PSY 150 CCU Discuss cardiovascular benefits and risks of exercise. Are the cardiovascular benefits of exercise outweigh the risks?

QUESTION:

Discuss the cardiovascular benefits and risks of exercise. Are the cardiovascular benefits of exercise sufficient to outweigh the risks?

NO PLAGERISM – All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook.

(H) Health Psychology: An Introduction to Behavior and Health

Linda Brannon, John A. Updegraff & Jess Feist, 2018

Cengage

ISBN.13: 978-1-337-09464-1

The majority of your response should be your own original writing based on what you have learned from the textbook. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work:

Sources are listed in two places.

The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.

The second, a reference, is at the end of your work in the list of references section.

PSY 150
Health Psychology
925 North Spurgeon Street, Santa Ana, CA 92701
Phone: 714-547-9625 Fax: 714-547-5777
www.calcoast.edu
Rev. 07/21
Tracking Your Academic Activities
Verifying an accurate course completion time is essential for accreditation. To meet both
accreditation requirements and award academic credit, educational institutions must document the
total number of hours students spend completing designated academic activities related to their
coursework.
The total hours are then translated into academic credit based on a prescribed method of measuring
educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45
hours of student engagement time are required for a 3 credit hour course.
Using the attached form as an example, keep track of the time you spend on each lesson, pre-test,
self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc.
You will not be required to turn in the worksheet; however, at the end of the course you will receive
a Student Course Survey and the final question will ask how long it took you to complete the course.
Your assistance in completing this requirement and providing the university with this valuable data is
greatly appreciated.
As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should
total approximately 45 hours. Some examples of this type of activity may include:
Lesson Review Exercises
Unit Examinations
Key Term Reviews
Proctored Final Examination
Analysis
Course Academic Online Discussions
Study Guide Review
Student/Instructor Interaction
Writing Assignments
Documents/Student Resources
Review Grading Rubric
As you fill out the Academic Preparation Activities, please keep in mind that these should total
approximately 90 hours. Some examples of this type of activity may include:
Pre-Test
Review Grading Rubric
Reading Assignments
Study Lesson Review Exercises
Key Term Reviews
Internet/Web Research
Studying for Examinations
Reading Websites
Writing Assignments
Suggested Outside Reading
Sample Worksheet for Tracking Your Academic Activities
This worksheet was developed to help you track your time. You are not required to turn it in.
Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask
you the number of hours it took to complete the course. Course credit is based on the Carnegie Unit – a prescribed
method of measuring educational attainment. For each 3 unit semester course, students will complete a variety of
academic activities including:
45 hours of Academic Engagement and 90 hours of Academic Preparation = 135 hours in total.
Time to
Complete
Unit 1
Time to
Complete
Unit 2
Time to
Complete
Unit 3
Time to
Complete
Unit 4
Time to
Complete
Final
Academic Engagement Activities
Lesson Review Exercises
Key Term Review Exercises
Study Guide Review
Student Resources
Review Grading Rubric
Case Studies/Critical Analysis
Writing Assignments
Complete Unit Examinations
Course Academic Online Discussions
Student/Instructor Interactions
Total Academic Engagement required for a 3 unit course = 45 hours
Total =
Academic Preparation Activities
Pre-Test
Reading Assignments
Review Case Studies/Critical Analysis
Key Term Review Exercises
Study for Examinations
Suggested Outside Readings
Web Research
Review Writing Assignments
Review Completed Examinations
Review Grading Rubric
Reading Websites
Study Lesson Review Exercises
Total Academic Preparation required for a 3 unit course = 90 hours
Total hours: Academic Engagement and Academic Preparation related to this course.
Other Activities/Comments – (Please note all time for additional course related activities):
Total =
Grand Total
Total Time
Spent
Pre-test Instructions
Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure
your knowledge of the subject matter at the beginning of each course.
Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to
try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting
place,” that will be used for improving course content and to meet accreditation requirements.
If you receive your course materials online:
• Please log into your Coast Connection student portal to complete your pre-test before moving
on in this study guide.
If you receive your course materials by mail:
• You will receive your pre-test and answer sheet as a part of your coursework packet. You must
complete the pre-test before moving on in this study guide.
• Once you have completed your pre-test, please mail or fax your answer sheet to the
University at:
California Coast University
925 N. Spurgeon Street
Santa Ana, CA 92701
Fax: 714-547-1451
If you have any questions, please feel free to contact the Student Services Department. Thank you for your
cooperation.
PSY 150
Health Psychology
Text:
Health Psychology: An Introduction to Behavior and Health
ISBN (U.S.): 9781337094641
Author(s):
Linda Brannon, John A. Updegraff & Jess Feist
Publisher:
Cengage
925 North Spurgeon Street, Santa Ana, CA 92701
Phone: 714-547-9625 Fax: 714-547-5777
www.calcoast.edu
Rev. 07/21
Study Guide
9th Edition, 2018
All rights reserved. No part of this may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording or by any information storage and retrieval system without written
permission, except for the inclusion of brief quotation in review.
Copyright ©2021 by California Coast University
PSY 150 Health Psychology
Message From
the President
W
elcome to California Coast University. I hope you will find this course
interesting and useful throughout your career.
This course was designed to meet the unique needs of students like you who are
both highly motivated and capable of completing a degree program through
distance learning.
Our faculty and administration have been involved in distance learning for over
forty years and understand the characteristics common to successful students in
this unique educational environment.
This course was prepared by CCU faculty members who are not only outstanding
educators but who have real world experience. They have prepared these
guidelines to help you successfully complete your educational goals and to get the
most from your distance learning experience.
Again, we hope that you will find this course both helpful and motivating. We send
our best wishes as you work toward the completion of your program.
Sincerely,
Thomas M. Neal
President
PSY 150 Health Psychology
Syllabus
Course Number
PSY 150
Course Title
Health Psychology
Faculty
Mario Tovar, Ph.D.
Course Description
Health Psychology examines the correlation between health, illness,
and optimal health care from a behavioral science approach. The
relationship between health and behavior is explored through an
integration of foundational theories, relevant research, and “realworld profiles.”
Units of Credit
3 Units of Credit
Course Objectives
Upon successful completion of this course, students will be able to:
Learning Resources
•
Describe and discuss the meaning and foundations of health
psychology including the psychological and ethical aspects
related to the field.
•
Analyze issues in behavioral health including the affects and
impact of drugs and alcohol, eating, and exercise.
•
Describe the relationship between behavioral factors and
strategies related to chronic disease, stress, pain, and illness.
•
Examine future trends and challenges in health psychology.
•
Demonstrate proficiency with academic writing related to health
psychology.
Textbook:
Health Psychology:
An Introduction to Behavior and Health
9th Edition, 2018
Linda Brannon, John A. Updegraff & Jess Feist
Cengage
ISBN (U.S.): 9781337094641
All course examinations are based on the contents of the textbook
required for this course. To successfully complete the examinations,
you will need the textbook. You may rent the textbook from the CCU
rental library or you may purchase the textbook from another source.
Although this study guide is developed by California Coast University,
it does contain materials provided by the publisher of the textbook.
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PSY 150 Health Psychology
Syllabus
The Study Guide
The study guide was designed to help you further understand the
materials in the textbook and master the course content. Each study
guide chapter corresponds to a chapter in the textbook.
Additional Readings and Online Resources
When reading your textbook, you may notice images/references/links
to additional text materials. If so, these images/references/links may
be part of the publisher’s “pay-for-access” online platform. Our
courses are not designed to incorporate these additional resources
and you will NOT need to purchase these additional features to be
successful in this course.
For other relevant, helpful resources and learning activities designed
to enhance your understanding of the topics in this course, simply log
into your student portal.
The Library Information and Resources Network, Inc. (LIRN)
Students are provided access to the Library and Information
Resources Network, Inc. (LIRN). LIRN provides a centralized
management of electronic information resources that allow students
to access multiple research databases through one portal. Detailed
information on the Library and Information Resources Network,
Inc. is available on the California Coast University website under
the Resources tab. For additional information on using the network,
LIRN provides a User Guide to help students search for the needed
information. This helpful resource is available on the LIRN website.
For information on accessing LIRN, please contact California Coast
University – library@calcoast.edu or (714) 547-9625.
Your Course Grade
Your grades on course examinations are determined by the percentage
of correct answers. The university uses the following grading system:
A = 90% – 100% correct
B = 80% – 89% correct
C = 70% – 79% correct
D = 60% – 69% correct
F = 59% and below correct
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PSY 150 Health Psychology
Syllabus
Your grade in this course will be based on the number of points you
earn. Grades are based on the percentage of points you earned out of
a total of 500 points:
Four Unit Examinations
100 points each
400 points total
80% of your grade
100 points total
20% of your grade
Final Examination
100 points
Mastering the Course Content
In order to successfully complete this course, we recommend that
you do the following before beginning:
• Be sure that you have the correct edition of the course
textbook. Check the ISBN number of your textbook with the
ISBN number listed on the cover page of this study guide.
•
Review the Table of Contents at the end of this syllabus.
You will only be responsible for the chapters in the textbook
that are listed in the Table of Contents.
Each study guide contains several components selected and
developed by the faculty to help you master the content of the
course. Each chapter in the study guide corresponds to a chapter in
the textbook. Study guides vary depending on the course, but most
will include:
Learning Objectives
Overviews
Self-Tests
Summaries
Key Terms
The most efficient way to complete this course is to read the
material in both the study guide and textbook in the sequence in
which it appears, generally from beginning to end.
Read the Overviews and Summaries
Before reading a chapter of your textbook, review the corresponding
learning objectives, overview, key terms and summary sections in the
study guide. These were prepared to give you a preview of the content
to be learned.
