Health Psychology Flashcards

1
Q

Biopsychosocial
factors: health/illness/well-being

A

Biological, psychological & social factors
can interact to influence health e.g.,
impact on health of drinking alcohol,
sugar intake, etc, is moderated by an
individual’s genetic make-up

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

Impact of Physiological Processes on Well-being

A

Physiological Influence on Health:

Health behaviors (e.g., exercise) affect mood, anxiety, and perceived stress.
Illness can also impact mood, anxiety, and stress levels.
Emotional Responses to Illness:

Responses can affect overall well-being and quality of life.
Emotional states influence health behaviors and treatment outcomes.

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

What is health
psychology

A

The study of psycho-social processes in health, illness, healthcare and health promotion

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

Overview of Health Psychology

A

Key Concepts:
Adherence: Commitment to treatment plans.
Stress: Impact on health and coping mechanisms.
Emotions & Health: Emotional responses influencing health outcomes.
Placebo Effect: Psychological impact of belief on treatment effectiveness.
Pain Management: Strategies for relieving and coping with pain.
Clinician-Patient Communication: Importance of effective communication in care.
Psychology of Genetic Testing: Emotional and psychological implications.
Coping with Death/Dying: Approaches to end-of-life care.
Psychosocial Influences: Social and psychological factors affecting health.
Health-Promoting Behaviors: Regular exercise, healthy eating, and preventive care.
Health-Risk Behaviors: Binge drinking, smoking, and other risky actions.
Illness Behaviors: How symptoms are perceived and managed.

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

Health Belief Model (HBM) – Key Components?

A

Perceived Susceptibility – Likelihood of being affected
Perceived Severity – Seriousness of the threat
Perceived Benefits & Barriers – Pros vs. Cons of action
Cues to Action – Triggers to take action
Self-Efficacy – Confidence in ability to act

Perceived susceptibility and severity contribute to perceived threat which affects health behaviour

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

Critique of the Health Belief Model (HBM)

A

Static Nature:

Beliefs are viewed as simultaneous rather than dynamic.
Rational Decision-Making:

Assumes humans make purely rational choices.
Oversimplification of Threat:

May not fully capture the complexity of perceived threats.
Fear Arousal in Campaigns:

High fear levels can lead to denial and counterproductive outcomes.
Social Influences:

Limited consideration of social factors affecting behavior.
Emotional Factors:

Fails to account for the role of emotions in decision-making.

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

Theory of Planned Behaviour (TPB) – Key Components & Example?

A

Attitude Toward the Behavior – “I only drink on weekends, but it’s Dry July…”
Subjective Norm – “Friends drink, but work is fundraising for Dry July…”
Perceived Behavioral Control – “It’s only for a month, maybe I can do it…”
These shape Intention – “I’ll try cutting down first…” leading to Behavior – “I have one light beer.”

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

Critique of the TPB

A

Doesn’t account for emotions
* Does intention always lead to behaviour?

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

Adherence

A

Definition: Commitment to following treatment plans and medical recommendations.
Key Point: High adherence leads to better health outcomes.

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

Stress

A

Definition: The body’s response to challenges or demands.
Key Point: Chronic stress can negatively impact health and coping mechanisms.

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

Emotions & Health

A

Definition: How emotional responses affect physical health.
Key Point: Negative emotions can weaken the immune system, while positive emotions can promote healing.

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

Placebo Effect

A

Definition: The improvement in health following a treatment that has no therapeutic effect.
Key Point: Belief in the treatment’s effectiveness can lead to real changes in health.

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

Pain Management

A

Definition: Techniques and strategies to alleviate or cope with pain.
Key Point: Includes medication, cognitive-behavioral techniques, and physical therapy.

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

Clinician-Patient Communication

A

Definition: The exchange of information between a healthcare provider and patient.
Key Point: Effective communication is crucial for proper diagnosis, treatment adherence, and patient satisfaction.

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

Psychology of Genetic Testing

A

Definition: Emotional and psychological reactions to genetic test results.
Key Point: Results can cause anxiety, stress, or relief, affecting mental health and decision-making.

