in occupational health by social categorization.
• demonstrate the impact of the covid-19 pandemic on the development of working life and its impact on health. 

Evaluation ability and approach

• critically review, analyze and interpret literature in occupational health psychology.
• problematize the sustainable developmental goal (SDG) on a decent work in relation to other SDGs.

Required Knowledge

A Bachelor's degree (equivalent to a Swedish Kandidatexamen, 180 ECTS) from an internationally recognized university. Special requirements: 90 ECTS in health or behavioral science subjects (including physiotherapeutic and occupational therapeutic subjects). Proficiency in English equivalent to Swedish upper secondary course English B/6.

Form of instruction

The teaching is student active and based on lectures and seminars. The teaching is campus based but can include online teaching. Communication will be conducted over the university internet platform and therefore the student will need a computer and internet access up to standard.
 
The right to teaching and supervision is only given during the time period that the student is registered on the course. The course is given in English.

Examination modes

Both written and oral examination will occur. Examination will be performed both individual and in group.
 
Individually
The expected learning outcomes will be examined individually by a take-home exam and by active participation in an examining seminar concluding the group work (see below).
 
Group
A group work, ending up in a collectively authored report, will further be part of the examination.
 
Supplementary re-examination is individually adjusted based on the goal or goals that the student has not reached and takes place at the earliest two weeks after the students have received their results and at the latest two months after the regular examination. Only students who have not received a passing grade are eligible to make revisions in order to pass the exam. Revisions are not allowed for those who have already received a passing grade.
Examining elements are indicated in the schedule. All existing teaching within the course can be subject for examination. Decisions on any deviations from the current form of assessment will be made by concerned Examiner.
Grade for the course will be assigned when the written all mandatory elements are graded. The possible grades are either Pass with distinction',' Pass' or 'Fail'. Students are entitled to rewrite the same examination five two times. Students who do not pass the regular examination should be provided an opportunity for further examination according to the University's "Regulations for tests and examinations at the undergraduate and graduate levels." A student who has failed two tests, is entitled to have another examiner appointed, unless there are specific reasons against it (HF 6 Chap. 22 §). Requests for new examiners are made to the head of the Department of Psychology. Students have the right to be tested on the same curriculum as the regular examination on at least two occasions up to two years after the first registration.

Deviations from the form of examination in the syllabus can be made for a student who has pedagogical support due to disabilities. Individual adjustments of the examination form is determined based on the student's needs. The examination form is adjusted within the framework of the expected learning outcomes of the syllabus. After a request from the student the examiner shall, in consultation with the course coordinator and study counselor, promptly decide on the adjusted form of examination. The decision is then to be announced to the student.