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PSY 150 Health Psychology
Syllabus
Read and Review the Chapter
Once you have the scope and organization of the chapter in mind,
turn to the corresponding chapter in the textbook and read the
material carefully. Keep the learning objectives, key terms, and selftest questions in mind as you read.
Highlight important concepts and information in your study guide and
write notes in the study guide as you read the textbook. These notes
will help you study for the unit and final examinations.
Check Your Mastery of Each Chapter
When you feel that you have mastered the concepts presented in the
chapter, complete the study guide self-test questions without
referring to the textbook or your notes. Correct your responses using
the answer key provided in the study guide. Your results will help you
identify any areas you need to review.
Unit Examinations
Each course contains four unit examinations and a final
examination. Unit examinations consist of 25 objective (multiple
choice) test questions. The final examination consists of 100
objective (multiple choice) questions.
Unit examinations are open-book, do not require a proctor and are
not timed. This will allow you to proceed at your own pace. As you go
through the study guide, it will prompt you on when to complete a
unit exam (approximately after every three to six chapters). The Table
of Contents in this study guide will also give you an overview of which
textbook chapters are covered in each of the four unit exams.
Writing Assignments
Each unit examination includes a written component. The writing
assignments give students the opportunity to demonstrate a level
of subject mastery beyond the objective unit examinations, which
reflects his/her ability to analyze, synthesize, evaluate and apply his/
her knowledge.
Writing assignments are judged on the quality of the response. Word
count is NOT one of the criteria that is used in assigning points to
writing assignments. However, students who are successful in earning
the maximum number of points tend to submit writing assignments
that are 350-500 words (1-2 pages) per question.
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PSY 150 Health Psychology
Syllabus
Plagiarism
All work must be free of any form of plagiarism. Put written answers
into your own words. Do not simply cut and paste your answers from
the Internet and do not copy your answers from the textbook.
Plagiarism consists of taking and using the ideas, writings or
inventions of another, without giving credit to that person and
presenting it as one’s own. This is an offense that the university takes
very seriously. An example of a correctly prepared written response
may be found by visiting the Coast Connection student portal. You
can find this in the portal by clicking on Student Resources and then
Writing Basics.
Citation Styles
The majority of your response should be your own original writing
based on what you have learned from the textbook. However, students
may also use outside materials if applicable. Be sure to provide a
citation and a reference for any materials used, including the
required textbook. The following points are designed to help you
understand how to provide proper citations and references for your
work:
•
Sources are listed in two places.
•
The first, a citation, is briefly listed within your answer. This
includes identifying information that directs the reader to
your list of references at the end of your writing
assignment.
•
The second, a reference, is at the end of your work in the list
of references section.
•
All sources cited should follow APA style and provide enough
identifying information so that the reader can access the
original material.
More detailed information about citations and references can be
located on the Coast Connection student portal. You can find this in
the portal by clicking on Student Resources and then Writing Lab.
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PSY 150 Health Psychology
Syllabus
Submitting Your Unit Examinations and Writing Assignments via the Internet
Students may access the online testing features via the Coast
Connection student portal. Unit examinations may be completed and
submitted online.
Go to the California Coast University homepage at www.calcoast.edu
and click on the Student Login icon at the upper right hand corner.
After logging into your account, click on My Academic Plan and
select the course you are working on to complete the unit
examination. More detailed instructions on completing the
examination online will be provided on that page. Remember to keep
a copy of your answers for your own personal records.
Writing assignments may be submitted online as well. After logging
into the student portal, click on My Academic Plan and select the
course you are working on to complete the writing assignments. Here,
you will find further information and instructions on how to submit
writing assignments through the student portal. Remember to keep a
copy of your writing assignments for your own personal records.
Alternatively, if you experience difficulty submitting your writing
assignments through the student portal, then you may email your
assignments as a Word document attachment to the following email
address:
essays@calcoast.edu
When doing so, please adhere to the following guidelines:
• Always submit your name, student number, course number,
course title and writing assignment number (i.e. writing
assignment 1, 2, 3, or 4) with your writing assignment.
• Begin each writing assignment by identifying the question
number you are answering followed by the actual question
itself (in bold type).
• Use a standard essay format for responses to all questions
(i.e., an introduction, middle paragraphs and conclusion).
• All responses must be typed double-spaced, using a
standard font (i.e. Times New Roman) and 12 point type
size for ease of reading and grading.
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PSY 150 Health Psychology
Syllabus
Submitting Your Unit Examinations by Mail or Fax
Send your completed unit examinations and/or any writing
assignments to the following mailing address:
California Coast University
Testing Department
925 N. Spurgeon Street
Santa Ana, CA 92701
Unit examination answer sheets can also be faxed to the Grading
Department at (714) 547-1451. Please do not resize your fax.
The Grading Department WILL NOT accept faxed writing
assignments.
Challenging a Test Item
We make every effort to ensure that all examination items are fair
and can be answered by reading and understanding the material in
your textbooks. However, problems sometimes arise in the selection
or interpretation of test items. For example, you might argue that
two alternatives could be correct, based on the material you read,
or that the correct answer is not among the choices. Occasionally, a
typographical error might make a question difficult to answer.
If you encounter a problem with a test item while taking your exam,
you may “challenge” it by providing a brief explanation along with the
page number(s) from the textbook in which the correct answer can be
found. Likewise, you may also submit a test item challenge after your
exam has been graded if you feel a test item was scored incorrectly.
Students may submit up to two test item challenges for each unit
exam and up to four test item challenges for the final exam. Test item
challenges are not permitted for the pre-test. You may submit test
item challenges via the Coast Connection student portal or by U.S.
mail.
Submitting Your Test Item Challenges via the Internet
Please log into the Coast Connection student portal for specific
instructions on challenging a test item. You will submit your test item
challenges directly through the student portal.
Submitting Your Test Item Challenges by Mail
•
xvii
For each test question you wish to challenge, fill in option “F” on
the answer sheet for that question.
PSY 150 Health Psychology
Syllabus
•
On a separate sheet of paper, indicate your name and student ID
number, identify the examination you are working on (i.e., Unit
Exam 1, 2, 3, etc.), and the specific question number you are
challenging.
•
Write out the question and its given choices and explain why you
are “challenging” the test item.
•
Provide a page reference from the textbook to support your
answer. If you do not provide a page reference, we may not be
able to give you credit.
•
Mail your multiple choice answer sheet and test item challenge
documents to the Testing Department.
The information you provide is important to us. It will help us further
validate and correct any possible errors in the testing materials.
If you follow the Test Item Challenge procedure, your challenge will
be reviewed and if correct, you will be given credit. You should allow
an additional week for the review and scoring of your examination.
Repeating a Unit Exam
Requests to retake a unit examination will only be honored if the
final exam has NOT been sent.
Students may retake one unit examination per course, free of charge.
The cost for each additional, repeated exam will be $90. Payment
must be paid in full prior to repeating a unit exam and can be done
via the student portal or by submitting a Repeat Unit Exam form.
Please contact the Testing Department for more information. When
repeating a unit exam through the student portal, the original grade
will be cleared out once you click Re-take.
Final Examination
Scheduling a Final Examination
Final examination requests can be submitted online through the
Coast Connection student portal, via U.S. mail, or by calling the
Testing Department at (714) 547-9625.
If you would like to request a final exam online, log into the Coast
Connection student portal and click on My Academic Plan. Select the
course you are working on and submit the Final Exam Request form
located at the bottom of the page. ALL INFORMATION MUST BE
FILLED IN.
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PSY 150 Health Psychology
Syllabus
A final exam scheduling form is also located on the last page of this
study guide and can be mailed or faxed to the university. Please
fill out ALL required fields if you choose to submit your final exam
request using this form.
After we receive the Final Examination Request Form, CCU will send
your final examination to your designated proctor via email or mail,
along with further instructions.
Proctors
California Coast University requires that all undergraduate students
complete all final examinations—with the exception of general
elective courses—under the supervision of a proctor.
The proctor is selected by the student and approved by the university.
A proctor can be any reputable person EXCEPT a relative, someone
who resides with the student, or a current/former California Coast
University student. Typical examples of approved proctors include
friend, neighbor, job supervisor, co-worker, librarian, counselor, etc.
Proctors will have the following responsibilities:
•
•
•
•
•
Ensure that all final examination materials are kept secure and
confidential.
Ensure that the student completes the examination without any
outside assistance of any kind other than the course textbook,
notes and other study materials.
Verify the student’s identification based on a government-issued
photo ID. Proctors will need to verify the student’s name and date
of birth.
Sign the final examination answer sheet (unsigned answer sheets
will not be graded).
Return the signed and completed answer sheet to California
Coast University for grading and evaluation via the student portal,
mail, or fax.
Submitting Your Final Examination
Submitting Final Examinations via the Internet
For online submissions, once you have logged into the student portal,
click on My Academic Plan, select the course you are working on, and
then click Take Exam to complete the final examination. Your proctor
must input the unique password he/she was sent in order to unlock
your final examination questions. Remember to keep a copy of your
answers for your own personal records.
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PSY 150 Health Psychology
Syllabus
Submitting Final Examinations by Mail or Fax
Mail your completed and signed final examination answer sheet to:
California Coast University
Testing Department
925 N. Spurgeon Street
Santa Ana, CA 92701
Final examination answer sheets can also be faxed to the Grading
Department at (714) 547-1451. Please do not resize your fax.
Your Overall Grade Point Average (G.P.A.)
In addition to receiving a passing grade for each course, all
undergraduate students must maintain a required overall G.P.A. of
2.0 (C) on a 4.0 scale in order to graduate.
A = 4 grade points
B = 3 grade points
C = 2 grade points
D = 1 grade point
F = 0 grade points
Students who do not meet the overall G.P.A. requirement by the end
of their program must pay the current cost of tuition to repeat courses
until they improve their overall G.P.A.
