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1
Q

Lay theories on health

A

Bauman (1961):

  • a general sense of wellbeing (feeling)
  • absence of symptoms of disease (syptom orientation)
  • being able to do things a physically fit person is able to do (performance)
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2
Q

Models of health and illness

***

A

Mind-body relationships
- disease attributed to evil spirits, humoral theory etc.

Biomedical model
- underlying pathological cause to disease

Biopsychosocial model
- a combination of physical, cultural, psychological and social factors

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3
Q

Dualism

A

the idea that the mind and body are separate entities

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4
Q

Monoism

A

Viewing the mind and body as one unit

bidirectional relationship btw body and mind

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5
Q

Social representations of health

A

The Health and Lifestyles survey (Cox et al. 1993)

  • health as not ill
  • health as reserve
  • health as behaviour
  • health as physical fitness and vitality
  • health as psychosocial well-being
  • health as function
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6
Q

WHO definition of health

+ limitations

A

“….a complete state of physical, mental and social well-being and not merely the absence of disease or infirmity….”

  • does not address socio-economic / cultural influences
  • omits the role of the “psyche” in the experience of health and illness
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7
Q

Different health belief systems

A

Holistic explanations (integrate mind, body and soul)

Spiritual explanations (e.g. hexes, god’s reward)

Collectivist vs individualistic

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8
Q

The UN predicts (2013)….

ageing population

A

those aged 65+ will double to 10% of the world population by 2025.

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9
Q

Implications of an ageing population on health and social care

A

Increased prevalence of chronic disease

Increased prevalence of disability and dependence

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10
Q

Methods of assessing subjective health status

A
  1. self-rated health (excellent - poor)
  2. Compared to prior health (much better - much worse)
  3. Compared to others (excellent - poor)
  4. Functioning/ activities
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11
Q

Aspects of positive psychology* (Seligman, 2012)

A

P-ositive emotions

E-ngagement/ flow (being consciously involved in our activities)

R-elationships

M-eaning

A-ccomplishment

*Study of happiness, well-being, and human growth instead of negative emotions and mental disorders

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12
Q

Cantril Self-Anchoring Scale

A

A 10 step ladder
top = best possible life
bottom = worst possible life

ladder-present = where you feel now
ladder future = where you think you will stand in 5 years

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13
Q

Ways to measure wellbeing

A

Cantril Self-Anchoring Scale

Global satisfaction with life
(rate 5 statements 1-7 based on how you agree)

Basic emotions (rated 1-5)

Circumplex models for daily affect

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14
Q

positive emotions are worth cultivating, not just as end states in themselves but also as a means to achieving psychological growth and improved well-being over time.

A

Broaden and build theory

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15
Q

Broaden and build function of positive emotions

A 
Resilience: better coping with stressors
Increased creativity
Increased motivation and energy
Success
Maybe even physical health
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16
Q

Health psychology definition

A

“Health Psychology is the study of psychological and behavioural processes in health, illness and healthcare”

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17
Q

a behavioural practice thought to be health protective behaviours
e.g. exercise (health-protective behaviour)

A

behavioural immunogen

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18
Q

a behavioural practice thought to be damaging to health

e.g smoking (health-risk behaviour)

A

behavioural pathogen.

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19
Q

Alameda County Study identified seven key behaviours associated with health and longevity, they are:

A

getting regular exercise;
eating breakfast;
not eating between meals;
consuming no more than 1–2 alcoholic drinks per day;
being no more than 10% overweight (!!!! not a behaviour !!!);
sleeping 7–8 hours a night;
not smoking.

