Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Health Psych All
Covers all key terms and studies
| Term | Definition |
|---|---|
| McKinstry and Wang (1991) | Aim: To see if doctor’s clothing affected patients preference. Finding: Patients preferred formally dressed doctors. Jeans were least preffered. 64% though doctor’s clothing mattered. |
| McKinlay (1975) | Aim: to learn how well lower working class mothers understand medical terms. Finding: Mothers more experienced with clinics understood terms better. Doctors underestimated patient understanding. Doctors used terms even when the patients did not understand |
| Disclosure of information | When the patient tells the doctor information about their symptoms and their experience for the doctor to make a diagnosis |
| False positive diagnosis | Occurs when the patient is unwell but the doctor misdiagnoses them as being healthy |
| False negative diagnosis | Occurs when the patient is well but the doctor misdiagnoses them as being unhealthy |
| Doctor-centred (directed) practitioner style | A consultation style where the doctor leads, asks closed questions and does not encourage discussion with the patient |
| Patient-centred (sharing) practitioner style | A consultation style where the patient is an active part of the consultation and discussion is encouraged. |
| Savage & Armstrong (1990) summary | Compared doctor-led (directing) and patient-led (sharing) styles. 200 patients saw one GP. |
| Savage & Armstrong (1990) context | Doctor-centred: doctor leads, closed questions, patient passive. Patient-centred: patient involved, open questions, shared decisions. Study compares their impact on satisfaction. |
| Savage & Armstrong aim | To compare how directing and sharing consultation styles affect patient satisfaction. |
| Savage & Armstrong sample | 200 patients aged 16–75 from one doctor’s surgery over 4 months. |
| Savage & Armstrong procedure | Patients were randomly assigned to a directing or sharing consultation style. The doctor used prompt cards to follow the chosen style. Consultations were recorded, and patients completed satisfaction questionnaires right after and one week later. |
| Savage & Armstrong findings | Patients were more satisfied with the directing style. They felt the doctor understood them better, gave excellent explanations, and their condition improved more after one week. |
| Savage & Armstrong conclusions | Doctor’s directing style leads to higher patient satisfaction, especially for simple physical problems, which goes against the common belief that a sharing style is better. |
| Savage & Armstrong strengths | Validity, Reliability, Temporal validity, Application |
| Savage & Armstrong limitations | Sample, Lack of qualitative data, Generalisability |
| Safer et al (1979) | Safer et al. (1979) studied why people delay going to the doctor. They found delay happens in three steps: noticing illness, deciding to get help, and going for treatment. Pain made people act faster, but fear, cost, and life problems caused more delay. |
| Appraisal delay | The time a patient takes to judge a symptom as a sign of illness. |
| Illness delay | The time between when the patient decides they are ill and when they decide to seek medical care |
| Utilisation delay | The time between when they make the decision to seek care until they actually get it. (assessing whether the time, effort and money is worth it) |
| Health Belief Model, as an explanation for delay | Explains delay due to a number of psychological factors in the patient, which include perceived vulnerability, severity, benefits and barriers, as well as cues to action, self-efficacy and any modifying variables (like upbringing and cultural norms) |
| Munchausen syndrome (inc. diagnostic features) | When someone pretends to be unwell and hurts themselves in order to get attention. Essential features: pathological lying, travelling or wandering (peregrination) and recurrent, feigned or stimulated illness |
| Malingering | When someone makes themselves unwell for an incentive |
| Aleem & Ajarim (1995) | A 22 year old woman had repeated abscesses and surgeries, evidence showed she caused the abcesses herself. |
| Medical non - adherence | The failure to take medication or follow prescribed treatments as directed by a healthcare provider. |
| Primary non-adherence | When a patient does not fill or pick up a prescribed medication at all, meaning the treatment is never initiated. |
| Non-persistence (type of non-adherence) | When a patient starts a prescribed treatment but discontinues it before the recommended duration, often without medical advice, and is usually unintentional and happens due to miscommunication |
| Non-conforming (type of non-adherence) | When a patient takes the prescribed medication but does not follow the instructions correctly. This could include taking the wrong doses, skipping doses, or taking them at the wrong time. |
| Rational non-adherence | When a patient deliberately chooses not to follow a prescribed treatment based on logical reasoning. May be due to concerns about the side effects, cost, or personal beliefs. |
| Laba et al (2012) | Studied why people choose not to take medication. Found that side effects, cost, and dosage affected adherence, but symptom severity and alcohol restrictions did not. Cost was a factor for those without private insurance |