Be sure to keep a copy of all work you submit to the university.
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PSY 150 Health Psychology
Syllabus
If you have any questions about how to proceed through the course or regarding any California Coast
University policies and procedures, the easiest way to get help is to send us a message through the
student portal, via email, or phone the university.
University office hours are Monday through Friday from 8:00 a.m. to 4:30 p.m., Pacific Standard Time.
California Coast University
925 N. Spurgeon Street, Santa Ana, California 92701
Phone: (714) 547-9625 Fax: (714) 547-5777
Test Answer Sheet Fax Line: (714) 547-1451
Email: testing@calcoast.edu
Y
PS
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1
Don’t forget: You are not alone! We are here to help you achieve your dream!
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PSY 150 Health Psychology
Syllabus
Learning Objectives
The learning objectives for this course are listed below:
Chapter 1: Introducing Health Psychology
1. Analyze the changing field of health.
2. Determine psychology’s relevance for health.
3. Explore the profession of health psychology.
Chapter 2: Conducting Health Research
1.
2.
3.
4.
Assess the placebo effect in treatment and research.
Examine research methods in psychology.
Interpret research methods in epidemiology.
Analyze different research tools.
Chapter 3: Seeking and Receiving Health Care
1. Analyze factors related to seeking medical attention.
2. Consider reasons as to why people seek out medical information from nonmedical
resources first.
3. Discuss the problems people encounter in receiving medical care.
Chapter 4: Adhering to Healthy Behavior
1.
2.
3.
4.
Discuss adherence, how it is measured, and how frequently it occurs.
Analyze what factors predict adherence.
Explore continuum theories of health behavior and how they explain adherence.
Describe intention-behavior gap and the factors that predict whether intentions are
translated into behavior.
5. Propose ways adherence can be improved.
Chapter 5: Defining, Measuring, and Managing Stress
1.
2.
3.
4.
5.
6.
Examine the nervous system and the physiology of stress.
Discuss theories that explain stress.
Propose sources that produce stress.
Analyze how stress is measured.
Describe effective coping strategies.
Determine effective behavioral techniques for stress management.
Chapter 6: Understanding Stress, Immunity, and Disease
1. Describe how the immune system functions.
2. Analyze how the field of psychoneuroimmunology relate behavior to disease.
3. Determine if stress causes disease.
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PSY 150 Health Psychology
Syllabus
Chapter 7: Understanding and Managing Pain
1.
2.
3.
4.
5.
Explore how the nervous system registers pain.
Determine the meaning of pain.
Discuss the types of pain that present the biggest problems.
Describe how pain is measured.
Examine techniques for effective pain management.
Chapter 8: Considering Alternative Approaches
1.
2.
3.
4.
5.
Explore alternatives to conventional medicine.
Determine which products and diets count as alternative medicine.
Evaluate which manipulative practices fall within alternative practices.
Describe mind-body medicine.
Consider effective uses and limitations of alternative treatments.
Chapter 9: Behavioral Factors in Cardiovascular Disease
1.
2.
3.
4.
Examine the structures, functions, and disorders of the cardiovascular system.
Determine risk factors for cardiovascular disease.
Analyze how lifestyle relates to cardiovascular health.
Explore behaviors that allow people to lower their cardiovascular risks.
Chapter 10: Behavioral Factors in Cancer
1.
2.
3.
4.
5.
Define cancer.
Assess the changing rate of cancer deaths.
Determine cancer risk factors beyond personal control.
Describe behavioral risk factors for cancer.
Discuss the reality of living with cancer.
Chapter 11: Living with Chronic Illness
1.
2.
3.
4.
5.
6.
xxiii
Assess the impact of chronic disease on patients and families.
Discuss the impact of Alzheimer’s disease.
Describe factors involved in adjusting to diabetes.
Analyze the effects of asthma.
Examine ways to manage HIV infection.
Discuss the different ways people deal with death and grieving.
PSY 150 Health Psychology
Syllabus
Chapter 12: Smoking Tobacco
1.
2.
3.
4.
5.
6.
Analyze the effects of smoking on the respiratory system.
Examine the history of tobacco use.
Determine who chooses to smoke and why.
Describe the health consequences of tobacco use.
Propose different interventions to reduce the smoking rate.
Discuss the effects of smoking cessation.
Chapter 13: Using Alcohol and Other Drugs
1.
2.
3.
4.
5.
Explore the major trends in alcohol consumption.
Examine the health effects of drinking alcohol and why people consume alcohol.
Propose how people can change problem drinking.
Discuss problems associated with relapse.
Determine the effects of other drugs on health.
Chapter 14: Eating and Weight
1.
2.
3.
4.
5.
Explore how the digestive system functions.
Examine factors involved in weight maintenance.
Discuss obesity and how it affects health.
Describe anorexia nervosa and its treatments.
Differentiate between bulimia and binge eating.
Chapter 15: Exercising
1.
2.
3.
4.
5.
Describe the different types of physical activity.
Determine whether or not physical activity benefits the cardiovascular system.
Consider other health benefits of physical activity.
Analyze some potential hazards of physical activity.
Discuss effective interventions for improving physical activity.
Chapter 16: Future Challenges
1. Examine the role health psychology plays in contributing to the goals of Healthy People
2020.
2. Discuss the future outlook of health psychology.
3. Describe how someone could use health psychology to cultivate a healthier lifestyle.
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PSY 150 Health Psychology
Syllabus
Resources and Learning Activities
Learning extends beyond the textbook, exams, and writing assignments. To help you find out more
about the course you are completing, we have developed some learning activities and course
resources that will accompany each course. Our intention is to encourage you to explore new ideas
and concepts. You will find these located in your student portal.
We suggest you spend about 5 hours per Unit exploring and engaging in the learning activities and
the course resources listed on the student portal. As we will be adding new material on a regular
basis, we encourage you to check back frequently.
To give you an idea, here are some of the types of resources we’ve included in the student portal:
•
•
•
•
•
Learning activities to help you explore the subject in some different ways.
Suggested Readings.
Websites related to your course.
Professional organizations you might investigate.
Videos to watch.
Lastly, education goes beyond just courses and degree programs. Hopefully, as a student, you are
consistently learning and expanding your knowledge with education that transcends what you learn
at the University.
To expand awareness and appreciation for the larger scope of education, we have included resources on the following:
•
•
•
•
•
•
Critical Thinking
Ethical Reasoning
Social Responsibility
Global Citizenship
Civic Engagement
Lifelong Learning
We wish you success on your educational journey!
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PSY 150 Health Psychology
Table of Contents
Unit One
Chapter 1: Introducing Health Psychology . . . . . . .. . . . . . . . . . . . . . . .
1
Chapter 2: Conducting Health Research . . . . . . . . . . . . . . . . . . . . . . . .
10
Chapter 3: Seeking and Receiving Health Care . . . . . . . . . . . . . . . . . . .
19
Chapter 4: Adhering to Healthy Behavior . . . . . . . . . . . . . . . . . . . . . . . . 28
Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38-40
Unit Two
Chapter 5: Defining, Measuring, and Managing Stress . . . . . . . . . . . . . .
42
Chapter 6: Understanding Stress, Immunity, and Disease . . . . . . . . . . . .
51
Chapter 7: Understanding and Managing Pain . . . . . . . . . . . . . . . . . . . . 60
Chapter 8: Considering Alternative Approaches . . . . . . . . . . . . . . . . . . .
69
Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79-81
Unit Three
Chapter 9: Behavioral Factors in Cardiovascular Disease . . . . . . . . . . . . . 83
Chapter 10: Behavioral Factors in Cancer . . . . . . . . . . . . . . . . . . . . . . .
92
Chapter 11: Living with Chronic Illness . . . . . . . . . . . . . . . . . . . . . . . . . 101
Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111-113
Unit Four
Chapter 12: Smoking Tobacco . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
115
Chapter 13: Using Alcohol and Other Drugs . . . . . . . . . . . . . . . . . . . . . . 124
Chapter 14: Eating and Weight. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
133
Chapter 15: Exercising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
142
Chapter 16: Future Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161-163
Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
165
Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
xxvi
PSY 150 Health Psychology
Objectives
Chapter One
Introducing Health Psychology
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Analyze the changing field of health.
2.
Determine psychology’s relevance for health.
3.
Explore the profession of health psychology.
Instructions to Students
• Read pages 1 – 16 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
1
PSY 150 Health Psychology
Overview
Chapter 1 introduces health psychology. In this chapter, we describe the changing
patterns of disease and disability and the increasing costs of health care. We also discuss how
these trends change the very definition of what health is and require a broader view of health
than in the past. This broad view of health is the biopsychosocial model, a view adopted by health
psychologists.
2
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Biomedical model:
Biopsychosocial model:
Chronic diseases:
Health psychology:
Life expectancy:
Pathogen:
3
PSY 150 Health Psychology
Summary
Psychology’s involvement in health dates back to the beginning of the 20th century but
at that time few psychologists were involved in medicine. The psychosomatic medicine movement
brought psychological factors into the understanding of disease, and that view gave way to the
biopsychosocial approach to health and disease. By the 1970s, psychologists had begun to
develop research and treatment aimed at chronic disease and health promotion; this research and
treatment led to the founding of two fields—behavioral medicine and health psychology.
Behavioral medicine applies the knowledge and techniques of behavioral research to
physical health, including prevention, diagnosis, treatment, and rehabilitation. Health psychology
overlaps with behavioral medicine, and the two professions have many common goals. However,
behavioral medicine is an interdisciplinary field, whereas health psychology is a specialty within
the discipline of psychology. Health psychology strives to enhance health, prevent and treat
diseases, identify risk factors, improve the health care system, and shape public opinion regarding
health issues.
