Food psychology, food and human nutrition

Module general psychology

The course aims to explore the theoretical foundations of general psychology, starting with a historical overview of the main models and theoretical and applied approaches that have led to the development of the discipline. The research methods and various areas of interest in general psychology will be examined, as well as the main cognitive functions such as language, attention, learning and memory, sensations and perception. Ample space will be devoted to the discussion of human motivation and emotions. The course also aims to understand the psychological factors implicated in eating and nutrition disorders.

At the end of the course, the student should have acquired the following learning outcomes:

1. Knowledge and understanding

The student will be able to:

•       Describe the historical evolution of general psychology and the main theoretical models

•       Illustrate the main cognitive functions (attention, perception, memory, learning, language) and their basic neuropsychological correlates.

•       Describe the main theoretical approaches to motivation and emotions, with reference to their role in eating behaviors.

•       Understand the main psychological factors implicated in eating and nutritional disorders and the intervention approaches from a multidisciplinary perspective.

2. Ability to apply knowledge and understanding

The student will be able to:

•       Apply the theoretical concepts of general psychology to the interpretation of clinical and professional situations relevant to dietitians.

•       Recognize the main motivational, emotional, and cognitive factors that influence eating and nutrition disorders.

3. Independent judgment

The student will be able to:

•       Critically evaluate the various theoretical models of general psychology, identifying their strengths and limitations.

•       Reflect independently on the role of psychological factors in eating behaviors.

•       Integrate acquired psychological knowledge with biomedical and nutritional knowledge, from an interdisciplinary perspective.

•       Recognize the limitations of one's professional expertise and the importance of teamwork.

4. Communication Skills

The student will be able to:

•       Use technical language appropriate to the content covered.

•       Present theoretical and applied content in a clear and structured manner.

•       Argue their answers coherently, including through relevant examples.

5. Learning Skills

The student will be able to:

•       Independently explore general psychology topics through the use of textbooks, scientific articles, and qualified bibliographical resources.

•       Update their knowledge in relation to theoretical and applied developments in the discipline.

•       Integrate psychological knowledge with other courses in the degree program, particularly clinical and nutritional courses.

individual and/or group exercises to encourage critical and independent reflection on the topics covered.

Prerequisites are required if specified by the Degree Programme.

Attendance is regulated according to the Degree Programme regulations.

The course programme includes in-depth study of the following topics: a) Historical background and scientific foundations of psychology; b) Theoretical models of the main cognitive functions; c) The role of emotions and motivation; d) Main characteristics of stress, its impact on health and well-being, and principal coping strategies; e) Eating disorders: psychological factors and types of intervention.

• Bassi, M., & Delle Fave, A. (2019). Psicologia generale per le professioni medico-sanitarie. Utet.
• Selected readings and materials provided by the lecturer.

Assessment consists of an oral examination.

The assessment will be based on the following criteria, consistent with the Dublin Descriptors:

1. Knowledge and Understanding

Students must be able to contextualize the models presented, demonstrating knowledge of the fundamental concepts and main cognitive functions. They must present the content accurately and comprehensively.

2. Applied Knowledge and Understanding

Students must be able to connect theoretical content to practical examples and situations relevant to the dietitian profession. They must also be able to analyze short cases or problem situations discussed during the course.

3. Independent Judgment

Students must demonstrate: a) Critical comparison of theoretical models; b) Personal reflection and independent argumentation; c) Ability to coherently integrate psychological and nutritional aspects.

4. Communication Skills

Students must provide relevant answers and appropriate examples, using precise and accurate technical language. They must demonstrate clarity of exposition and logical coherence. 

5. Learning Ability

Students must demonstrate the ability to independently process course content and explore topics through independent consultation of available resources.

If necessary, the exam may be taken remotely, in compliance with current regulations.

Information for Students with Disabilities and/or Specific Learning Disorders

In compliance with current legislation, students may request an individual meeting in order to arrange appropriate compensatory and/or dispensatory measures based on the learning objectives and specific needs.

Questions will focus on the knowledge acquired during the course, with particular attention to the historical and cultural background of theories, the main representatives of the discipline, and the functional principles of individual cognitive and neuropsychological processes. Questions will also address the role of psychological factors in eating and nutrition disorders.

Examples:

·       Theoretical framework questions (e.g., “Describe the main differences between behaviourism and cognitivism.”)

·       In-depth questions on cognitive functions (e.g., “What are the main theoretical models of memory and what are their implications for learning?”)

·       Applied questions (e.g., “Which motivational factors may influence eating behaviours?”)

·       Clinical integration questions (e.g., “What are the main psychological factors involved in eating and nutritional disorders?”)