MAVIT5700 Pain - Multidimensional Assessment and Health Professional Interventions Course description

The course will include lectures, discussions, individual reports and seminars.

Opptakskrav

Emnet er primært rettet inn mot tilsatte som har undervisningsoppgaver ved OsloMet, men som mangler pedagogisk basiskompetanse. Nytilsatte og andre som har krav om gjennomføring av basiskompetanse gis prioritet. Det forutsettes at deltakerne har undervisningsoppgaver når de gjennomfører emnet.

Søknadsfrist 11.november 2018

Kostnader

Ingen kursavgift for OsloMet-interne. For eksterne deltakere er kursavgiften 25 000 kroner. MERK at deltakere - også OsloMet interne - som er påmeldt, men ikke møter eller melder seg av mindre enn 6 uker før kurset, vil bli fakturert for kurspakken på Soria Moria hotell (hotellopphold og måltider). Avmeldingsfrist: 10.12.2019

NB! Det er ingen ledige plasser til kurset som skal gå våren 2019! Neste opptak åpner i sommer-høst 2019.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can assess key theories related to pain in young people, adults and the older adults
• can discuss approaches to assessing pain and appropriate interventions provided by healthcare professions
• can critically assess theories on motivation and coping with respect to long-term pain conditions
• can assess the significance of a culture and gender perspective in relation to pain

Skills

The student

• can apply relevant theories and models on pain
• can interpret the results of multidimensional assessments of people with pain
• can critically reflect on different interventions for long-term pain conditions

General competence

The student

• can describe key aspects of pain theories
• can implement knowledge about multidimensional assessments of pain conditions
• can disseminate research-based knowledge on the examination and treatment of pain

The course will use varied, student-active work methods. Work methods comprise lectures, flipped classroom, seminars, presentations, group work and self-study. Presentations at the seminars are important to support the continued learning process and communication skills after the course.

Teaching is organised as two one-week sessions on campus.

None.

Individual home examination over 14 days. Scope: 3,000 words (+/- 10%).

If the course is taught in English, students can also choose to write/conduct the examination in a Scandinavian language (Norwegian, Swedish or Danish).

All aids are permitted, as long as the rules for source referencing are complied with.

Coursework requirements from MALK 4000-401 or equivalent must be approved to participate and submit coursework requirements in MALK 4000-402

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can identify the difference between behavior and intention
• can describe and discuss the relational perspective on behavior, and how one can train to observe the consequences of one's own behavior, rather than one's own intentions
• can describe and discuss the concept of control attribution
• can describe various psychological constructs, and discuss them in terms of observational basis, research methods and theoretical interpretations

Skills

The student

• can analyze important variables that influence individual behavior, including self-instructions and self-rules

Competence

The student

• can observe and adapt to the effects of their own behavior on the behavior of others

Exam content: Learning outcomes.

Form of examination: Individual written examination with invigilation, 4 hours.

Examiners: One internal and one external examiner.

Grading scale : A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination support materials

None.

Syllabus

Bandura, A. (2009). Cultivate self - efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (2. ed., pp. 179-200). Chichester: John Wiley & Sons.

Biglan, A. (1987). A behavior-analytic critique of Bandura's self-efficacy theory. The Behavior Analyst, 10 (1), 1-15. Retrieved from http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2741945/

Dougher, M. (1995). A bigger picture: Cause and cognition in relation to differing scientific frameworks.Journal of Behavior Therapy and Experimental Psychiatry, 26 (3), 215-219. doi:10.1016/0005-7916(95)00021-Q[Go to full text: http://www.sciencedirect.com/science/article/pii/000579169500021Q]

Forsyth, J. P., Chase, P. N., & Hackbert, L. (1997). A behavior analytic interpretation of attributions in the context of behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 28 (1), 17-29. doi:10.1016/S0005-7916(96)00040-7[Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0005791696000407]

Gilovich, T. (2011). Different types of rational-intuitive conflict. In W. Brun, G. Keren, G. Kirkebøen, & H. Montgomery (Eds.), Perspectives on thinking, judging, and decision making (pp. 190-200). Oslo: Universitetsforl.

Gjesme, T. (1996). Future time orientation and motivation. In T. Gjesme & R. Nygård (Eds.), Advances in motivation (pp. 210-224). Boston: Scandinavian University Press.[Also available as eBook: http://www.nb.no/nbsok/nb/a74433fa96494e580a38f5a53e11011c.nbdigital?lang=no#0 ]

Goldstein, N. J., Martin, S. J., & Cialdini, R. B. (2008). Yes! 50 scientifically proven ways to be persuasive . New York: Simon & Schuster.[Boken til Goldstein, Martin og Cialdini kan med fordel kjøpes fra Amazon i Storbritannia, de er raske.]

Hargie, O. (2006a). Skill in practice: An operational model of communicative performance. In O. Hargie (Ed.),The handbook of communication skills (3rd ed., pp. 37-70). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hargie, O. (2006b). Skill in theory: Communication as skilled performance. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 7-36). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ][Kapitlene fra boken til Hargie skal være tilgjengelige i elektronisk versjon gjennom biblioteket. Se lenke over.]

Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (6th ed.). Harlow: Pearson. [Kap. 3] [I Fronter]

Judge, T. A., & Klinger, R. (2009). Promote job satisfaction through mental challenge. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (pp. 107-122). Chichester: John Wiley & Sons.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77 (6), 1121-1134. doi:10.1037/0022-3514.77.6.1121[Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/psp/77/6/1121

Malott, R. W. (1989). The achievement of evasive goals. In S. C. Hayes (Ed.), Rule-governed behavior: Cognition, contingencies and instructional control (pp. 269 - 319). New York: Plenum Press.[Also available as eBook: https://ezproxy.hioa.no/login?url=http://hioa.eblib.com/patron/Authentication.aspx?ebcid=cc982d61cdee47cf82235eaa49098f17&echo=1&userid=^u

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26 (6), 784-793. doi:10.1177/0956797615571017[Go to full text:http://pss.sagepub.com.ezproxy.hioa.no/content/early/2015/04/09/0956797615571017.full.pdf+html

Rakos, R. F. (2006). Asserting and confronting. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 345-382). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068

Spreitzer, G., & Sutcliffe, K. (2007). Thriving in organizations. In D. L. Nelson & C. L. Cooper (Eds.), Positive organizational behavior (pp. 74-85). Thousand Oaks: Sage Publications.[Also available as eBook: http://hioa.eblib.com/patron/FullRecord.aspx?p=334492

Wilson, D. S., Hayes, S. C., Biglan, A., & Embry, D. D. (2014). Evolving the future: Toward a science of intentional change. Behavioral and Brain Sciences, 37 (4), 395-416. doi:10.1017/S0140525X13001593[Go to full text: http://search.proquest.com.ezproxy.hioa.no/docview/1556521349?OpenUrlRefId=info:xri/sid:primo&accountid=26439

Wilson, D. S., Ostrom, E., & Cox, M. E. (2013). Generalizing the core design principles for the efficacy of groups. Journal of Economic Behavior & Organization, 90 , 21-32. doi:10.1016/j.jebo.2012.12.010 [Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0167268112002697

(Literature list last updated: 2017-06-30 in the APA 6th style /lmb, Library Kjeller)