To maximize their contributions to health care, health psychologists must be both broadly
trained in the science of psychology and specifically trained in the knowledge and skills of areas
such as neurology, endocrinology, immunology, epidemiology, and other medical subspecialties.
Health psychologists work in a variety of settings including universities, hospitals, clinics, private
practice, and HMOs. They typically collaborate with other health care professionals in providing
services for physical disorders rather than for traditional areas of mental health care. Research
in health psychology is also likely to be a collaborative effort that may include the professions of
medicine, epidemiology, nursing, pharmacology, nutrition, and exercise physiology.
4
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Cardiovascular disease and cancer account for _____ of all deaths in the US.
a.
b.
c.
d.
the vast majority
a small minority
more than a half
around one third
2. People’s beliefs about health and illness may be incorrect. Which of these common beliefs is
TRUE?
a. The United States ranks in the top five nations in the world in terms of life expectancy.
b. The 30-year increase in life expectancy in the United States during the 20th century was
due primarily to improved medical care.
c. Infectious and chronic diseases have both decreased in the United States today.
d. none of the above
3. How do the numbers of Americans dying each year from chronic diseases compare to the
numbers of Americans living with chronic diseases each year?
a.
b.
c.
d.
about 65 times as many people die from them as live with them every year
about 65 times as many people live with them as die from them every year
about the same number of people live with them as die from them in a year
about 10 times as many people live with them as die from them every year
4. In the United States, people ages 15 to 24 are most likely to die from _______ and _______.
a.
b.
c.
d.
cancer; heart disease
unintentional injuries; homicide
homicide; cancer
suicide; HIV infection
5. Individuals who have gone to college have lower death rates from ______ than those who have
not.
a.
b.
c.
d.
5
infectious diseases, but higher from chronic diseases
unintentional injuries than from any kind of diseases
unintentional injuries, chronic and infectious diseases
chronic and infectious diseases than accidental injury
PSY 150 Health Psychology
Self Test
6. Which of the following has been a major health trend in the U.S. since 1900?
a.
b.
c.
d.
cost of medical care has risen faster than inflation
health has been more frequently defined as the absence of illness
acute illnesses have replaced chronic diseases as the leading causes of death
the biomedical model has been accepted by most psychologists
7. Among historical and cultural perspectives about health, which one of the following is MOST
different from the others?
a.
b.
c.
d.
Ancient China
Early Christians
Native Americans
Western Africans
8. As a health psychologist, Angela Bryan develops interventions to change health behaviors that
are affected by _______ factors.
a.
b.
c.
d.
psychological
sociological
biological
all the above
9. The single most important contributor to an increase in life expectancy is ______.
a.
b.
c.
d.
the decrease in the infant mortality rate
the increase in individuals’ beliefs in the importance of exercise
advancement in medical technology
advancement in medical care
10. Health psychologists are most likely to see health ______.
a.
b.
c.
d.
6
from a biomedical viewpoint
from a biopsychosocial viewpoint
as the absence of illness
as a single dimensional condition
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Biomedical model: A perspective that considers disease to result from exposure to a specific
disease-causing organism.
Biopsychosocial model: The approach to health that includes biological, psychological, and social
influences.
Chronic diseases: Long-lasting diseases that can be controlled but not cured.
Health psychology: A field of psychology that contributes to both behavioral medicine and
behavioral health; the scientific study of behaviors that relate to health enhancement, disease
prevention, and rehabilitation.
Life expectancy: The expected number of years of life that remain for a person of a given age.
Pathogen: Any disease-causing organism.
7
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. c
2. d
3. b
4. b
5. c
6. a
7. b
8. d
9. a
10. b
8
PSY 150 Health Psychology
Notes
9
PSY 150 Health Psychology
Objectives
Chapter Two
Conducting Health Research
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Assess the placebo effect in treatment and research.
2.
Examine research methods in psychology.
3.
Interpret research methods in epidemiology.
4.
Analyze different research tools.
Instructions to Students
• Read pages 17 – 36 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
10
PSY 150 Health Psychology
Overview
Chapter 2 examines conducting health research. We will look at the way health
psychologists conduct research, emphasizing psychology from the behavioral sciences and
epidemiology from the biomedical sciences. These two disciplines share some methods for
investigating health-related behaviors, but the two areas also have their own unique contributions
to scientific methodology.
11
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Correlational studies:
Double-blind design:
Longitudinal studies:
Nocebo effect:
Placebo:
Single-blind design:
12
PSY 150 Health Psychology
Summary
Psychology has contributed to health knowledge in at least five important ways. First
is its long tradition of techniques to change behavior. Second is an emphasis on health rather
than disease. Third is the development of reliable and valid measuring instruments. Fourth is
the construction of useful theoretical models to explain health-related research. Fifth is various
research methods used in psychology.
As we described in chapter 1, health psychology involves the application of psychological
principles to the understanding and improvement of physical health. The placebo effect represents
one of the clearest examples of the link between people’s beliefs and their physical health.
A placebo is an inactive substance or condition having the appearance of an active
treatment. It may cause participants in an experiment to improve or change behavior because
of their belief in the placebo’s effectiveness and their prior experiences with receiving effective
treatment. Although placebos can have a positive effect from the patient’s point of view, they are a
problem for the researcher. In general, a placebo’s effects are about 35%; its effects on reducing
pain may be higher, whereas its effects on other conditions may be lower. Placebos can influence a
wide variety of disorders and diseases.
Experimental designs that measure the efficacy of an intervention, such as a drug,
typically use a placebo so that people in the control group (who receive the placebo) have the
same expectations for success as do people in the experimental group (who receive the active
treatment). Drug studies are usually double-blind designs, meaning that neither the participants
nor the people administering the drug know who receives the placebo and who receives the
active drug. Researchers in psychological treatment studies are often not “blind” concerning the
treatment, but participants are, creating a single-blind design for these studies.
Two important tools aid the work of scientists: useful theories and accurate measurement.
Useful theories (1) generate research, (2) predict and explain research data, and (3) help the
practitioner solve a variety of problems. Accurate psychometric instruments are both reliable and
valid. Reliability is the extent to which an assessment device measures consistently, and validity is
the extent to which an assessment instrument measures what it is supposed to measure.
13
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Using placebos ______.
a.
b.
c.
d.
make it easier to determine the effectiveness of a therapeutic intervention
does not produce any type of unfavorable effect
is easy to control in psychotherapeutic treatment
hinder the evaluation of the effectiveness of treatment programs
2. What does research indicate about the relative effectiveness of placebos?
a.
b.
c.
d.
surgery has more placebo effect than injections
pills have more powerful effects than injections
treatments that cost less produce greater effects
taking more or fewer doses makes no difference
3. Which type of epidemiological study is MOST similar to an experimental design in psychology?
a.
b.
c.
d.
a case-control epidemiology study
a retrospective epidemiology study
a prospective epidemiology study
a randomized and controlled trial
4. A correlation of .80 would indicate a _______ and _______ relationship between two variables.
a.
b.
c.
d.
strong; positive
strong; negative
weak; positive
weak; negative
5. Research has found that lung cancer increases with number of cigarettes smoked. This finding
indicates ______.
a.
b.
c.
d.
14
a negative relationship between smoking and lung cancer
a positive relationship between smoking and lung cancer
specific proof that smoking cigarettes causes lung cancer
smoking is more likely with personalities prone to cancer
PSY 150 Health Psychology
Self Test
6. Wendi is a long-time smoker, which carries a relative risk of about 23.0 for lung cancer death
and 2.0 for heart disease mortality. From this information you can conclude that ______.
a.
b.
c.
d.
Wendi is more than four times as likely to die from lung cancer as from heart disease
Wendi’s absolute risk for lung cancer is greater than her absolute risk for heart disease
Wendi is about 23 times more likely to die of lung cancer than those who do not smoke
Wendi is about 23 times more likely to die of heart disease than her twin sister
7. Prevalence of an illness refers to ______.
a.
b.
c.
d.
the proportion of the population that has a disease at a specific time
the number of new disease cases in a year
the percentage of new disease cases in a year
the percentage of total deaths caused by a disease in one year
8. An accurate psychometric testing instrument ______.
a.
b.
c.
d.
must be both valid and reliable
may be valid but not reliable
may be reliable but not valid
must be given with time limits
9. Which of these “sugar pills” is likely to have the greatest positive effect?
a.
b.
c.
d.
white pills rather than colored pills
very small pills rather than medium-size pills
capsules rather than tablets
generic pills rather than brand-name drugs
10. Test X is designed to predict which individuals in a smoking cessation program will
successfully quit smoking. Scores from Test X administered at the beginning of a cessation
program correlate .89 with length of time smokers are able to quit. This evidence suggests that
Test X is ______.
a.
b.
c.
d.
15
reliable
valid
standardized
consistent
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Correlational studies: Studies designed to yield information concerning the degree of relationship
between two variables.
Double-blind design: An experimental design in which neither the subjects nor those who dispense
the treatment condition have knowledge of who receives the treatment and who receives the
placebo.
Longitudinal studies: Research designs in which one group of participants is studied over a period
of time.
Nocebo effect: Adverse effect of a placebo.
Placebo: An inactive substance or condition that has the appearance of an active treatment and
may cause improvement or change because of people’s belief in the placebo’s efficacy.
Single-blind design: A design in which the participants do not know if they are receiving the active
or inactive treatment, but the providers are not blind to treatment conditions.
16
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. d
2. a
3. d
4. a
5. b
6. c
7. a
8. a
9. c
10. b
17
PSY 150 Health Psychology
Notes
18
PSY 150 Health Psychology
Objectives
Chapter Three
Seeking and Receiving Health Care
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Analyze factors related to seeking medical attention.
2.
Consider reasons as to why people seek out medical
information from nonmedical resources first.
3.
Discuss the problems people encounter in receiving medical
care.