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20
Q

Intuitive theory

A

Knowledge* –> attitude* –> behaviour

*=determinants

DEBUNKED as knowledge is necessary but not sufficient

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21
Q

Social cognition models (e.g. theory of planned behaviour) say that the most important determinant of behaviour is…

A

Behavioural intention

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22
Q

The theory of planned behaviour

A 
Attitude towards behaviour
\+
Subjective norms 
\+
Perceived behavioural control*
-->
Intention
-->
*--> Behaviour
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23
Q

The theory of reasoned action

Fishbein & Ajzen (1975)

A 
Attitude towards behaviour
\+
Subjective norms
-->
Intention
-->
Behaviour

(Same as theory of planned behaviour but without perceived behavioural control feeding into both)

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24
Q

Attitudes towards performing a behaviour are determined by…

A

BEHAVIOURAL BELIEFS

  • about the consequences of the behaviour
  • evaluation of outcomes

“I think this is going to be good for me, so I should probably do it”

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25
Subjective norm associated with a behaviour determined by:
NORMATIVE BELIEFS - about how others would like you to behave - positive/ negative judgements (motivation to comply) “If everyone else is doing it, it will probably be a good idea for me to do it too”
26
Perceived behavioural control associated with a behaviour determined by:
CONTROL BELIEFS - how much control they believe they have (perceived control) - how confident they feel (self-efficacy) “I haven’t got a clue how to do this, so I probably won’t bother trying”
27
Examples of social cognition models
Theory of planned behaviour Health belief model Protection motivation theory
28
Social cognition models assume...
a reasoned (reflective; deliberative) process involving the consideration of options and anticipated outcomes.
29
Perceived behavioural control accurately predicts behaviour when...
Perceived control is close to actual control
30
Behaviour should be defined and specific using TACT, e.g...
T-arget ("I") A-ction ("will floss") C-ontext ("every morning") T-ime ("over the next 2 weeks")
31
Intention behaviour gap, r = ...
r = 0.47 Intention --r--> behaviour
32
Dual process models, e.g. reflective impulsive model (RIM) include...
Impulsive Processes - fast-acting - automatic - unconscious - habit as well as Reflective Processes - reasoned - goal-directed - effortful - self-control (executive function)
33
Habit definition
“Actions that have come to be automatically triggered by situational cues” - learned through context-dependent repetition
34
Reflective Impulsive Model (Strack & Deutsch, 2004)
``` REFLECTIVE PATHWAY: Perception of cue --> knowledge --> reasoning --> intention --> Behaviour ``` IMPULSIVE PATHWAY Perception of cue --> (associative store) --> Behaviour
35
****Health Action Process Approach**** (Schwarzer, 1992)
MOTIVATIONAL (pre-intentional) PHASE: Self-efficacy + outcome expectancies + risk awareness --> Intention ACTION (post-intentional) PHASE: ``` Intention --> regulatory self-efficacy + Action control + Action planning + coping planning --> Behaviour ```
36
What factors exist in the intention behaviour gap?
Regulatory self-efficacy - “I am confident I can keep doing X" Action control - awareness of standards - self-monitoring - self-regulatory effort Action planning & coping planning - If situation/ barrier Z occurs i will do X/Y"
37
The most integrated model is called
Integrated behavioural model
38
The social ecological model | layers inner --> outer
``` Individual (knowledge, attitude, skills) Interpersonal (social networks) Organisational (environmental, ethos) Community (cultural values/norms) Public policy ```
39
Social structural conditions (macro) affecting social relationships, health and wellbeing
Culture Socioeconomic factors Politics Social change
40
Social networks (mezzo) affecting social relationships, health and wellbeing
Social network structure | Characteristics of network ties
41
Psychosocial mechanisms (micro) affecting social relationships, health and wellbeing
``` Social support Social influence Social engagement Person-to-person contact Access to resources and material goods ```
42
Pathways affecting social relationships, health and wellbeing
Health behaviours Psychlogical pathways Physiological pathways
43
Ambiguity of the term "stress£
INPUT - stimulus PROCESSING - perception/ appraisal OUTPUT - response
44
Summary of definitions of stress | The Transactional/Interaction Model
An imbalance btw perceived threat from a situation and perceived ability to cope with that situation Threat >> capability = stress
45
