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PSYC 314 > Ch 6: health behaviors > Flashcards

Ch 6: health behaviors Flashcards

1
Q

Health behavior

A

any activity people perform to maintain or improve their health (or prevent disease and illness), regardless of perceived health status or whether the behavior is effective

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2
Q

Well behavior

A

any activity people undertake to maintain or improve current good health and avoid illness (e.g. eating a healthy diet, exercising, getting vaccinated)

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3
Q

Symptom-based behavior

A

any activity people who are ill undertake to determine the problem and find a remedy (e.g. complaining about symptoms, seeking advice)

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4
Q

Sick-role behavior

A

any activity people undertake to treat or adjust to a health problem after deciding they are ill and identifying the illness or being diagnosed (e.g. adhering to medical advice, staying home from school/work)

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5
Q

2 health-compromising behaviors that become clinically relevant with severity

A

poor diet and nutrition, and alcohol consumption

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6
Q

7 risk factors associated with poor physical health and increased mortality

A

smoking cigarettes, drinking alcohol excessively, obesity, physical inactivity, eating between meals, skipping breakfast, sleeping less than 7/8 hours

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7
Q

10 factors most closely associated with death

A

current smoker, history of divorce, history of alcohol abuse, recent financial difficulties, history of unemployment, history of smoking, lower life satisfaction, never married, history of food stamps, negative affectivity

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8
Q

3 findings on consistency of health habits

A

(1) health habits are fairly stable but often change over time; (2) particular health behaviors aren’t strongly tied to one another; (3) health behaviors don’t seem to be governed by the same set of attitudes or response tendencies

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9
Q

2 avenues for the ongoing advances in health

A

efforts to prevent illness and improvements in medical diagnosis and treatment

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10
Q

3 types of efforts to prevent illness

A

behavioral influence, environmental measures, and preventive medical efforts

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11
Q

3 levels of prevention (of an illness)

A

primary, secondary, and tertiary

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12
Q

What actions are involved in each level of prevention?

A

efforts done by oneself (in our well, symptom-based, and sick-role behaviors), one’s social network, and health professionals

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13
Q

Primary prevention

A

actions taken by the individual or society to prevent the onset of or avoid disease/injury; can begin even before a person is born or conceived

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14
Q

Examples of primary prevention

A

exercise, wearing a seatbelt, flossing, immunization/vaccination, handwashing, physical distancing, wearing a mask

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15
Q

Secondary prevention

A

actions taken to identify and treat an illness or injury early with the aim of stopping or reversing the problem

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16
Q

Examples of secondary prevention

A

medical exams, cancer screening, symptom-based behavior of seeking medical care for pain, sick-role behavior of taking medication, treating the flu or pneumonia

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17
Q

Tertiary prevention

A

actions taken to contain or slow the lasting and irreversible damage caused by a serious injury or disease, prevent disability or recurrence, and rehabilitate the patient

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18
Q

Examples of tertiary prevention

A

physical therapy for people with arthritis, taking medication to control pain, providing comfort for people with terminal cancer

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19
Q

Factors within the individual that influence the promotion of wellness

A

attitudes and perceptions regarding health behaviors (e.g. how appealing or convenient they are), difficulty changing habits and addictions, lack of cognitive resources, low self-efficacy, impact of one’s moods and energy levels

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20
Q

3 kinds of factors that play a role in the promotion of wellness

A

factors within the individual, interpersonal factors (e.g. family), and community factors (e.g. government and health professionals)

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21
Q

3 types of consequences to health-related behaviors developed through operant conditioning

A

reinforcement, extinction (if the reinforcement is stopped), punishment

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22
Q

How do people develop health behaviors through classical conditioning?

A

a stimulus (e.g. cigarette pack) can eventually become a cue for behavior (e.g. smoking) when it elicits a response through association with an unconditioned stimulus (e.g. feeling relaxed after smoking)

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23
Q

When do people tend to model another person’s behavior?

A

when the model is similar to themselves in terms of sex, age, or race, and is a high-status person

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24
Q

Antecedents

A

internal or external stimuli that precede and set the occasion for a behavior, which may eventually become habitual

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25
Q

What personality trait is associated with practicing many health behaviors?

A

conscientiousness

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26
Q

What is the role of emotion in practicing health behaviors?

A

women who have low conscientiousness and have a close relative with breast cancer are often distressed about developing cancer themselves and are unlikely to get a mammogram; high-stress individuals are more likely to engage in unhealthy behaviors as a form of coping

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27
Q

Unrealistic optimism

A

the belief that one is at a relatively lower risk of developing an illness that occurs rarely and that hasn’t happened to them; leads people to take less preventive action

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28
Q

Reflexology

A

a practice that involves massaging specific areas of the feet to treat illnesses

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29
Q

Health belief model

A

the likelihood that a person will take preventive action or perform some health behavior directly depends on their assessment of threat regarding a health problem and the pros and cons (or benefits and barriers) of taking the action

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30
Q

3 factors that influence people’s perceived threat of a health problem

A

perceived seriousness of its effects, perceived susceptibility to it, receiving cues to take action