| Health Belief Model | Claims people take action if they feel Perceived susceptibility & severity). They weigh the Perceived benefits of action against Perceived barriers. Cues to action push them to act. Self-efficacy to follow through also plays a role. |
| Medical Adherence Measure (MAM) | A tool that assesses how well a patient follows their prescribed treatment plan. It evaluates factors like missed doses, timing, and reasons for non-adherence. |
| Riekert & Drotar (1999) | Studied treatment adherence in adolescents with type 1 diabetes. Non-returners tested their blood sugar less and had lower adherence scores. The study suggested that better organization skills may improve both adherence and study participation. |
| Medical dispensers | Devices that help patients take their medication correctly by organizing doses, providing reminders, or automatically dispensing pills at the right time. |
| Pill Counting | A simple method to measure adherence is by counting the remaining pills and comparing them to the expected number based on the prescription. |
| Chung & Naya (2000) | It studied electronic monitoring of asthma medication adherence. Using TrackCap MEMS, they found 71% adherence and 89% compliance. The study showed TrackCap is a reliable adherence measure, despite some patients trying to manipulate results. |
| Medication Event Monitoring System (MEMS) device | An electronic pill bottle or cap that records the date and time whenever the container is opened. It helps track medication adherence by providing real-time data on when doses are taken. |
| Blood and urine samples | Laboratory tests used to measure medication levels in the body. They help assess adherence by checking if a patient has taken their prescribed medication as expected. |
| Chaney et al (2004) | Chaney et al. (2004) studied whether a funhaler (a toy-like inhaler) could improve adherence in asthmatic children. 32 children used a standard inhaler for two weeks, then switched to the funhaler for two weeks. Results showed that adherence increased wit |
| Contracts (improve adherence) | A written or verbal agreement between a patient and healthcare provider outlining the treatment plan and commitment to follow it. These contracts increase accountability and motivation to adhere to medication. |
| Prompts (improve adherence) | Reminders like alarms, phone notifications, text messages, or visual cues that help patients remember to take their medication on time. |
| Customising treatment (improve adherence) | Tailoring medication plans to fit a patient’s lifestyle, preferences, and needs. This can include adjusting dosage forms, simplifying schedules, or addressing side effects to make adherence easier. |
| Community interventions | Programs that support medication adherence through education, peer support, and outreach. These can include community health workers, support groups, or local campaigns to raise awareness and provide resources. |
| Yokley & Glenwick (1984) summary | They tested different ways to encourage preschoolers’ immunizations. Monetary incentives worked best, followed by increased clinic access and specific prompts. General prompts were less effective, and control groups had the lowest rates. The specific prom |
| Yokley & Glenwick (1984) context | In the 1970s and 1980s, efforts to promote healthy behaviors like seatbelt use and good nutrition were increasing, but immunisation rates remained low in some areas. This posed health risks and led to school bans for unvaccinated children. Research showed |
| Yokley & Glenwick (1984) aim | To test different community interventions to encourage preschool children’s immunisations, including prompts and incentives. |
| Yokley & Glenwick (1984) sample | The sample consisted of 1,133 preschool children in need of at least one immunisation, drawn from a public health clinic in an American city. |
| Yokley & Glenwick (1984) procedure | Families were divided into different groups and received either a general or specific prompt, increased clinic access, or a monetary incentive in the form of a cash lottery. Two control groups were included: one received a phone call with no prompt, and t |
| Yokley & Glenwick (1984) findings | The monetary incentive group had the highest immunisation rates, followed by increased access, specific prompts, and general prompts. These effects remained significant at two- and three-month follow-ups. Specific prompts were the most cost-effective, whi |
| Yokley & Glenwick (1984) conclusions | Specific prompts and monetary incentives effectively increased immunisation rates, with incentives providing the biggest short-term boost but being less cost-effective long-term. These findings suggest that targeted reminders and accessible clinics can im |
| Yokley & Glenwick (1984) strengths | The study had high population validity due to its large sample size and diverse participants. It used a longitudinal design, measuring both short-term and long-term effects, increasing validity. Accuracy checks ensure reliable data, and the findings have |
| Yokley & Glenwick (1984) limitations | The study was conducted in a specific American city, limiting generalisability to other populations. While the monetary incentive was effective, it may not be sustainable or ethical in all healthcare settings. The reliance on mailed prompts assumes parent |