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

Coping with Death/Dying

A

Definition: Psychological and emotional approaches to end-of-life situations.
Key Point: Includes grief management, acceptance, and support for patients and families.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Psychosocial Influences

A

Definition: The impact of social and psychological factors on health.
Key Point: Social support, mental health, and personal relationships play a critical role in overall well-being.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Health-Promoting Behaviors

A

Definition: Actions that improve health, such as regular exercise, balanced diet, and preventive care.
Key Point: These behaviors are key to long-term wellness and disease prevention.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Health-Risk Behaviors

A

Definition: Actions that negatively affect health, like smoking, binge drinking, or drug use.
Key Point: Engaging in these behaviors increases the risk of disease and early death.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Illness Behaviors

A

Definition: How people recognize, interpret, and respond to symptoms.
Key Point: Perception of symptoms can influence whether individuals seek medical care or self-manage their condition.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Type of Non-Adherence: Intentional Non-Adherence

A

Definition: Active decision by the patient to deviate from the prescribed treatment plan.
Key Reasons:

Cost of medication or treatment.
Experiencing side effects.
Personal beliefs about the treatment or condition.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Type of Non-Adherence: Creative Non-Adherence

A

Definition: Patient modifies or supplements the prescribed treatment on their own.
Examples:

Dosing changes (pill splitting).
Using over-the-counter (OTC) medications or natural remedies alongside prescribed ones.
Risk of medication interactions or accidental overdosing.
Saving medications for later use.
Sharing medications with others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Unintentional non-adherence

A

passive process in which
the patient might be careless or forget about adhering
to the treatment plan.
* Health literacy
* Complexity of treatment regime
* Patient comorbidities

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Assessing Non-Adherence

A

Subjective Measures:

Self-report: Patients provide information about their adherence.
Objective Measures:

Counting pills: Tracks remaining medication.
Pharmacy refill records: Monitors prescription refills.
Electronic medication event monitoring systems (MEMS): Records when medication bottles are opened.
Biochemical measurements: Measures drug levels in the body.
Key Point:
There is no ‘gold standard’ for assessing non-adherence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

IMPORTANCE IN HEALTHCARE

A

Improves health outcomes and quality of life
* Adherence is linked to clinical outcomes → non-
adherence increases patient mortality
i.e. antiplatelet agents following heart attack / stroke
* Patients who adhere to treatment plans often
experience fewer symptoms and improved quality
of life
i.e. anti-convulsant agents in epilepsy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Importance in Healthcare: Non-Efficacy vs. Non-Adherence

A

Key Question: Is the treatment ineffective, or is the patient not taking the medication as prescribed?
Personal and Societal Costs:

PHARMAC funding: Strain on healthcare funding.
Cost of GP visits and specialist referrals: Extra consultations due to mismanaged care.
ED visits and hospital stays: Increased use of emergency services.
Unnecessary diagnostic testing: Costly and avoidable if adherence were ensured.
Critical Statistic:
50% of patients do not take medications as prescribed, leading to worsened health outcomes and higher healthcare costs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

BARRIERS TO ADHERENCE

A
  1. Social and Economic Factors
  2. Health System Factors
  3. Condition-related Factors
  4. Therapy-related Factors
  5. Patient-related Factors
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

SOCIOECONOMIC FACTORS

A

Economic barriers
* Direct costs i.e. medication
* Indirect costs i.e. GP visits, transportation, time off work
Social support
* Lack of family support or social support network
* Language barrier

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

HEALTHCARE SYSTEM FACTORS

A

Accessibility
* Cost of primary care
* Long wait times, short consultations
* Lack of appointment availability
Provider-Patient Relationship
* Provider communication skills
* Provider burnout

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

CONDITION RELATED FACTORS

A

Symptoms
* Adherence ∝ symptom severity AND degree of
symptomatic relief (negative reinforcement)
Nature of the disease
* Chronic conditions which lack physical symptoms
negatively impacts adherence
i.e. hypertension, diabetes
Comorbidities
i.e. anxiety, depression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

