Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

354 Theory of Health Behavior > EXAM III > Flashcards

EXAM III Flashcards

1
Q

refers to all of the genes and hereditary factors that influence who we are—from our physical appearance to our personality characteristics and our behavior.

A

Nature

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

refers to all the environmental variables that impact who we are, including our early childhood experiences, how we were raised, our social relationships, and our surrounding culture.

A

Nurture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

~the study of gene-environment interaction.
~the study of heritable changes in gene expression (active versus inactive genes) that do not involve changes to the underlying DNA sequence.

A

Epigenetics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

A ________ is an organism’s complete set of heritable genes, or genes that can be passed down from parents to offspring

A

Genotype

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

_________ is the term used in genetics for the composite observable characteristics or traits of an organism

A

Phenotype

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

the measure of all the exposures of an individual in a lifetime and how those exposures relate to health.

A

Exposome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

the field of study focusing on the behavioral outcomes of the relationship between the exposome and individual genetic makeup

A

Behavioral epigenetics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

This occurs when the Methyl groups tag DNA and activate or repress genes.

A

DNA Methylation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

The binding of epigenetic factors to histone “tails” alters the extent to which DNA is wrapped around histone and the availability of genes in the DNA to be activated.

A

Histone/Chromatin Modification

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Environmental Factors associated with Epigenetic Processes

A

Physical
Behavioral
Social
Psychological
Cultural

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

P
R
E
C
E
D
E

A

Predisposing,
Reinforcing and
Enabling
Constructs in
Educational/environmental
Diagnosis and
Evaluation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

P
R
O
C
E
E
D

A

Policy,
Regulatory,
Organizational
Constructs in
Educational and
Environmental
Development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

-_______ evaluation tasks: Specifying measurable & desired objectives

-_______ evaluation tasks: Monitoring & Continuous quality improvement

A

Precede
Proceed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

(Phase) Assessment of quality of life and social factors surrounding one or more health problems; ranking or positioning the health problems in context.

A

PHASE 1: SOCIAL ASSESSMENT & SITUATIONAL ANALYSIS

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

(Phase) Assessment of Prevalence/incidence of a health condition, any co-morbid conditions, and affected populations.

A

PHASE 2: EPIDEMIOLOGICAL ASSESSMENT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

This planning model sets out a set of risk and protective factors that are said to be predictors of risk behavior.

-Risk factors Increase the likelihood of problem behaviors
-Protective factors reduce the likelihood of problem behaviors

A

The Risk And Protective Factors Planning Model

17
Q

(Phase Seven): An assessment of program implementation.

(Phase Eight): An assessment of the short-term effects of a program (2-3 years).

(Phase Nine): An assessment of the long-term effects of your program, the kinds of effects that might happen in several years or more.

A

Process evaluation
Outcome evaluation
Impact evaluation

18
Q

(PHASE 6) Putting your program in place after using your assessment process to design it.  Proceed.

A

IMPLEMENTATION

19
Q

(Phase 5) Assessment of administrative, organizational, and political resources available to support the development and implementation of a health promotion program.

A

ADMINISTRATIVE/ POLICY ASSESSMENT

20
Q

(PHASE 4) Assessment of attitudes, knowledge, social/cultural norms, community organization, and other factors that contribute to the behavioral and environmental risk factors identified in Phase 3.

A

EDUCATIONAL AND ECOLOGICAL ASSESSMENT

21
Q

(PHASE 4)
__________ factors: A population’s knowledge, attitudes, beliefs, values, perceptions, genetic predisposition, etc.

Perceived risk of smoking, peer smoking, perceived benefits of and perceived barriers to quitting

___________ factors: Skills, resources, and barriers that help or hinder the desired behavior.

Availability of cigarette at store, lacking programs, exposure to smoking, insufficient public info about risk of smoking

_______________ factors: What rewards are received or available when people adopt that desired behavior?
For facilitating smoking: I like the smell of tobacco, relax me, weight loss; For reducing smoking: improved sleep, physical capacity, increased self esteem

A

Predisposing
Enabling
Reinforcing

22
Q

A ___________ may be defined as a group or collection of human individuals belong­ing to a single species, e.g., gender, race/ethnicity, children/adolescents/adults.

A __________ may be defined as populations of different species bound together in a common habitat, such as geographic place or virtual community.