| Acute pain | Temporary pain which lasts for six months or less. Usually any related anxiety fades away with the pain. |
| Chronic pain | Long term pain, which hurts continually. Often leads to helplessness, anxiety and depression. |
| Phantom limb pain | Pain felt in a limb that no longer exists, e.g. due to amputation. |
| MacLachlan et al (2004) | Case study of Alan, a 32-year old amputee. He felt PLP in his amputated leg, feeling as though his toes were crossed and causing pins and needles. This was successfully treated with stretching exercises and mirror treatment. |
| Mirror treatment | PLP patients place their intact limbs in front of a mirror to trick the brain into seeing the amputated limb. They can stretch this limb to show the brain that there is nothing to cause pain. |
| Specificity theory of pain | A now-disproven theory that there are specific pain regions of the brain that help us to sense pain. No such thing is found to exist. |
| Gate control theory of pain | Suggests that the spinal cord has ‘gates’ which regulate how much pain we feel; this can be affected by expectations, severity and which fibres (large/small) are activated. Rubbing a sore elbow can reduce pain as these large fibres inhibit the smaller pai |
| Clinical interview to measure pain | Asking open questions using the ACT-UP guide (Activities, Coping, Think, Upset, People) to help suggest what to ask questions about. |
| McGill pain questionnaire (MPQ) | Consists of 78 words, which the patient must choose from to describe their pain. This leads to a score from 0-78, showing the severity of their pain, but also the types of pain, and asks what factors affect their pain (e.g. weather, food) |
| Visual Analogue Scale (VAS) | A way of assessing pain on a continuum, usually one straight line with ‘no pain’ at one end and ‘intolerable pain’ at the other end. Usually their score can be marked as a % |
| Brudvik et al (2016) summary | Children assess their pain as being more severe than parents do, and physicians assess it as even less severe than that. This leads to under-use of pain relief given by doctors. |
| Brudvik et al (2016) context | Research by Grant (2006) suggested that children are often not given pain relief, such as analgesics, when they should be - especially in emergency care. |
| Brudvik et al (2016) aim | To assess the level of agreement in pain severity between children, parents and physicians; to see if the child’s age and medical condition affects their pain assessment; and to see how these assessments affect the administration of pain relief for childr |
| Brudvik et al (2016) sample | 243 children (aged 3-15 years, 53% male) who had attended a Norwegian emergency department over a 17-day period. |
| Brudvik et al (2016) procedure | Children and parents were asked to rate the pain that the child was facing, using different techniques to make it age-appropriate. 3-8yrs used the FPS-R; 9-15 used the VAS; parents and physicians used the Numeric Rating Scale. Scores were compared. |
| Brudvik et al (2016) findings | Doctor’s mean NRS = 3.2; Parents’ mean NRS = 4.8; Child’s mean score = 5.5. Though the difference in assessments decreased at higher pain severity. Only 14.3% of the children who assessed their pain as severe received painkillers. |
| Brudvik et al (2016) conclusions | Physicians significantly underestimate pain in children, compared to parents and children. However, this was less likely in children aged 8+. |
| Brudvik et al (2016) strengths | Good sample size; good ecological validity (real emergency department); use of quantitative data makes it more replicable |
| Brudvik et al (2016) limitations | Use of self-report is vulnerable to demand characteristics and lying; Limited generalisability since it was one department in Norway |
| Faces Pain Rating Scale Revisited (FPS-R) | A measure of pain showing 6 faces showing increasing levels of pain that the child can select |
| Coloured Analogue Scale (CAS) | A measure of pain that allows the child to mark the severity on a coloured line, ranging from no pain (green) to severe pain (red). |
| Numeric Rating Scale (NRS) | A measure of pain that gives a scale (0-10) for the patient to select the most fitting number. |
| UAB pain behaviour scale | A measure of pain where an observer (e.g. carer) scores the patient on a series of behaviours (e.g. mobility, facial grimaces, verbal complaints) from 0, 0.5 or 1. For example: ‘verbal complaints’ would have ‘None’ score 0, ‘Occasional’ score 0.5 and ‘Fre |
| Analgesics | Also known as painkillers, this is the broad name for pain-relieving medications. |
| Nonsteroidal anti- inflammatory drugs (NSAIDs) | Reduces pain by reducing the production of prostaglandins - hormone-like substances that cause pain. These can be bought over the counter, with stronger forms available via prescription. |
| Opioids | Painkillers which work by attaching to opioid receptors in the brain, which release signals that reduce pain and increase pleasure. Used for acute pain, but carry a high risk of addiction. |