THERAPY RELATED FACTORS

A

Complexity of treatment schedule
* Number of daily doses; number of concurrent
medications
* Treatment requires mastery of certain techniques
* Treatment which interferes with lifestyle or requires
significant behavioural change
Side effects
* Experiencing unwanted side effects
can lower adherence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

PATIENT RELATED FACTORS

A

Physical factors
- Visual/hearing/cognitive
impairment
- Impaired mobility or
dexterity
Psychological factors
- Health literacy
- Perceived risk vs. perceived
benefit of treatment
- Fear of side effects
- Psychosocial stressors, or
alcohol / substance use

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Provider burnout

A

Definition: Physical, emotional, and mental exhaustion in healthcare professionals due to prolonged stress.
Causes:
Long working hours
Emotional strain from illness/suffering
High responsibility for patient care
Lack of resources (staff, tools)
Impact:
Reduced job satisfaction
Impaired care quality
Increased errors
Potential exit from the profession
Symptoms: Fatigue, detachment, loss of motivation, feelings of inefficacy.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

CHRONIC ILLNESS/HEALTH CONDITIONS

A

Diabetes
Cardiovascular
diseases (CVD)
Respiratory
diseases
Stroke
Gout
Chronic Pain
Blood pressure

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Quality of Life: Psychological

A

Definition: The emotional, mental, and social aspects of well-being.
Key Components:
Emotions: Anxiety, depression, denial
Perceptions & Beliefs: Personal outlook and attitudes toward life and illness
Social Roles: Ability to fulfill roles like parenting or socializing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Quality of Life: Physical

A

Definition: The physical health and functioning aspect of well-being.
Key Components:
Illness/Disease Symptoms: Pain, nausea, fatigue
Physical Functioning: Ability to walk or perform daily activities
Physical Roles: Type of work or physical tasks one can perform

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Denial

A

Definition: Avoiding the implications or seriousness of illness.
Key Points:
Can be a coping mechanism in the early stages of diagnosis.
Might prevent necessary lifestyle changes, medication adherence, or seeking timely medical care.

38
Q

Anxiety

A

Definition: Feelings of worry or unease, especially after diagnosis.
Key Points:
Often occurs during a state of crisis, leading to anxiety about symptoms and future complications.
Can cause fear of engaging in normal activities like work or exercise.

39
Q

Depression

A

Definition: A persistent mood of sadness or hopelessness that may develop as illness progresses.
Key Points:
Tends to arise later when the full impact of the illness is realized.
Can be long-lasting and significantly affect day-to-day functioning.

40
Q

VITALITY / SOCIAL ROLE

A

▪ Feeling not enough energy to do things; feeling tired
Ability to carry out behaviours expected of you in your social role
or in a social situation
▪ As a parent
▪ Or a partner
▪ Work
▪ Church
▪ Community

41
Q

OTHER SOCIAL EFFECTS

A

May get negative responses from others – need to make
decisions about disclosure
* Impact on the family: finances, caring for other family
members, reduced free time for other activities
* Caregivers/supporters need support

42
Q

Positive Experiences

A

Post-traumatic Growth:
Reassessing priorities and life goals.
Personal growth and self-development following trauma.
Greater bodily awareness.
Existential re-evaluation of life’s meaning.
Finding benefits or positive aspects despite the adversity.

43
Q

Coping

A

Definition: The thoughts and actions taken in response to overwhelming demands, like illness threats.
Key Points:
Involves emotional, behavioral, and motivational strategies.
Can include both problem-solving efforts and emotional regulation.

44
Q

Problem-Focused Coping

A

Aimed at altering the situation.
Examples: Seeking more information, learning new skills.

45
Q

Emotion-Focused Coping

A

Aimed at regulating emotional responses.
Examples: Avoiding thoughts about the illness, reappraising in a more positive light.

46
Q

Avoidant Coping

A

Example: A person who has been diagnosed with a serious illness spends excessive time watching TV or playing video games instead of addressing their treatment options or seeking support.