Homeostasis
Maintenance of stable physiological systems (internal environment) that are essential to life.
46
Allostasis
Active processes by which organisms achieve stability through change. (the process of returning to homeostasis)
47
Allostatic Load
The price the body pays for being forced to adapt to psychological or physical situations "wear and tear"
48
Effects of tress on immunity
Acute stress --> activates aspects of innate (unspecific) immunity by trafficking immune cells to site of challenge Chronic stress --> prolonged elevated cortisol --> immunosuppression --> increased susceptibility to infections and disease
49
Hypothalamic - Pituitary - Adrenal (HPA) axis
``` Hypothalamus --> CRH --> Pituitary --> ACTH --> Adrenal glands --> CORTISOL ```
50
Sympathetic adrenal medulla (SAM) axis
Sympathetic nerves --> Adrenal glands --> ADRENALINE / NORADRENALINE
51
Coping dimensions for stress
Problem-focused coping - directed at reducing demands of the stressor/ increasing one's resources Emotion-focused coping - mainly cognitive efforts to manage the emotional response to the stressor Approach (active) dimensions Avoidance (passive) dimensions
52
Problem focused coping strategies for stress include...
planning how to change the stressor or how to behave in order to control it; suppressing competing activities in order to focus on ways of dealing with the stressor; seeking practical or informational support in order to alter the stressor
53
Emotion focused coping strategies for stress include
``` Acceptance Seeking emotional support Venting anger Praying Going for a run? ```
54
Coping with stress definition
“The process of managing stressors that have been appraised as taxing or exceeding a persons resources.” Consists of a wide range of efforts made to respond to, tolerate, or resolve the stressor Dynamic process Learned
55
Approach/ avoidant coping dimensions for stress
APPROACH: - Attend the source of the problem - approach the problem - e.g. seeking info about the problem AVOIDANT: - minimise threat - distract - e.g. thinking of pleasant thoughts, engaging in other activities, (substance use)
56
N-of-1 trials are usually done by...
Establishing a baseline Applying the intervention Evaluating the effect of the intervention
57
The fundamental principle of N-of-1 trials is that...
evidence for the efficacy of a treatment is obtained if and only if a change in outcome is observed when and only when the treatment is applied (a change in behaviour MUST coincide with the implementation of the treatment)
58
Different designs for N-of-1 trials
A-B design A-B-A design A-B-A-B design Multiple baseline design* - across behaviours - across situations - across people *require that the baselines are independent
59
Patient adherence predictors
``` Adherence information + Adherence motivation --> Behavioural skills --> Medication adherence ``` ((+ moderators))
60
PATH model for intervention development | "how do we change behaviour?"
P-roblem A-nalysis T-est H-elp
61
The changes of stage model
``` Pre-contemplation Contemplation Preparation Action Maintenance ```
62
The driver of social cognitive theory is...
Self-efficacy
63
Social cognitive theory
``` (Self-efficacy --> outcome expectations + sociostructural factors ) --> Goals --> Behaviour ``` ((everything except sociostructural factors lead to behaviour))
64
Self-efficacy definition
confidence in ability to perform a behaviour
65
Self-efficacy is formed through
Previous mastery experience Vicarious experience Social persuasion Emotional arousal
66
Logic model of change
``` method of behaviour change --> belief (I can acquire condoms)--> determinant --> sub-behaviour (acquiring condoms) --> behaviour (condom use) ``` *Linked to the theory of planned behaviour
67
a general process for influencing changes in the determinants of behaviour and environmental conditions
A behaviour change method
68
a practical technique for operationalising methods in ways that fit with the intervention group and the context in which the intervention will be conducted
A behaviour change application
69
To change behaviour you must...
Identify which determinant to target in the individual. Pick a method that will change this determinant. Design a suitable application
70
Behaviour change methods to increase knowledge
``` Chunking Advance organisers Using imagery Discussion Elaboration Providing cues ```
71
Behaviour change methods to increase self-efficacy
``` Guided practice Enactive mastery experiences Verbal persuasion Improving physical and emotional states Reattribution training Self-monitoring of behaviour Provide contingent rewards Cue altering Public commitment Goal setting Set graded tasks Planning coping responses ```

Z Behaviour, Health and Wellbeing (1 decks)

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