A

population
community

23
Q

___________ _______________
Broader, multilevel, universal preventions/interventions, that target a general population

___________ __ ___ _________
More targeted interventions within a community
Selected preventions/interventions that target individual/groups that are at high risk for a particular health problem.

A

Community interventions (CI)
Interventions in the community

24
Q

_____________ interventions tend to result in smaller changes, but over a large number of people – a larger absolute number

_____________ in a community may result in large changes, but over a small number of people – a smaller absolute number.

A

Community
interventions

25
Q

Which process blocks the transcription (copying) process, “turning off” expression of that gene?
A) Acetylation
B) Phosphorylation
C) DNA methylation
D) DNA demethylation

A

C) DNA methylation

26
Q

the key for which of the following is that a wide range of environmental factors, from many layers of a person’s social ecology, can affect DNA methylation/demethylation and histone modification for specific genes as part of the process of translation and transcription?
A) Eugenics
B) Genomics
C) Epigenetics
D) Epigenomics

A

C) Epigenetics

27
Q

Although changes resulting from epigenetic mechanisms can persist and may even be inherited, some of these changes can be reversed, known as:
A) tonicity.
B) plasticity.
C) elasticity.
D) spasticity

A

B) plasticity.

28
Q

Changes resulting from epigenetic mechanisms can persist and may even be inherited—passed on to the next generation.
True/False

A

True

29
Q

Which of the following is an assessment of the prevalence/incidence of a health condition, comorbid condition(s), and affected populations?
A) Social assessment
B) Epidemiological assessment
C) Behavioral and environmental assessment
D) Educational and ecological assessment

A

B) Epidemiological assessment

30
Q

Which of the following involves the practical details about putting a program into action?
A) Epidemiological assessment
B) Behavioral and environmental assessment
C) Educational and ecological assessment
D) Administrative and policy assessment

A

D) Administrative and policy assessment

31
Q

Which of the following is extremely important as a way of letting you know—internally—whether your program is working and in what ways it is or is not working, and even why it may
or may not be working?
A) Incorporation
B) Implementation
C) Evaluation
D) Authorization

A

C) Evaluation

32
Q

True or False? In today’s health promotion program environment, there is often a requirement to use evidence-based or model programs that are responsive to the community situation.

A

True

33
Q

Incorporating the use of which of the following brings legitimacy to the project because they are closely connected to the target population and are perceived as “knowing how it is”?
A) Community health nurses
B) Community health physicians
C) Community health researchers
D) Community health outreach workers

A

D) Community health outreach workers

34
Q

Which of the following means that an intervention or program you put in place needs to refer, as much as possible, to situations, people, and issues relevant to the target community/population?
A) Monitoring
B) Targeting
C) Tailoring
D) Focusing

A

C) Tailoring

35
Q

Making sure to train and hire members of the community to manage and operate the program is one step to increase which aspect of the program?
A) Feasibility
B) Sustainability
C) Adaptability
D) Functionality

A

B) Sustainability

36
Q

Tailoring is a process of adapting an existing program to a new situation, community, or population, as much as it is developing a new program.
T/F

The business of public health, by nature, is the business of addressing the health of community aggregates.
T/F

A

True
False

37
Q

Which of the following has been defined as “classroom instruction that addresses the physical, mental, emotional, and social dimensions of health; develops health knowledge,
attitudes, and skills; and is tailored to each age level”?
A) Targeted school health education
B) Coordinated school health education
C) Focused school health education
D) Comprehensive school health education

A

D) Comprehensive school health education

38
Q

In which model do comprehensive and coordinated school health approaches make a lot of sense, although they certainly require resources to put them in place?
A) Health Belief Model
B) Ecological Model
C) Transtheoretical Model
D) Social Cognitive Theory

A

B) Ecological Model

39
Q

There is a history of health promotion in schools from relatively early in the 20th century, so the experience and infrastructure for conducting health promotion interventions is already in place.
T/F

The major difference between school setting and workplace setting in health promotion is that students in the former one are captive audience because they are children and more dependent, while workers in the latter one are not captive audience because they are adults and more independent.
T/F

The school or school district is likely to keep some epidemiological data on its students, and this data should be relatively easy to obtain.
T/F

A

True
False
False

354 Theory of Health Behavior (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions