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Defin. Healh Psych
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Psychological Factors that influence health
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PSY 239 Exam 1
Goucher Health Psych - Exam 1
| Question | Answer |
|---|---|
| Defin. Healh Psych | how psych factors influence: 1. experience of stress (includes physlgicl response); 2. Promotion/maintenance of health; 3. Coping w pain/illness/disease; 4. Ppl’s response to healthcare recommendations and health-promotion messages |
| Psychological Factors that influence health | Stress (levels and how it manifests physically); Personality (affects physiological response and response to healthcare recommendations); Social Norms |
| Primary Intervention | preventing or diminishing severity of illness or disease (e.g. sex ed class to prevent STDs) |
| Secondary Prevention | behavior that involves detecting illness at early stage (e.g. annual doctor/dentists appts) |
| Tertiary Prevention | actions taken to minimize or slow damage caused by an illness or disease (e.g. taking antibiotics to prevent spread of bacterial infection) |
| Genesis of Health Psych | 1. Trnstn from ID e.g. TB to behvr-relatd illness e.g. diabetes/cardiac; 2. Med imprvmnts shift attntn to treatmnt/mgmnt of disease (biomedical model devlops--biopsychosocial model to ensue); 3. Incrsd life expctancy and imprvng tech |
| Continuum theories of health behavior | describe ppl’s htlth bhavr as result of many culminated variables—these variables together predict likelihood that an individl will engage in a partclr behvr. |
| Theories of Reasoned Action/Planned Behavior | type of continm thry of HB; links attitude/intntn/behvr; emphszs role of indvdl beliefs; factors that dtrmine INTENTION: 1. Attitudes; 2. Sbjctive Norms; 3. Percvd Behvral Cntrl – extnt to which a prsn blieves they can enact a behvr (self-efficacy) |
| Learning Theories | a continm thry; behvr influncd by bsic lrning process; 1. Classcl Cond- prevsly neutrl stimlus (dentist office) evntly evkes same rspnse as anthr stimlus (tooth drill) with which paird; 2. Opernt Cond– rwrd/pnshmnt; stimlus in rspnse to |
| Premack Principle | reward infrequent disliked behvr w frequent liked behavr (e.g. you have to eat your VEGGIES if you want to eat ICE CREAM |
| Socl Cogntv Thry | Modlng- ppl acqr attituds frm ppl: they knw =DIRCT; in media =SYMBLC; attituds -> SELF-EFFCACY (SE): 1. Strng SE= grtr effrt & incr corrltn btw knwlg/bhvr; 2. Lw SE= grtr phys rspns to stress/behvr chng; 3. Outcme Expct- ind blf chng bhvr -> dsrd outcme |
| Limits of HBM (health belief model) | dsnt incl SE; prcvd severity poor prdctr of bhvr; more effctv at prdcting one-time/lmtd bhvr than habitl |
| Limits of RA/PB (reasoned action/planned behavior) | attitudes & intentns usually very spcfc to given sample; fails to incl indvdl’s past or currnt bhvr. Intent != bhvr. |
| Limits of LT (learning theory) | Classcl Cond (Antabuse) may lead to drinkrs just not takng drug (avoidance). Oprnt Cond can lead to bhvr just for sake of rwrd (relapse as soon as rwrd diminshd). LT effective in bhvr chng |
| Limits of SCT (social cognitive thry) | need to be sensitive to ppl’s sense of SE (cold turkey apprch shld be ok for high SE according to SCT but dsnt wrk) |
| Stage Models of Behavior Change | classifies ppl into distinct categries that rep their motivtn to chng bhvr; focuses on process that leads to bhvr chng |
| Stages of Change/Transtheoretical Model | a stg modl; spirl movmnt btwn stgs & relpse; 1. Precontmpl- lack awr of prob (dnial) or no intnt to chng; 2. Contmpl- intnt to take actn in 6mos; 3. Prepratn- intnt to take actn in 30dys (prelim actn posble); 4. Actn- first 6mos bhvr chng; 5. Maintnce- p |
| Precaution-Adoption Process Model | a stg modl; 1. Not awr of hzrd; 2. Blvs hzrd= risk to othrs; 3. Awr of prsnl susceptblty; 4. Decides not to act OR 5. Decides to act; 6. Acting; 7. Maintnance; Implicatns: diff stgs affctd by diff info; actul bhvr chng affctd by obstcls/barriers |
| Limitations of SoC/TTM (stages of change) | may be vry dffrnt for stopng v. strtng bhvr; cost/beneft analysis as part of contmpltn stage dsnt seem to work (stages may not be correct) |
| Limitations of PAM (precaution-adoption model) | informatn alone rarely sufficient to lead to chng (can generate defensiveness or anxiety w high fear) |
| Limits of HBM (health belief model) | dsnt incl SE; prcvd severity poor prdctr of bhvr; more effctv at prdcting one-time/lmtd bhvr than habitl |
| Limits of RA/PB (reasoned action/planned behavior) | attitudes & intentns usually very spcfc to given sample; fails to incl indvdl’s past or currnt bhvr. Intent != bhvr. |
| Limits of LT (learning theory) | Classcl Cond (Antabuse) may lead to drinkrs just not takng drug (avoidance). Oprnt Cond can lead to bhvr just for sake of rwrd (relapse as soon as rwrd diminshd). LT effective in bhvr chng |
| Limits of SCT (social cognitive thry) | need to be sensitive to ppl’s sense of SE (cold turkey apprch shld be ok for high SE according to SCT but dsnt wrk) |
| Stage Models of Behavior Change | classifies ppl into distinct categries that rep their motivtn to chng bhvr; focuses on process that leads to bhvr chng |
| Stages of Change/Transtheoretical Model | stg modl; spirl movmnt btwn stgs & relpse; 1. Precontmpl- no awr of prob/dnial or no intnt to chng; 2. Contmpl- intnt to take actn in 6mos; 3. Prepratn- intnt to take actn in 30dys (prelim actn posble); 4. Actn- first 6mos bhvr chng; 5. Maintnce- post-6m |
| Precaution-Adoption Process Model | a stg modl; 1. Not awr of hzrd; 2. Blvs hzrd= risk to othrs; 3. Awr of prsnl susceptblty; 4. Decides not to act OR 5. Decides to act; 6. Acting; 7. Maintnance; Implicatns: diff stgs affctd by diff info; actul bhvr chng affctd by obstcls/barriers |
| Limitations of SoC/TTM (stages of change) | may be vry dffrnt for stopng v. strtng bhvr; cost/beneft analysis as part of contmpltn stage dsnt seem to work (stages may not be correct) |
| Limitations of PAM (precaution-adoption model) | informatn alone rarely sufficient to lead to chng (can generate defensiveness or anxiety w high fear) High Fear Messages |
| Moderate Fear Level = Best | must be gvn spcfc stratgy for handlng anxty to avd motivtn to minmiz/deny thrt; effctv to focus on shrt-trm conseqnces; may also work when cause vwrs to actly imagn hvng disease |
| Pros/Cons of Brochures | hard to dlvr to trgt audience; may choose not to read; can be read at vwr convence and contns detailed info |
| Pros/Cons of TV | expensive but vivid and impactful |
| Prospect Theory | decisions presented in diff ways lead to diff choices (costs vs. benefits); more persuaded to engage in bhvr to detect prob when framed negatively (cost emphasized) |
| Cognitive Dissonance Theory | ppl highly motivtd to have attitudes |
| Attribution Theory | ppl try to expln causes of own and others’ bhvr; percv bhvr as caused by internal factors (continues) or external factors (doesn’t continue) |
| Learning Theories | rwrd desird bhvrs; punish undesired bhvrs (not as effectv) |
| Social Cognitive Theory | SE and outcome expectancies |
| Effectiveness of Personally Relevant Messages | Tailored= for spcfc person; Targeted= spcfc demogrphc; Questions= Do ppl know what they need? Can persnl relevance backfire (negative/defensive rxn to intrusiveness) |
| Health Belief Model | continm thry; Factors: 1. Susceptblty- prcvd risks; 2. Sevrity- prcvd consqnces; 3. Benfts- pros of chngng bhvr must outwgh pros of not; 4. Barriers- costs/fears/etc assoc w chng bhvr; 5. Cues to Actn- remndrs of hlth prob |
Created by:
leitneeb