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31
Q

3 barriers to taking preventive action

A

financial considerations, psychosocial consequences, and physical considerations

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32
Q

2 limitations of the health belief model

A

(1) doesn’t account for health behaviors that people perform habitually without consideration of threats, benefits, and costs; (2) has no standardized measure for its components like perceived susceptibility and seriousness

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33
Q

Cognitive adaption theory

A

those who do not fully accept their physiological risk may have better mental health and be better able to cope with risk

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34
Q

Theory of planned behavior

A

people decide their intention in advance of most voluntary behaviors and intentions are the best predictors of what people will do

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35
Q

3 judgements that determine a person’s intention to perform a behavior

A

attitude regarding the behavior based on its likely outcome and whether the outcome is rewarding; subjective norm; perceived behavioral control (self-efficacy)

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36
Q

Subjective norm

A

the appropriateness or acceptability of behavior based on beliefs about others’ opinions and social norms

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37
Q

Self-efficacy

A

belief that one can execute a course of action or achieve a goal

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38
Q

Limitations of the theory of planned behavior

A

(1) intention and behavior are not strongly related; (2) the role of people’s prior experience with the behavior is not considered

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39
Q

Transtheoretical model (or states of change model)

A

people go through stages each associated with different psychosocial characteristics as they adopt health behaviors

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40
Q

3 ways to help people advance through the stages in the transtheoretical model

A

provide a detailed description on how to carry out the behavioral change, match strategies to the person’s current needs to promote advancement to the next stage, and plan for potential problems

41
Q

5 stages of chance in the states of change model

A

precontemplation, contemplation, preparation, action, and maintenance

42
Q

Precontemplation stage

A

people are not considering changing in the near future

43
Q

Contemplation stage

A

people are aware a problem exists and are seriously considering changing to a healthier behavior in the near future but are not yet ready to commit to it

44
Q

Preparation stage

A

people are ready to try to change and plan to pursue a behavioral goal soon

45
Q

Action stage

A

people make successful and active efforts to change a behavior over a period of time

46
Q

Maintenance stage

A

people work to maintain the successful behavioral changes they have achieved and avoid relapse

47
Q

Motivated reasoning

A

emotionally-biased reasoning that produces judgements that are most desired rather than those that reflect the evidence (e.g. denial)

48
Q

False hopes

A

when people believe that they will succeed at retrying a previously failed health behavior (no rational basis)

49
Q

Factors that affect high willingness to engage in risky behaviors

A

positive subjective norms and attitude toward the behavior, previous engagement in the behavior, a favorable image of the type of person who would perform the behavior

50
Q

Conflict theory

A

people experience stress due to conflict about what to do when faced with health-related decisions

51
Q

Cognitive sequence used in dealing with a decisional conflict

A

an event (either a threat or an opportunity) challenges their current course of action or lifestyle followed by the appraisal of its risk

52
Q

3 factors that affect people’s coping with decisional conflict

A

the perceived presence or absence of hope, risk, and adequate time

53
Q

2 types of coping patterns involving risk, hope, and adequate time

A

hypervigilance and vigilance

54
Q

Hypervigilance

A

when people frantically search for a solution or alternative to their current risky behavior that only brings temporary relief

55
Q

Vigilance

A

when people carefully search for better alternatives to their current risky behavior and have the time to make rational choices

56
Q

4 emotional drivers that are most effective for behavioral change

A

disgust (desire to avoid and remove contamination), nurture (desire to be happy and thriving), status (desire to have greater access to resources than others), affiliation (desire to fit in)

57
Q

How does empathic responding affect the uptake of health precautions?

A

emphatic responding increases engagement in preventive behaviors when perceived threat is low but makes no difference when perceived threat is high

58
Q

What is emphatic responding?

A

trying to understand others’ feelings and concerns; helping others by listening to them and doing things for them

59
Q

Herd immunity

A

the more people that are immunized for a virus, the more that chains of infection are disrupted, protecting the population at large

60
Q

Who depends on herd immunity for protection from many diseases?

A

individuals who are allergic to ingredients in vaccines or are severely immunocompromised

61
Q

Characteristics of antisocial people

A

low levels of empathy, socially disruptive or violates the rights of others, high levels of callousness, deceitfulness, and risk-taking (as seen in psychopathy)

62
Q

5 factors explaining women’s longer life expectancy compared to men

A

(1) lower physiological reactivity to stress so lower risk of developing cardiovascular diseases; (2) estrogen delays heart disease by reducing blood cholesterol levels and platelet clotting; (3) lower tendency to smoke, use drugs, eat unhealthily, engage in risky driving and sexual activity; (4) higher tendency to consult doctors when ill; (5) lower tendency of having a hazardous work environment

63
Q

Acculturation

A

process by which immigrants adopt the health behaviors of their new culture

64
Q

3 cultural diversity issues for professionals promoting health

A

biological factors (differences in physiological processes), cognitive and linguistic factors (different beliefs and language barriers), social and emotional factors (differences in stress reactivity and use of social support)

65
Q

4 sources for health promotion information

A

mass media, news outlets, internet, and medical settings (health professionals and health agencies)

66
Q

How do we enhance motivation to follow health promotion advice?