| Attention diversion | This is a strategy that helps distract the mind from the pain by doing something else, it doesn’t take away the pain but removes it from being the main focus. |
| Non-pain imagery | This is a strategy that involves a person thinking about a calm and relaxing situation to be able to slow their breathing and slow their heart rate to be calm and not pay attention to the pain. |
| Cognitive redefinition | This strategy involves replacing threatening, harsh or negative thoughts about the pain with positive, calming and reassuring thoughts. This trains the mind to manage the pain better with either coping statements or reinterpretative statements. |
| Acupuncture | This is an alternative Asian treatment used to manage pain through very fine needles being inserted in the skin, helping the release of endorphins to happen and providing relief to their pain. |
| Stimulation therapy/TENS machine | This is another alternative treatment that uses electrodes to deliver a mind electrical current to the painful area. This helps with reducing the pain signals sent to the brain and overall helping the muscles to relax. |
| General Adaptation Syndrome (GAS) | It is the three-stage process including alam stage, resistance stage and exhaustion stage that describes the biological changes in the body during a period of stress. |
| Life events | Any major changes in life (either positive or negative) that is a cause of stress. |
| Social Readjustment Rating Scale (SRRS) | This is the scale to measure the effect of life events on health status, with a rating scale to see how much it affects their life. |
| Chandola et al (2008) | This is an example study that found the link between coronary heart disease and workplace stress with questionnaires and clinical examinations. |
| Friedman & Rosenman’s Type A Personality | Type A personalities are those who are more competitive, have a constant sense of time urgency, are impatient and are more prone to hostility and anger, more prone to stress. Whereas type B is more calm, patient and less prone to stress due to their lifes |
| Functional Magnetic Resonance Imaging (fMRI) | This is a scanning technique used to measure brain activity by checking the flow of oxygenated blood, so if a part of the brain is active it requires more oxygen and therefore has higher CBF (cerebral blood flow) |
| Pulse oximeter | It is a device to measure heart rate and oxygen saturation that is a small clip placed on the finger. It is painless. |
| Wang et al (2005) | The use of fMRI to measure CBF changes in response to mild to moderate stress as a result of a maths task. |
| Sample tests for salivary cortisol | Cortisol is a hormone activated during stress therefore stress can be assessed by measuring the levels of cortisol in one’s saliva. |
| Evans & Wener (2007) | Use of salivary cortisol tests to measure stress who were found with crowding on a train. |
| Biofeedback | This is a psychological therapy that is used to manage stress, it is done by using electrical sensors allowing them to get information about the different functions of their body, causing changes and reducing stress. |
| Budzynski et al (1969) | This study tested using an analogue monitor to measure muscle tension (in the forehead), testing to see whether biofeedback can work effectively for this and if yes, it would work for other muscle relaxation as well. |
| Imagery to reduce stress | Imagination of a peaceful scene leads to a reduction in stress due to a sense of calmness and relaxation. |
| Bridge et al (1988) summary | This study investigated the levels of stress after people receiving a cancer diagnosis due to the symptoms they could experience and the difficulty of the treatments. They tried to investigate to see if reducing stress through muscle relaxation helps thei |
| Bridge et al (1988) context | Receiving a diagnosis of cancer can bring a lot of stress to the patient as they worry about the future, Bridge et al wanted to investigate how to reduce this as it is a dangerous add on. |
| Bridge et al (1988) aim | To find out the effect of relaxation and imagery on stress experienced by cancer patients due to their diagnosis. |
| Bridge et al (1988) sample | Included 139 women undergoing a six-week course of radiotherapy after being diagnosed with breast cancer. They were all under the age of 70 and attended a hospital in London, United Kingdom. |
| Bridge et al (1988) procedure | Multiple self report questionnaires assessing their mood at the start, and then undergoing their programme based on their groups (control, relaxation, relaxation & imagery). Included deep breathing & sensory awareness. Duration of 6 weeks with questionnai |
| Bridge et al (1988) findings | The most improvement was in the relaxation and imagery group, specifically towards the mood of the women. In the control group however, it had worsened. |
| Bridge et al (1988) conclusions | The use of relaxation and imagery does help a lot for diagnosed cancer patients and their mood state. |
| Bridge et al (1988) strengths | Use of self-report questionnaire; Lot of quantitative data due to scales; Application to everyday life as it can help to use relaxation and imagery techniques as a treatment in real life |
| Bridge et al (1988) limitations | Good size of sample however all were women therefore lacks generalisability. Use of closed ended questions. Use of self-report questionnaire (bias through self reporting) |