47
Q

Active Coping

A

Example: After being diagnosed with diabetes, an individual actively seeks information about their condition, attends diabetes education classes, and creates a meal plan to manage their blood sugar levels

48
Q

Flexible Coping

A

Example: Someone facing job loss may initially use problem-focused coping by updating their resume and applying for new jobs. If the job market is challenging, they may switch to emotion-focused coping by talking to friends and family about their feelings and seeking support.

49
Q

What are illness perceptions?

A

Illness perceptions are organized sets of beliefs about symptoms, how illness affects individuals, and its impact on their lives. They can vary widely and are highly individualized, guiding reactions to symptoms and the processing of illness information.

50
Q

How do patients’ beliefs about illness influence coping responses?

A

Patients’ beliefs guide their coping responses by shaping their understanding of the illness. Developing a realistic model of the illness is crucial for effective coping, considering factors such as identity, cause, consequences, control/cure, and timeline.

51
Q

What are the key beliefs that influence coping responses to illness?

A

The key beliefs include:

Identity (how the illness is perceived)
Cause (what the patient believes caused the illness)
Consequences (understanding the effects of the illness)
Control/Cure (belief in the ability to manage or cure the illness)
Timeline (perception of how long the illness will last).

52
Q

What are psycho-educational strategies for coping with the psychological effects of illness?

A

Psycho-educational strategies aim to:

Change maladaptive beliefs about illness to foster adaptive coping.
Alter beliefs about treatment to encourage adherence.
Educate patients on when to use problem-focused versus emotion-focused strategies.
Teach how to access social support.

53
Q

How is stress defined in psychology?

A

In psychology, stress is a response characterized by tension, discomfort, or physical symptoms that arise when a situation overwhelms our ability to cope effectively.

54
Q

What is a stressor?

A

A stressor is an event that represents a threat to our typical psychological functioning.

55
Q

What is the stress response?

A

The stress response consists of cognitive, emotional, and biological reactions that stressors evoke in an individual.

56
Q

What is appraisal in the context of stress?

A

Appraisal is the cognitive evaluation and interpretation of a stressor, playing a key role in how we respond to stress.

57
Q

How is stress viewed in the transactional model?

A

Stress is viewed as a transaction between the individual and the environment, involving two types of appraisal:

Primary appraisal: Deciding if the situation is benign, stressful, or irrelevant.
Secondary appraisal: Evaluating options and deciding how to respond to the stressor.

58
Q

What is the Yerkes-Dodson Law?

A

The Yerkes-Dodson Law is a psychological principle that describes the relationship between arousal and performance. It states that there is an optimal level of arousal for performance, and that both too little and too much arousal can lead to decreased performance. The law is often illustrated as an inverted U-shaped curve, where performance increases with arousal up to a certain point, after which it declines.

59
Q

What are some psychological or cognitive markers used to measure stress?

A

Social Readjustment Rating Scale (SRRS): A tool that quantifies stress levels based on life events and their impact on an individual’s life.
Perceived Stress Scale: A self-report questionnaire that assesses the degree to which situations in one’s life are appraised as stressful.

60
Q

What is the General Adaptation Syndrome (GAS), and what are its stages?

A

The General Adaptation Syndrome (GAS) is a three-stage physiological response to stress identified by Hans Selye. The stages are:

Alarm Stage: The body recognizes a stressor and initiates the fight-or-flight response, leading to increased heart rate, energy, and heightened awareness.
Resistance Stage: The body adapts to the stressor, maintaining a state of alertness while trying to restore balance; physiological responses remain heightened.
Exhaustion Stage: Prolonged exposure to the stressor leads to depletion of resources, resulting in decreased functioning, fatigue, and increased vulnerability to illness.

61
Q

STRESS AND ILLNESS

A

Increase risk of cardiovascular disease
* Increase risk of T2DM
* Accelerate formation of atherosclerotic plaques
* Increase resting blood pressure (i.e. hypertension)
* Increase deposition of visceral fat
Increase the risk of contracting infectious diseases
Slow wound healing

62
Q

What are the direct effects of stress on physiology?