A

tailored content and message framing

67
Q

Tailored content

A

health advice is designed for a specific individual based on their characteristics

68
Q

Educational appeals

A

non-tailored advice that focuses on providing general information and assumes that people will be motivated to change as long as they have the proper information

69
Q

Factors that must be considered in making educational appeals

A

color and vividness of ad; expertise, likeability, and relatability of messenger; avoidance of jargon and stats; length of message; placement of strong arguments; presentation of both sides; clarity of conclusions; avoidance of extremes

70
Q

Message framing

A

whether the health information emphasizes the benefits or costs associated with a behavior or decision

71
Q

Gain-framed messages

A

focus on experiencing desirable consequences and/or avoiding negative ones

72
Q

Loss-framed messages

A

focus on experiencing undesirable consequences and/or avoiding positive ones

73
Q

When are gain-framed and loss-framed messages best used?

A

for motivating behaviors that serve to prevent or recover from illness or injury; for behaviors that occur infrequently and serve to detect a health problem early

74
Q

Fear appeal

A

a loss-framed message that assumes arousing fear will lead to change

75
Q

What makes a fear appeal for persuasive?

A

when it emphasizes the health problem’s perceived seriousness or consequences, includes a personal testimonial, provides instructions, and boosts one’s self-efficacy before engaging in change

76
Q

Motivational interviewing

A

a one-on-one, semi-directive, and client-centered counselling style that helps individuals explore and resolve their ambivalence in changing a behavior; combines the transtheoretical model with CBT methods

77
Q

2 features of motivational interviewing

A

decisional balance and personalized feedback

78
Q

Decisional balance

A

clients list their reasons for and against changing their behavior so that these can be discussed and weighed

79
Q

Personalized feedback

A

clients receive information on their pattern of the problem behavior, comparisons with national norms of the behavior, its risk factors and consequences

80
Q

Brief alcohol screening and intervention for college students (BASICS)

A

a harm reduction approach designed to help students make better alcohol-use decisions based on a clear understanding of the risks associated with problem drinking

81
Q

Goals of the 2 interviews conducted in BASICS

A

(1) to assess the risk of problem behaviors and obtain commitment to monitor drinking between interviews; (2) to provide personalized feedback (e.g. comparison to norm behavior, advice on how to drink safely)

82
Q

Examples of strategies for safe drinking

A

slowing down and spacing drinks, having different types of drinks, drinking for quality vs quantity, enjoying the mild effects of alcohol

83
Q

Self-management

A

an approach to changing thought processes on changing health behaviors wherein therapists teach behavioral and cognitive methods to clients so they can apply them themselves

84
Q

Lapse vs relapse

A

an instance of backsliding (should be expected in most cases); falling back to one’s original pattern of the undesirable behavior

85
Q

Abstinence-violation effect

A

when experiencing a lapse in behavior can decrease one’s self-efficacy in remaining abstinent and precipitate a full relapse

86
Q

2 main consequences of vaccine hesitancy and anti-vax movement

A

declining immunization rates and an increasing frequency of outbreaks in viruses like measles and whooping cough

87
Q

Psychological factors that predict anti-vaccine attitudes

A

mistrust in health professionals and generally low trust; perceived dangers of vaccines; disgust toward blood and needles; preference for alternative medicine; religiosity/spirituality; conspiratorial thinking; low agreeableness, conscientiousness, sense of purpose, and altruism; high individualism, narcissism, and reactance

88
Q

Reactance

A

low tolerance for infringements on personal freedoms

89
Q

Dunning-Kruger effect

A

a cognitive bias whereby people with limited knowledge on competence in a given intellectual or social domain greatly overestimate their own knowledge or competence in that domain

90
Q

Most effective way to change attitudes about vaccines

A

providing information on disease threats rather than debunking vaccination myths

91
Q

Backfire effect

A

a cognitive bias that causes people who encounter evidence that challenges their beliefs to reject that evidence and strengthen support for their original stance

92
Q

What kinds of anti-smoking ads are most successful?

A

those that are emotionally evocative and contain personalized stories

93
Q

Behavioral vs cognitive methods

A

focus on helping people manage the antecedents and consequences of a behavior; focus on changing people’s thought processes

94
Q

What is the goal of CBT?

A

regulation of thoughts, attitudes, beliefs, emotions, and behaviors through personal coping strategies

95
Q

Cognitive behavioral therapy

A

evidence-based psychotherapeutic intervention that promotes self-observation and self-monitoring to increase awareness and control of negative thoughts and harmful behaviors

96
Q

3 CBT methods used for alcohol abuse

A

identify unhelpful/unrealistic thoughts and beliefs that contribute to the problem behavior; identify triggers that cause you to drink; engage in more realistic/helpful thoughts

97
Q

Social engineering

A

changing the social environment to better support health behaviors

98
Q

Examples of social engineering

A

nutritional guidelines, seatbelt laws and road safety, school vaccination programs, smoking prohibitions, taxation of alcohol and sugary drinks, vaccine mandate

PSYC 314 (12 decks)

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