| Stress inoculation training | A type of CBT exposing people to increasing levels of stress to develop their coping skills. This includes 3 phases - conceptualisation, skills acquisition & rehearsal, and application & follow-through. |
| Fear arousal | When fear about health risks is used to encourage people to change their behavior and make healthier choices. |
| Janis & Feshbach (1953) | Tested to see how different levels of fear in health messages affects behaviour (high school students heard talks about dental hygiene) |
| Providing information | Giving people clear and useful details about health issues and how to manage them, in order to help them make better choices and improve their health. |
| Lewin et al (1992) | Tested if giving patients who experienced a heart attack, a self-help manual would help in recovery. |
| Taste exposure (for healthy eating) | Trying a new food multiple times makes a person more likely to accept and enjoy them, especially children when encouraged positively. |
| Modelling (healthy eating) | When healthy eating habits are shown so others can learn by watching and are encouraged to copy that behaviour |
| Rewards (for healthy eating) | Using positive reinforcement to encourage someone to keep making healthy food choices. |
| Tapper et al (2003) | The use of 3 different methods to get 6 year old children to eat their fruits and vegetables per day. The methods used were taste exposure, modelling and reward system, to find out which one is most effective. |
| Token economy | A system where desirable behavior is rewarded with a token, which can be exchanged for a reward. Encouraging positive actions. |
| Fox et al (1987) | Used a token economy to improve health and safety in open-pit mines by rewarding injury-free months with trading stamps, which workers could exchange for household items. Found a significant reduction in lost-time injuries and associated costs. |
| Unrealistic optimism | People have a tendency to expect that bad things will happen to other people but not to themselves. As well as good things happening to them are more likely in comparison to other people. |
| Weinstein (1980) | Investigated the effect of unrealistic optimism with 2 studies, to understand which factors affect this type of thought process. |
| Positive psychology | The scientific study of the three different happy lives (pleasant life, good life, meaningful life) |
| Pleasant Life | It's about positive emotions |
| Good Life | About positive traits, primarily strengths, values and talents. |
| Meaningful Life | About positive institutions such as a strong family and democracy. |
| Seligman | Aimed to study positive psychology and the three happy lives. Taught students techniques like gratitude, savouring and using personal strengths to increase happiness. |
| Values in action Institute of the Mayerson Foundation questionnaire (VIA) | A questionnaire designed to identify a person’s top strengths and virtues from a list. |
| Shoshani & Steinmetz (2014) summary | Studied the impact of a school-based positive psychology program on mental health. They showed increased self-esteem, optimism, and self-efficacy & reduced distress, anxiety, and depression. Though high-risk students benefited less, they still improved. |
| Shoshani & Steinmetz (2014) context | Studied a positive psychology program, to address rising adolescent mental health issues and improve well-being in schools, With research from Costello et al.(2004) and the WHO(2005 backing it up. |
| Shoshani & Steinmetz (2014) aim | To see if a positive psychology intervention could improve adolencent’s well being. |
| Shoshani & Steinmetz (2014) sample | 1,167 students aged 11-14 years from middle schools in Israel. One school was used as the intervention group and the other (matched for demographics) was the control group. Almost all participants were Jewish and from a mix of socioeconomic backgrounds. |
| Shoshani & Steinmetz (2014) procedure | Teachers taught students positive psychology using activities, discussions etc. Questionnaires (including the BSI and measures of self-esteem, self-efficacy and life satisfaction) were given to students before and after the 9-month program |
| Shoshani & Steinmetz (2014) findings | Intervention group had decreases in general distress, depression, anxiety and interpersonal sensitivity. increases in self-esteem, self-efficacy and optimism. There was no difference between intervention and control groups in life satisfaction. |
| Shoshani & Steinmetz (2014) conclusions | Positive psychology programs can effectively promote adolescent well-being and improve the overall school environment. |
| Shoshani & Steinmetz (2014) strengths | Use of a control group, Large sample, Longitudinal design, ecological validity. |
| Shoshani & Steinmetz (2014) limitations | Limited sample, only uses self-report measures (demand characteristics), Possible cultural differences. |
| Brief Symptom Inventory (BSI) | A scale designed to measure adolescent’s mental health. Contails 53 self report items rated on a 4 point likert scale. It measures depression, anxiety, paranoid ideation, hostility and interpersonal sensitivity. |
Created by:
MrSamBlakeley
Popular Psychology sets