A

Direct effects of stress include:

Activation of the Sympathetic Nervous System (SNS)
Release of stress hormones, leading to:
High blood pressure
Atherosclerosis
Diabetogenic actions
Impaired immune function

63
Q

What are the indirect effects of stress on health?

A

Indirect effects of stress include behavioral and cognitive responses, such as:

Smoking
Substance use
Consumption of comfort food
Sleep disturbances
Social withdrawal

64
Q

What is perseverative cognition, and what are its two types?

A

Perseverative cognition is the repetitive activation of the cognitive representation of psychological stressors. The two types are:

Anticipatory stress: Worrying and engaging in “what-if-ism.”
Retrospective stress: Rumination over past events.
Perseverative cognition leads to chronic activation of the physiological stress response.

65
Q

How is burnout defined and what are its three dimensions?

A

Burnout is defined as “a state of vital exhaustion” (International Classification of Diseases - ICD-11). The three dimensions of burnout are:

Emotional exhaustion
Depersonalization: Including cynicism and compassion fatigue.
Perceived lack of personal accomplishment: Resulting in negative self-evaluation.
Burnout can affect anyone, with reports indicating that up to 50% of medical practitioners experience it, especially in Emergency Medicine, which has the highest rates of clinician burnout.

66
Q

Effects of Cortisol

A

Increased lipolysis: Breakdown of fats for energy.

Increased visceral fat: Accumulation of fat around internal organs.

Increased gluconeogenesis: Production of glucose from non-carbohydrate sources.
Anti-inflammatory actions: Reduces inflammation in the body.

Immunosuppressive actions: Decreases the effectiveness of the immune system.

Decreased sleep quality: Can interfere with sleep patterns.

Impaired memory: Affects cognitive function and memory.

Reduced appetite: Can alter hunger signals.

Decreased insulin release: Lowers the amount of insulin produced by the pancreas.

Decreased insulin sensitivity: Reduces the body’s responsiveness to insulin.

Increased cardiovascular reactivity: Heightens the cardiovascular response to stress.

Increased proteolysis: Breakdown of proteins for energy or other functions.

67
Q

What is Health Promotion?

A

Definition: Health promotion is the science or art of helping people change their lifestyle/behaviors to move towards a state of optimal health.

Key Components:
Increase Awareness: Educating individuals about health and wellness.
Change Behaviour: Encouraging positive changes in health-related behaviors.
Create Supportive Environments: Developing environments that facilitate good health practices.

68
Q

Societal-Level Health Promotion

A

on behalf of adolescents → goes beyond mere health education; aims for systemic change.

69
Q

Health Education

A

educates on maintaining personal health,
i.e. avoiding smoking, using contraception.
* Less effective alone; complements societal strategies.
* Goal…
* Improved social skills for better decision making
* Reducing inequalities (i.e. access to food, technology,
healthcare)
* School-based interventions for health resources

70
Q

Levels for Health Promotion Interventions in Adolescence

A

Individual-Level:

Peer interventions
Mentoring programs
Family-Level:

Parent training
Family interventions
School-Level:

Curriculum-based education
School policies
Community-Level:

Changes in local environments
National-Level:

Health services
Employment and training programs
Law and policy changes
Social marketing initiatives
Socio-economic changes

71
Q

What is the key feature of the Sensorimotor Stage (birth to 2 years)?

A

In the Sensorimotor Stage, infants construct an understanding of the world by coordinating sensory experiences with physical actions. They progress from reflexive actions to the beginning of symbolic thought.

72
Q

At what age does the Preoperational Stage occur, and what is its main characteristic?

A

The Preoperational Stage occurs from 2 to 7 years of age. Children begin to represent the world with words and images, which reflect increased symbolic thinking and go beyond sensory information and physical action.

73
Q

What cognitive abilities are developed during the Concrete Operational Stage (7 to 11 years)?

A

During the Concrete Operational Stage, children can reason logically about concrete events and classify objects into different sets.

74
Q

What type of reasoning is characteristic of the Formal Operational Stage (11 years to adulthood)?

A

In the Formal Operational Stage, adolescents and adults begin to reason in more abstract, idealistic, and logical ways.

75
Q

What is the progression of cognitive development across Piaget’s stages?