Instructions to Students
• Read pages 37 – 56 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
19
PSY 150 Health Psychology
Overview
In chapter 3 we will discuss seeking and receiving health care. Psychologists have
formulated several models in an attempt to predict and make sense of behaviors related to health.
This chapter looks briefly at some of these models as they relate to health-seeking behavior.
20
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Controllability:
Disease:
Illness behavior:
Lay referral network:
Neuroticism:
Sick role behavior:
21
PSY 150 Health Psychology
Summary
How people determine their health status when they don’t feel well depends not only on
social, ethnic, and demographic factors but also on the characteristics of their symptoms and their
concept of illness. In deciding whether they are ill, people consider at least four characteristics
of their symptoms: (1) the obvious visibility of the symptoms, (2) the perceived severity of the
illness, (3) the degree to which the symptoms interfere with their lives, and (4) the frequency and
persistence of the symptoms. Once people are diagnosed as sick, they adopt the sick role that
involves relief from normal social and occupational responsibilities and the duty to try to get better.
Prior to seeking medical care and information from the health care system, people often
turn to other people and the Internet. The lay referral network refers to family and friends who
often help interpret the meaning of symptoms as well as suggest possible causes and cures.
In recent years, the Internet is a common source of health information, although the quality of
health information on the Internet varies widely. When patients find accurate and relevant health
information, it can benefit the patient–practitioner relationship. However, not all patients have
access to health information through the Internet or are wary of bringing up such information with
their providers.
The expense of medical care has led to restricted access for most U.S. residents. People
who have medical insurance receive better care and have more choices about their care than
people without insurance. Concerns about medical costs led to the creation of two U.S. government
programs: Medicare, which pays for hospitalization for those over age 65, and Medicaid, which
pays for care for poor people who are aged, blind, disabled, pregnant, or the parents of a
dependent child.
Physicians are primary sources of medical care, but alternative sources have become
more popular over the past two decades. People without medical insurance often have limitations
in securing a regular medical care practitioner. Patients’ satisfaction with their providers is an
important factor in seeking medical care, as well as adherence to medical advice. Physicians
who listen to their patients and are perceived as personable, confident, and empathetic are those
who are most likely to be rated as excellent physicians. Female physicians tend to exhibit these
characteristics more than male physicians.
Hospitalized patients often experience added stress as a result of being in the hospital.
They are typically regarded as “nonpersons,” receive inadequate information concerning their
illness, and experience some loss of control over their lives. They are expected to conform to
hospital routine and to comply with frequent requests of the hospital staff. Hospitalized children
and their parents experience special problems and may receive special training to help them deal
with hospitalization. Several types of interventions, including modeling and cognitive behavioral
programs, are effective in helping children and their parents cope with this difficult situation.
22
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Although the terms “disease” and “illness” are often used interchangeably, they have
somewhat different meanings. Technically, disease refers to ______.
a.
b.
c.
d.
psychological disorders
the experience of being sick
the process of physical damage
an existing, official diagnosis
2. Of all ethnic groups, _____ are the most likely to report a visit to a physician.
a.
b.
c.
d.
Asian Americans
European Americans
African Americans
Mexican Americans
3. Which of the following is a possible adverse outcome from not having health insurance in
America today?
a.
b.
c.
d.
the only harm it causes is to the health of the uninsured
it may reduce care quality and raise costs for the insured
the only harm it causes is to overload emergency rooms
it may raise uninsured health crises, but not mortality risk
4. What is the BEST way to summarize a point made by your text’s discussion of hospital errors?
a.
b.
c.
d.
the goal of medical practice is ultimately to render it free of all errors
systems that inhibit errors are more expensive but make patients safer
systems to inhibit errors cut hospitalization cost but risk patient safety
patient safety improves and costs lower via systems that inhibit errors
5. Which of the following BEST describes the publicity regarding toxic drug reactions in hospitals
in recent years?
a.
b.
c.
d.
23
wide publicity but little public concern
strong public concern but little publicity
high publicity, concern; little reduction
low publicity and concern, no reduction
PSY 150 Health Psychology
Self Test
6. As of 2016, the NCHS found _______ of Americans did not have health insurance.
a.
b.
c.
d.
under 1/10
over 1/10
over 1/4
under 1/20
7. Among Segall’s sick role rights and responsibilities, making health-related decisions typically
applies most to whom?
a.
b.
c.
d.
parents
children
the poor
all of the above
8. What is the MOST accurate way to characterize the outcomes of hospital medication errors in
the United States?
a.
b.
c.
d.
they cause more illness in patients but not more deaths
they cause more deaths of patients but not more illness
they cause longer hospitalization duration but not costs
they cause more illness, death, and hospitalization costs
9. Fred has symptoms of indigestion that bother him. People in his lay referral network urge him
to change his current high-fat, spicy diet. What is MOST TRUE about this?
a.
b.
c.
d.
it is unusual that they would not tell him to see a doctor instead
it is unusual that he would consult them before seeing a doctor
it would be more typical if they advised an alternative therapy
it is typical that he would consult them before seeing a doctor
10. Ian has recently begun to notice several different symptoms he has never had before and is
concerned they could indicate some disease. If he is like most people, what is the first thing
he will do?
a.
b.
c.
d.
24
go see his primary care doctor
consult a specialist physician
consult a lay referral network
most people would do nothing
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Controllability: The controllability of a disease refers to people’s belief that they can control the
course of their illness by controlling the treatment or the disease.
Disease: Refers to the process of physical damage within the body, which can exist even in the
absence of a label or diagnosis.
Illness behavior: Those activities undertaken by people who feel ill and who wish to discover their
state of health, as well as suitable remedies. Illness behavior precedes formal diagnosis.
Lay referral network: The network of family and friends from whom a person may first seek medical
information and advice.
Neuroticism: A personality trait marked by a tendency to experience negative emotional states.
Sick role behavior: Those activities undertaken by people who have been diagnosed as sick that are
directed at getting well.
25
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. c
2. b
3. b
4. d
5. c
6. b
7. a
8. d
9. a
10. c
26
PSY 150 Health Psychology
Notes
27
PSY 150 Health Psychology
Objectives
Chapter Four
Adhering to Healthy Behavior
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Discuss adherence, how it is measured, and how frequently
it occurs.
2.
Analyze what factors predict adherence.
3.
Explore continuum theories of health behavior and how they
explain adherence.
4.
Describe intention-behavior gap and the factors that predict
whether intentions are translated into behavior.
5.
Propose ways adherence can be improved.
Instructions to Students
• Read pages 57 – 84 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
28
PSY 150 Health Psychology
Overview
Developing an appropriate communication policy and determining attainable goals are
early steps in creating and improving a school–community relations program. An appropriate policy
describes the rationale for undertaking the program, expresses the system’s commitment to open
communication, and authorizes and charges the administration with responsibility for determining
the means by which the policy will be implemented.
29
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Adherence:
Conscientiousness:
Continuum theories:
Optimistic bias:
Self-efficacy:
Social support:
30
PSY 150 Health Psychology
Summary
Adhering to healthy behavior was discussed in chapter 4. Adherence is the extent to which
a person is able and willing to follow medical and health advice. In order for people to profit from
adherence, first, the advice must be valid, and second, patients must follow that advice. Inability
or unwillingness to adhere to health-related behaviors increases people’s chances of serious health
problems or even death.
The frequency of non-adherence depends on the nature of the illness. People are more
likely to adhere to a medication regimen than to a diet plan or exercise program. The average
rate of non-adherence is slightly less than 25%. To understand and improve adherence, health
psychologists seek to understand the barriers that keep people from adhering, including the
difficulty of altering lifestyles of long duration, inadequate practitioner, patient communications,
and erroneous beliefs as to what advice patients should follow.
Several conditions predict poor adherence: (1) side effects of the medication, (2) long
and complicated treatment regimens, (3) personal factors such as old or young age, (4) emotional
factors such as conscientiousness and emotional problems such as stress and depression,
(5) economic barriers to obtaining treatment or paying for prescriptions, (6) lack of social
support, and (7) patients’ cultural beliefs that the medical regimen is ineffective. Researchers
and practitioners need to understand that the factors identified as influencing adherence interact
in complex ways. However, many of these factors may not be easy to change; thus, researchers
develop theories of health behavior that identify factors that may be easier to modify.
Behavioral theory focuses on reinforcement and habits that must be changed. When a
person’s attempts to change behavior are met with rewards, it is more likely that those changes
will persist. Rewards can be extrinsic (money and compliments) or intrinsic (feeling healthier).
Behavioral theory also recognizes the importance of cues and contracts in improving adherence.
Effective programs to improve compliance rates frequently include cues to signal the time
for taking medication, clearly written instructions, simplified medication regimens, prescriptions
tailored to the patient’s daily schedule, and rewards for compliant behavior. Despite these effective
strategies, the problem of non-adherence remains a major challenge for the health psychologist.
31
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Which of the following must a person have during the second phase of the health action
process approach model?
a.
b.
c.
d.
a perception of a personal risk
expectations of good outcomes
a feeling of action self-efficacy
plans for anticipated setbacks
2. An adherent patient who reduces her pain by taking prescribed medication as scheduled is an
example of ______.
a.
b.
c.
d.
classical conditioning
negative punishment
positive reinforcement
negative reinforcement
3. A health psychologist is planning an intervention to help a client (who keeps forgetting to
take her medication as directed) improve her adherence. Based on research findings, which
behavioral intervention would be MOST effective?
a.
b.
c.
d.
techniques for tailoring the regimen
implementing a contingency contract
a graduated regimen implementation
any of the above would work just as well
4. _____ is an individual’s perception of how much control he or she has over his or her own
behavior and is one factor that determines intentions in the theory of planned behavior.
a.
b.
c.
d.