A

Cognitive development progresses from basic sensory-motor experiences (Sensorimotor Stage) to symbolic thinking (Preoperational Stage), logical reasoning about concrete events (Concrete Operational Stage), and finally abstract and logical reasoning (Formal Operational Stage).

76
Q

Zone of Proximal Development (ZPD):

A

Definition: The range of tasks that a learner can perform with the help of a more knowledgeable person but cannot yet perform independently.
Importance: Highlights the potential for learning and growth when support is provided.
Application: Used in educational settings to design appropriate instructional strategies and interventions.

77
Q

Zone of Actual Development (ZAD):

A

Definition: The level of development that a learner has already achieved, reflecting what they can do independently without assistance.
Importance: Indicates the current abilities and knowledge of the learner.
Application: Helps educators assess the skills that students have mastered and identify gaps in knowledge.

78
Q

Assimilation

A

Definition: The process of integrating new information into existing cognitive schemas (frameworks or mental models).
Example: A child sees a zebra for the first time and calls it a “horse” because it fits their existing schema of four-legged animals.
Importance: Allows for the incorporation of new experiences while maintaining current understanding.

79
Q

Accommodation

A

Definition: The process of modifying existing cognitive schemas or creating new ones in response to new information that does not fit into existing schemas.
Example: After learning that a zebra is not a horse, the child updates their schema to include the new category of “zebra.”
Importance: Facilitates deeper understanding and adaptation to new experiences by restructuring knowledge.

80
Q

Psychological Development in Childhood

A

Preoperational Thinking:
Very literal understanding of the world.
Limited ability to perform mental operations; relies on concrete experiences.
Memory Skills:
Typically poor memory skills, impacting learning and understanding.

81
Q

Social Development in Childhood

A

Dependency on Parents/Caregivers:
Children are heavily influenced by the behaviors modeled by their parents and caregivers.
Observational learning is crucial in shaping attitudes and behaviors.

82
Q

Implications for Health Promotion in Childhood

A

Targeting Parents:
Health promotion efforts are often directed at parents due to their significant role in a child’s health behaviors and decision-making.

Indirect Approach:
Strategies focus on increasing familiarity and engagement with health-promoting behaviors rather than directly communicating with children.

83
Q

Psychological Development in Early Adolescence

A

Concrete Thinking: Adolescents think more concretely but begin to understand moral concepts.
Body Image: Assessment and adjustment of body image are key concerns during this stage.

84
Q

Social Development in Early Adolescence

A

Peer Group Influence: Adolescents begin to distinguish themselves from their parents and develop stronger connections with peer groups.
Health Risk Behaviors: Early adolescence marks the start of potential health risk behaviors.

85
Q

Implications for Health Promotion in Early Adolescence

A

Focus on Immediate Concerns: Health promotion should focus on the “here & now” to be effective.

Peer Educators: Using peer role models or educators can increase the impact of health messages.

Physical Health: Emphasizing current physical health can be a motivating factor for behavior change.

86
Q

Psychological Development in Mid-Adolescence

A

Abstract Thinking: Adolescents develop the ability to think abstractly, particularly in relation to others, but often see themselves as “bulletproof.”

87
Q

Social Development in Mid-Adolescence

A

Increasing Autonomy: Adolescents start to move away from parental influence, gaining more independence in their decision-making and behaviors.

88
Q

Implications for Health Promotion in Mid-Adolescence

A

Targeted Messaging: Continue using health promotion approaches similar to those in early adolescence.

Focus on Risk Awareness: Specifically address risks to both the individual and others, emphasizing personal vulnerability.

89
Q

Psychological Development in Late Adolescence

A

Complex Abstract Thought: Further development of abstract thinking and identity formation, along with body image refinement.

90
Q

Social Development in Late Adolescence

A

Social Autonomy: Adolescents experience greater social independence, with peer groups splitting into smaller groups and couples.

91
Q

Implications for Health Promotion in Late Adolescence

A

Targeted Messaging: Health promotion messages should address multiple potential outcomes of actions, targeting both partners and close friends.