Self-efficacy
Perceived behavioral control
Subjective norm
Attitude
5. In a study that examined medication adherence in heart failure patients, adherence was
measured by both a Medication Event Monitoring System (MEMS) and by patient self-report.
______ predicted survival over a 6-month period, whereas ______ did not.
a.
b.
c.
d.
32
Patient self-report; MEMS
MEMS; patient self-report
Practitioner self-report; MEMS
Exercise; MEMS
PSY 150 Health Psychology
Self Test
6. Dawson’s dentist calls to remind him of his scheduled appointment in three days. When
Dawson arrives at the dentist’s office he is permitted to select a lottery ticket as a reward for
keeping his appointment. From this information, it appears that Dawson’s dentist is using an
approach based on the _______ model of adherence.
a.
b.
c.
d.
health belief
self-efficacy
theory of planned behavior
behavioral theory
7. What did meta-analysis of many studies find regarding the predictive value of the theory of
planned behavior?
a.
b.
c.
d.
it best predicts behaviors for abstinence
it best predicts use of alcohol and drugs
it best predicts diet and physical activity
it best predicts all risk-taking behaviors
8. _____ is an individual’s perception of the social pressure to perform or not to perform an
action.
a.
b.
c.
d.
Self-efficacy
Perceived behavioral control
Subjective norm
Attitude
9. Research has found that planning was influential to adult physical activity ______.
a.
b.
c.
d.
to motivate those with no intention of exercising
only for those who had an intention of exercising
for all participants irrespective of their intentions
for raising awareness, but not promoting activity
10. People who experience high levels of stress ______.
a. become more adherent to medication routines oriented toward controlling their stress
b. become less adherent to medications for chronic conditions but not for short-term
problems
c. become more likely to adhere
d. become less likely to adhere
33
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Adherence: A patient’s ability and willingness to follow recommended health practices.
Conscientiousness: A personality trait marked by a tendency to be planful and goal-oriented, to
delay gratification, and to follow norms and rules.
Continuum theories: Theories that explain adherence with a single set of factors that should apply
equally to all people.
Optimistic bias: The belief that other people, but not oneself, will develop a disease, have an
accident, or experience other negative events.
Self-efficacy: The belief that one is capable of performing the behaviors that will produce desired
outcomes in any particular situation.
Social support: Both tangible and intangible support a person receives from other people.
34
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. d
2. d
3. a
4. b
5. b
6. d
7. c
8. c
9. b
10. d
35
PSY 150 Health Psychology
Notes
36
PSY 150 Health Psychology
Unit One
It’s time to take your Unit
One Examination!
Please read the following pages before you
begin.
We’re rooting for you!
37
PSY 150 Health Psychology
Unit 1 Examination
Instructions
The Unit Examination
At the conclusion of each unit, you will have a unit examination and
a writing assignment. The unit examination contains 25 multiplechoice questions, and the writing assignment will have several
questions/prompts from which you will choose one to answer.
If you are completing your work online, you will find the exam
questions and writing assignments by logging into the Student Portal,
clicking on My Academic Plan, and then selecting the course you are
working on.
For students who receive coursework by mail, the exam questions and
answer sheets are included separately as a part of your coursework
packet.
Each of the multiple-choice questions, as well as the comprehensive
writing assignment questions, are based on the unit you are
completing. In addition, each question has been selected to reflect
the learning objectives identified in each chapter covered so far in
your textbook.
You will find additional information on completing the writing
assignment on the next page of this Study Guide.
For the unit examination, your grade on the examination will be
determined by the percentage of correct answers. The university
utilizes the following grading system:
A = 90% – 100% correct
B = 80% – 89% correct
C = 70% – 79% correct
D = 60% – 69% correct
F = 59% and below correct
4 grade points
3 grade points
2 grade points
1 grade point
0 grade points
Completing The Unit One Multiple-Choice Examination
Before beginning your examination, we recommend that you
thoroughly review the textbook chapters and other materials covered
in each unit, and follow the suggestions in the Mastering the Course
Content section of the syllabus.
We encourage you to take your time, go through the examination,
and identify questions you know the answers to. A good strategy is
to answer all of the questions you are familiar and comfortable with
first, and then go back to work on items that you find more difficult.
If you wish to challenge a particular item, please review the
Challenging a Test Item section of the syllabus.
Good luck with your multiple-choice examination!
38
PSY 150 Health Psychology
Unit 1 Examination
Instructions
Writing Assignment Instructions and Strategies for Success
Each course requires students to complete writing assignments. To help you successfully complete the
writing assignment requirement, here are some things you need to know.
•
If you are submitting your writing assignments through the Student Portal, then select one of the
writing prompts displayed in the portal and begin your answer in the text box directly below the writing
prompts. The text editor will automatically include all necessary identification information (i.e., your
name, student number, course number, writing assignment number, etc.) once you submit your writing
assignment for evaluation.
•
If you are submitting your work via email attachment or U.S. mail, you will need to include your name,
student number, course number, course title, writing assignment number (i.e. writing assignment 1, 2,
3, or 4) and identify the question number you are answering followed by the actual question itself (in
bold type). Your writing assignment will need to be typed double-spaced, using a standard font and 12
point type size.
While word count is NOT one of the criteria that is used in assigning points to writing assignment
submissions, students who are successful in earning the maximum number of points tend to submit writing
assignments that are 350-500 words (1-2 pages) per question.
Students can earn a maximum of 25 points for each writing assignment submitted. The following are some
factors the faculty consider as they evaluate your work—with 5 points given for each category:
•
Standard Essay Format: The faculty will be evaluating your work to see that you have used the
proper format. This includes standard essay format: introduction/body/conclusion. You will find
additional information and sample writing assignments on the Student Portal, including helpful
videos that will walk you through the steps for creating a proper essay.
•
Understanding the Course Content: The faculty will be evaluating your work to see that you
demonstrate an understanding of course content and that you are covering key concepts discussed
in the textbook. While you may certainly provide additional information from outside sources, you
must use the course textbook as your primary source of information.
•
A Clear and Well-Developed Response: The faculty will be evaluating you on your ability to present
a well-organized and developed response that is clear in its presentation of the course material.
•
The Ability to Understand the Course Content: The faculty will be evaluating you on your ability
to examine, assess, evaluate, and/or analyze course content and key concepts. You will need to
demonstrate you can look at the course material in various ways and present your review in your
writing assignment.
•
Good Presentation: The faculty will be evaluating your work to ensure you have the proper use of
grammar, spelling, punctuation, citation style, etc.
(continued on the next page)
39
PSY 150 Health Psychology
Unit 1 Examination
Instructions
To help you earn the maximum number of points (25 points) for your writing assignments, we have
developed some strategies for you to use:
•
Be sure to organize your writing assignment to meet the standard essay format. Students will often
have the answer, but their work is poorly formatted. This is one of the most common critiques
made by faculty members—students do not present their work in a standard essay format. The
maximum points are given for work that is clearly developed with effective transitions from point to
point.
•
Read the question/prompt carefully and be sure you are covering key concepts outlined in the
textbook. Students will sometimes find information only through an Internet source or personal/
professional experience, discuss that information, and not cover key concepts outlined in the
textbook. Be sure you understand what the question/prompt is asking for and discuss the textbook
material first. After that, you may feel free to add additional information as it provides support or
contrast to the textbook material. The maximum points are given for work that demonstrates an
in-depth understanding of the ideas in the assigned readings.
•
Be sure to present your work in a clear and organized fashion that is easy to follow. The maximum
points are given for well organized writing submissions that respond to the assignment clearly and
directly.
•
Depending on the question/prompt, you need to demonstrate your ability to evaluate, assess,
and analyze the concepts related to the question/prompt. With this, you are showing the faculty
you have a solid understanding of the material and are capable of looking at it from different
perspectives. The maximum points are awarded for writing assignments that demonstrate both a
solid understanding of the material and make connections between varying points.
•
Your writing assignment should use proper grammar, sentence structure, punctuation, and provide
references/citations. The maximum points are awarded for writing submissions that include all of
these features. Proofreading your work before submitting it to the university will help ensure that
all of these expectations have been met.
References/Citations:
•
Students must use APA style citations in their writing assignments. For detailed information on
how to properly cite your work, you may refer to the Student Handbook or to the Student Resources
tab on the main page of the Student Portal.
Plagiarism:
•
Plagiarism is intentionally presenting the work of another as your own. This is a serious academic
infraction. Do not simply copy and paste your answers from the Internet and do not copy your
answers from the textbook. All work must be free of any form of plagiarism. Writing assignment
responses must be paraphrased in your own words to explain and reflect the concepts and theories
presented in the textbook. Please keep any direct quotes from the text to a minimum and identify
them with the proper citation.
•
For additional information on plagiarism, you may refer to the course syllabus, Student Handbook,
or to the Student Resources tab on the main page of the Student Portal.
Good luck with your writing!
40
PSY 150 Health Psychology
You Can Do It
You have just completed Unit 1 of this course.
You are off to a great start!
Keep up the good work!
41
PSY 150 Health Psychology
Objectives
Chapter Five
Defining, Measuring, and Managing Stress
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Examine the nervous system and the physiology of stress.
2.
Discuss theories that explain stress.
3.
Propose sources that produce stress.
4.
Analyze how stress is measured.
5.
Describe effective coping strategies.
6.
Determine effective behavioral techniques for stress
management.
Instructions to Students
• Read pages 85 – 117 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
42
PSY 150 Health Psychology
Overview
This chapter looks at what stress is, how it can be measured, some of the effective and
ineffective strategies that people use to cope, and some behavioral management techniques that
can help people cope more effectively. In this chapter, we first look at the physiological bases of
stress.
43
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Central nervous system (CNS):
Neurons:
Neurotransmitters:
Parasympathetic nervous system:
Peripheral nervous system (PNS):
Synaptic cleft:
44
PSY 150 Health Psychology
Summary
Chapter 5 examined how we define, measure, and manage stress. The physiology of
the stress response is complex. When a person perceives stress, the sympathetic division of the
ANS rouses the person from a resting state in two ways: by stimulating the sympathetic nervous
system and by producing hormones. The ANS activation is rapid, as is all neural transmission,
whereas the action of the neuroendocrine system is slower but longer lasting. The pituitary releases
ACTH, which in turn affects the adrenal cortex. Glucocorticoid release prepares the body to
resist the stress and even to cope with injury by the release of cortisol. Together, the two systems
form the physiological basis for allostasis—adaptive responses under conditions of change. An
understanding of the physiology of stress does not completely clarify the meaning of stress. Several
models, described next, attempt to better define and explain stress.
Two leading theories of stress are those of Selye and Lazarus. Selye, the first researcher
to look closely at stress, first saw stress as a stimulus but later viewed it as a response. Whenever
animals (including humans) encounter a threatening stimulus, they mobilize themselves in a
generalized attempt to adapt to that stimulus. This mobilization, called the general adaptation
syndrome, has three stages—alarm, resistance, and exhaustion—and the potential for trauma or
illness exists at all three stages.
In contrast, Lazarus held a cognitively oriented, transactional view of stress and coping.
Stressful encounters are dynamic and complex, constantly changing and unfolding, so that the
outcomes of one stressful event alter subsequent appraisals of new events. Individual differences
in coping strategies and in the appraisal of stressful events are crucial to a person’s experience of
stress; therefore, the likelihood of developing any stress-related disorder varies with the individual.
Emotional disclosure calls for patients to disclose strong negative emotions, most often
through writing. People using this technique write about traumatic life events for 15 to 20
minutes, three or four times a week. Emotional disclosure generally enhances health, relieves
anxiety, reduces visits to health care providers, and may reduce the symptoms of asthma,
rheumatoid arthritis, and cancer.
Mindfulness-based stress reduction interventions foster a nonjudgmental focus and
attention on the present moment. Mindfulness interventions can decrease stress, depression,
anxiety, and may also improve physiological measures such as blood pressure as well.
45
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. People who own a _______ are over eight times more likely to be alive a year after having a
heart attack than those who do not own one.
a.
b.
c.
d.
bicycle
dog
pedometer
heart monitor
2. Which of the following do progressive muscle relaxation and autogenic training have in
common?
a.
b.
c.
d.
lessening muscular tension
changing how people think
changing what people think
all of the above
3. What is the difference between glands of the endocrine and neuroendocrine systems?
a. glands in the neuroendocrine system are controlled by the nervous system
b. glands in the endocrine system are controlled by the autonomic nervous system
c. glands in the neuroendocrine system secrete hormones, but those in the endocrine system
do not
d. glands in the endocrine system secrete hormones, but those in the neuroendocrine system
do not
4. When the physiological stress response has been active for a prolonged amount of time, ______
may occur.
a.
b.
c.
d.
allostatic load
survival
“fight or flight” response
coping
5. Which of these jobs is ordinarily LEAST stressful?
a.
b.
c.
d.
46
farm worker
waiter or waitress
chief executive officer
construction worker
PSY 150 Health Psychology
Self Test
6. Stressful events that are so powerful that they affect large numbers of people fit into the
category of ______.
a.
b.
c.
d.
life events
cataclysmic events
daily hassles
unintentional events
7. The most stressful occupations are those that offer ______.
a.
b.
c.
d.
high demands and low control
high demands and high control
low demands and low control
low demands and high control
8. James Pennebaker has demonstrated that ______.
a.
b.
c.
d.
writing or talking about traumatic events can produce positive results
relaxation training is more effective than biofeedback to address pain
social support is critical in helping patients to cope with chronic pain
social support is not critical in helping patients cope with chronic pain
9. Emotional disclosure improves not only ______ but also _______.
a.
b.
c.
d.
social support; number of close friends
feelings of distress; physical symptoms
fever; hepatic indicators
sleep problems; negative life events
10. Lazarus saw stress as stemming from ______.
a.
b.
c.
d.
47
strong emotional reactions to environmental stimuli
negative life events
positive life events
the person’s perception of an event
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Central nervous system (CNS): All the neurons within the brain and spinal cord.
Neurons: Nerve cells.
Neurotransmitters: Chemicals that are released by neurons that affect the activity of other neurons.
Parasympathetic nervous system: A division of the autonomic nervous system that promotes
relaxation and functions under normal, non-stressful conditions.
Peripheral nervous system (PNS): The nerves that lie outside the brain and spinal cord.
Synaptic cleft: The space between neurons.
48
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. b
2. a
3. a
4. a
5. c
6. b
7. a
8. a
9. b
10. d
49
PSY 150 Health Psychology
Notes
50
PSY 150 Health Psychology
Objectives
Chapter Six
Understanding Stress, Immunity, and Disease
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Describe how the immune system functions.
2.
Analyze how the field of psychoneuroimmunology relate
behavior to disease.
3.
Determine if stress causes disease.
Instructions to Students
• Read pages 119 – 142 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
51
PSY 150 Health Psychology
Overview
This chapter reviews the evidence relating to stress as a possible cause of disease. In
chapter 5, you learned that stress can influence health-related behaviors, which can increase risk
for disease or death. If stress, a psychological factor, can also influence physical disease directly,
some mechanism must exist to allow this interaction. In this chapter, we will examine how stress
can increase risk for health problems through biological processes. We begin with a discussion
of the immune system, which protects the body against stress-related diseases and provides one
mechanism for stress to cause disease.
52
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Lymph:
Lymph node:
Lymphatic system:
Spleen:
Thymosin:
Thymus:
53
PSY 150 Health Psychology
Summary
This chapter reviewed the evidence relating to stress as a possible cause of disease. If
stress can cause disease directly, it can do so only by affecting biological processes. One likely
candidate for this interaction is the immune system, which is made up of tissues, organs, and
processes that protect the body from invasion by foreign material such as bacteria, viruses, and
fungi.
The immune system also protects the body by eliminating damaged cells. Immune system
responses can be either nonspecific or specific. The nonspecific response is capable of attacking
any invader, whereas specific responses attack one particular invader. Immune system problems
can stem from several sources, including organ transplants, allergies, drugs used for cancer
chemotherapy, and immune deficiency. HIV damages the immune system, creating a deficiency
that leaves the person vulnerable to a variety of infectious and malignant diseases.
Psychoneuroimmunology research demonstrates that various functions of the immune
system respond to both short-term and long-term psychological stress. Researchers are making
progress toward linking psychological factors, immune system function, and disease but few
studies have included all three elements.
Some research has been successful in linking immune system changes to changes in
health status; this link is necessary to complete the chain between psychological factors and
disease. In addition to establishing links between psychological factors and immune system
changes, researchers attempt to specify the physical mechanisms through which these changes
occur. Possible mechanisms include direct connections between nervous and immune systems
and an indirect connection through the neuroendocrine system. Chemical messengers called
cytokines also allow for communication between immune and nervous system and possible effects
on behavior. In addition, stress may prompt people to change their behaviors, adopting less healthy
habits that are risk factors for disease.
54
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. The most solid research evidence suggests that ______.
a.
b.
c.
d.
stress can trigger an asthma attack
stress is the strongest risk factor for cardiovascular disease
stress is the chief cause of depression
stress is unrelated to both depression and anxiety
2. The diathesis-stress model assumes that to become ill, ______.
a.
b.
c.
d.
a person must have a relatively permanent predisposition to the illness
a person must experience some sort of stress
both a and b
none of the above
3. Recent research that presented photographs of infectious disease to participants found that,
after viewing these pictures, participants ______.
a.
b.
c.
d.
sneezed and felt nauseated
reported more trips to the health center that semester
had increased proinflammatory cytokine production
all of the above
4. The type of stress that people most closely associate with headaches is ______.
a.
b.
c.
d.
major life events, such as loss of a loved one
daily hassles
persistent fears and anxiety
depression
5. One route through which stress may affect the immune system is through ______.
a.
b.
c.
d.
lowered epinephrine levels
elevated cortisol levels
reverse peristalsis
any of the above
6. Ader and Cohen demonstrated that ______.
a.
b.
c.
d.
55
the immune system could be conditioned
the immune system was independent of the nervous system
the adrenomedullary response was independent of the adrenocortical response
allostasis does not apply to the General Adaptation Syndrome
PSY 150 Health Psychology
Self Test
7. Anneli and Viveka have each had genetic testing. Anneli has been identified as having a
high genetic risk for depression; Viveka has been identified as having a low genetic risk for
depression. Based on Kendler and colleagues’ 2007 findings, what is likely?
a.
b.
c.
d.
stress will be more predictive of depression for Anneli than for Viveka
stress will be more predictive of depression for Viveka than for Anneli
stress will be equally predictive of depression for both of these women
stress will be no more predictive of depression for either of the women
8. HIV is caused by ______.
a.
b.
c.
d.
a viral infection
a bacterial infection
exposure to a cancer-causing agent
homosexuality
9. Which have researchers found about marital conflict relative to immune response?
a. Marital conflict disrupts immune response regardless of whether or how couples
communicate.
b. Marital conflict disrupts immune response less for couples who communicate productively.
c. Marital conflict disrupts immune response less for couples who communicate in any way.
d. Marital conflict disrupts immune response more for couples who communicate in any way.
10. Stress may relate to disease because people under stress may ______.
a.
b.
c.
d.
56
abuse substances
eat unhealthy foods
have sleep problems
do any or all of these.
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Lymph: Tissue fluid that has entered a lymphatic vessel.
Lymph node: Small nodules of lymphatic tissue spaced throughout the lymphatic system that help
clean lymph of debris.
Lymphatic system: System that transports lymph through the body.
Spleen: A large organ near the stomach that serves as a repository for lymphocytes and red blood
cells.
Thymosin: A hormone produced by the thymus.
Thymus: An organ located near the heart that secretes thymosin and thus processes and activates
T-cells.
57
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. a
2. c
3. c
4. b
5. b
6. a
7. b
8. a
9. b
10. d
58
PSY 150 Health Psychology
Notes
59
PSY 150 Health Psychology
Objectives
Chapter Seven
Understanding and Managing Pain
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Explore how the nervous system registers pain.
2.
Determine the meaning of pain.
3.
Discuss the types of pain that present the biggest problems.
4.
Describe how pain is measured.
5.
Examine techniques for effective pain management.
Instructions to Students
• Read pages 143 – 172 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
60
PSY 150 Health Psychology
Overview
In this chapter, we explore the many mysteries of pain. To understand these mysteries, we
must first examine how the nervous system registers pain. One might think that a life without pain
would be wonderful. However, pain plays a necessary and basic role in survival; pain is the body’s
way of calling attention to injury.
61
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Afferent (sensory) neurons:
Efferent (motor) neurons:
Interneurons:
Primary afferents:
Somatosensory system:
Substantia gelatinosa:
62
PSY 150 Health Psychology
Summary
Chapter 7 discussed understanding and managing pain. Pain can be acute and prechronic
or chronic, depending on the length of time that the pain has persisted. Acute pain is usually
adaptive and lasts for less than 6 months. Chronic pain continues beyond the time of healing,
often in the absence of detectable tissue damage. Prechronic pain occurs between acute and
chronic pain. All of these stages of pain appear in pain syndromes, such as headache pain, low
back pain, arthritic pain, cancer pain, and phantom limb pain.
Several models seek to explain pain, but specificity theory does not capture the complexity
of the pain experience. The gate control theory is the most influential model of pain. This theory
holds that mechanisms in the spinal cord and the brain can increase or diminish pain. Since its
formulation, increased knowledge of the physiology of the brain and spinal cord has supported this
theory. The neuromatrix theory extends the gate control theory by hypothesizing the existence of
a set of neurons in the brain that maintain a pattern of activity that defines the self and yet also
responds to expectations and to incoming signals such as pain.
A variety of medical treatments for pain are effective but also have limitations. Analgesic
drugs offer pain relief for acute pain and can be of use for chronic pain. These drugs include
opiates and nonnarcotic drugs. Opiates are effective in managing severe pain, but their tolerance
and dependence properties pose problems for use by chronic pain patients, making health care
professionals and patients reluctant to use effective doses. Nonnarcotic drugs such as aspirin,
nonsteroidal anti-inflammatory drugs, and acetaminophen are effective in managing mild to
moderate acute pain and have some uses in managing chronic pain.
Health psychologists help people cope with stress and chronic pain by using relaxation
training, behavioral therapy, cognitive therapy, and CBT. Relaxation techniques such as progressive
muscle relaxation have demonstrated some success in helping patients manage headache pain,
postoperative pain, and low back pain. Behavior modification can be effective in helping pain
patients become more active and decrease their dependence on medication, but this approach
does not address the negative emotions and suffering that accompany pain. Cognitive therapy
addresses feelings and thus helps in reducing the catastrophizing that exacerbates pain.
Combined with the behavioral components of operant conditioning, CBT has demonstrated greater
effectiveness than other therapies.
63
PSY 150 Health Psychology
Self Test
Multiple Choice Questions (Circle the correct answer)
1. Pain authority, Frank Andrasik, proposed that pain traps occur when ______.
a.
b.
c.
d.
situations push people experiencing pain toward chronic pain
a person with a pain-prone personality experiences pain
A-delta fibers are stimulated at the same time as C fibers
a person experiences pain at the same time as some positive situation
2. The tendency to catastrophize is associated with ______.
a.
b.
c.
d.
magnification of pain
lessening of pain
no differences in perception of pain
magnification of pain, but only with other people present
3. Kyle often complains to his wife about his headaches so she offers to take over his household
chores. Research (Pence et al., 2008) suggests that Kyle’s headaches will most likely ______.
a.
b.
c.
d.
increase in intensity
decrease in intensity
completely disappear
disappear until his partner makes him do the chores again
4. Bailey has tried many treatments for chronic back pain. His treatment of last resort would
probably be ______.
a.
b.
c.
d.
surgery
TENS
opiates
none of the above
5. _______ occurs when the body needs more and more of the drug to reach the same effect, and
_______ occurs when removal of the drug causes withdrawal symptoms.
a.
b.
c.
d.
64
Withdrawal; dependence
Dependence; withdrawal
Tolerance; dependence
Dependence; tolerance
PSY 150 Health Psychology
Self Test
6. Aspirin-type analgesic drugs are most effective in _______.
a.
b.
c.
d.
treating gastric disorders
relieving cancer pain
treating injuries accompanied by inflammation
treating patients who are candidates for surgery
7. _______ are neurochemicals that help modulate, or lessen, the experience of pain.
a.
b.
c.
d.
Endorphins
Interneurons
Glutamates
Proinflammatory cytokines
8. Sherman stubbed his toe on the sidewalk. His sensation of pain traveled first to the _______.
a.
b.
c.
d.
muscles in the foot
brain
spinal cord
cranial nerves
9. Of these medical and psychological interventions for managing chronic pain, ________ is/are
probably the most effective.
a.
b.
c.
d.
surgery
opiate drugs
biofeedback
cognitive behavioral therapy
10. With regard to gender, ________.
a.
b.
c.
d.
65
women sense pain more quickly than men
women are more likely to hide their pain
men are more likely aware of their pain
men are less likely to report their pain
PSY 150 Health Psychology
Answer Keys
Key Term Definitions
Afferent (sensory) neurons: Sensory neurons that relay information from the sense organs toward
the brain.
Efferent (motor) neurons: Motor neurons that convey impulses away from the brain.
Interneurons: Neurons that connect sensory neurons to motor neurons; association neurons.
Primary afferents: Sensory neurons that convey impulses from the skin to the spinal cord.
Somatosensory system: The part of the brain that receives and processes sensory input from the
body.
Substantia gelatinosa: Two layers of the dorsal horns of the spinal cord.
66
PSY 150 Health Psychology
Answer Keys
Answers to Self Test
1. a
2. a
3. a
4. a
5. c
6. c
7. a
8. c
9. d
10. d
67
PSY 150 Health Psychology
Notes
68
PSY 150 Health Psychology
Objectives
Chapter Eight
Considering Alternative Approaches
Learning Objectives
Upon successful completion of this chapter, you should be able to:
1.
Explore alternatives to conventional medicine.
2.
Determine which products and diets count as alternative
medicine.
3.
Evaluate which manipulative practices fall within alternative
practices.
4.
Describe mind-body medicine.
5.
Consider effective uses and limitations of alternative
treatments.
Instructions to Students
• Read pages 173 – 204 of your textbook
• Reference: Health Psychology:
An Introduction to Behavior and Health
by Linda Brannon, John A. Updegraf
& Jess Feist, 9th edition, 2018
69
PSY 150 Health Psychology
Overview
In chapter 8 we will consider alternative approaches to treatments. The biopsychosocial
model is an expansion of the biomedical view, but other conceptualizations of illness differ so
much from mainstream medicine that they fall into another category. Alternative medicine is the
term applied to this group of diverse medical and health care systems, practices, and products that
are not currently considered part of conventional medicine.
70
PSY 150 Health Psychology
Key Terms
The key terms listed below are terms with which you should be familiar.
Write your definition below each item. Check your answers at the end of this chapter.
Acupressure:
Acupuncture:
Alternative medicine:
Ayurveda:
Complementary medicine:
Integrative medicine:
71
PSY 150 Health Psychology
Summary
In chapter 8 we examined alternative medicine. Alternative medicine consists of a group of
health care systems, practices, and products that are not currently part of conventional medicine
but that people use rather than (alternative medicine) or along with conventional treatments
(complementary medicine). Alternative health care systems include TCM, Ayurvedic medicine,
naturopathy, and homeopathy.
TCM and Ayurvedic medicine are ancient; naturopathy and homeopathy arose in the 19th
century. Each of these systems presents a theory of health and disease as well as practices for
diagnosis and treatment. TCM holds that the body contains a vital energy called qi; keeping this
energy in balance is essential to health. Techniques such as acupuncture and acupressure, herbal
remedies, massage (called tui na), and the energy-channeling practices of qi gong and tai chi are
aimed at achieving this balance.
Ayurvedic medicine accepts the notion of vital energy and holds that the integration of
body, mind, and spirit is essential to health. Diet and herbal preparations are part of Ayurvedic
medicine and so is exercise, including yoga.
Mind–body medicine is a term applied to a variety of techniques that people use to
improve their health or treat health problems, including meditation, guided imagery, yoga, qi gong,
tai chi, biofeedback, and hypnosis. Transcendental meditation directs people to focus on a single
thought or sound to achieve relaxation, whereas mindfulness meditation encourages practitioners
to focus on the moment, becoming mindful of the details of their current experience. Guided
imagery encourages people to create a pleasant scene to achieve relaxation and anxiety relief. Yoga
uses physical postures, breathing, and meditation, with the goal of balancing body, mind, and
spirit. The movement-based practices of qi gong and tai chi originated in TCM. Qi gong and tai chi
involve postures and movements intended to direct and balance the body’s vital energy.
Integrative medicine is the integration of alternative and conventional medicine, which
should provide the best of both approaches. The challenges for achieving such integration include
melding the two discrepant traditions and training practitioners who will refer patients to each
other when appropriate. The movement toward integrative medicine and integrative health is
gaining popularity in many countries throughout the world. Two areas in which in…

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