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Health & Medical Psychology - Leiden University (21-22) > Lecture 1 - Explaining Health Behavior > Flashcards

Lecture 1 - Explaining Health Behavior Flashcards

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1
Q

Biopsychosocial model:
3 elements
= health

A 
Biopsychosocial model:
- biology
- psychology
- social context 
= health
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2
Q

How does the Biopsychosocial model work?

A

Body and mind in interaction determine health and illness

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3
Q

What is included in the 3 different factors of the Biopsychosocial model?

A
  • Biological
    (genes, pathogens)
  • Psychological
    (emotions, cognition and behavior)
  • Social
    (norms, social cultural background)
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4
Q

Prevention (3 subcategories)

A
  1. Primary prevention
  2. Secondary prevention
  3. Tertiary prevention
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5
Q

Primary prevention (between which two stages)

A

Between the stage of “healthy person” and “early symptoms”.

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6
Q

Secondary prevention know as screening / early treatment (between which two stages)

A

“early symptom (reversible)” and “later symptoms (irreversable)”.

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7
Q

the stage of revalidation (between which two stages of PREVENTION)

A

“later symptoms (irreversable)” and “illness”.

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8
Q

Primary prevention:

  • Phase:
  • Target group:
A
  • Prevention of problem, illness or casualty

- healthy people

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9
Q

Secondary prevention:

  • Phase:
  • Target group:
A
  • Tracing illness in an early phase, for early treatment / prevention of more serious complaints
  • (healthy) people with an increased risk for disease
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10
Q

Tertiary prevention:

  • Phase:
  • Target group:
A
  • Prevention of complications / worsening of symptoms through optimal care (including self-regulation
    interventions)
  • ill people
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11
Q
  • Cohort studies -

Alameda 7 – seven health factors for longevity

A
  1. Exercising
  2. Drinking less than five drinks in one sitting
  3. Sleeping 7-8 hours a night
  4. Not smoking
  5. Maintaining desirable weight for height
  6. Avoid snacks
  7. Eating breakfast
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12
Q

Types of health behaviors
• Matarazzo (1984) makes a distinction between:
- Behavioral pathogens
- Behavioral immunogens

A
  • Behavioral pathogens (health risk behaviors)

- Behavioral immunogens (health protective behaviors)

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13
Q

Behavioral pathogens

…such as…

A

smoking, alcohol and drug-abuse, sharing needles, multiple sex partners, unsafe sex, drunk driving, no ear protection, etc.

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14
Q

Behavioral immunogens

…such as…

A

physical activity, healthy nutrition (e.g., low in fat, sugar and salt, vegetables and fruit), sun-protection, bicycle helmet, vaccinations, medication, etc.

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15
Q

Why influence
health behavior?
Reason 1:

A

Health behavior is

related to morbidity and mortality

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16
Q

Morbidity:
Mortality:

A

Morbidity: illness or disease.
Mortality: death.

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17
Q

Why influence
health behavior?
Reason 2:

A

Socio-demographical
differences in health behavior
increase socio-economic
differences

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18
Q

Why influence
health behavior?
Reason 3:

A

The prevalence of risk

behaviors is high

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19
Q

Why influence
health behavior?
Reason 4:

A

Health behavior is not

always an informed choice

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20
Q

How can we understand health

behavior? (3 steps)

A
  • Getting motivated
  • Preparing for action & starting to change
  • Staying on track
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21
Q

Getting motivated…

1 model / 1 theory / 1 approach

A
  • Health Belief Model
  • Social Cognitive Theory
  • Theory of Planned Behavior/Reasoned Action Approach
22
Q

Health Belief Model (Becker, 1974)

…dv & pc influences ps&s, pb&b & hm, which affets a…

A

1a - Demographic variables (age, class, gender, etc.)
1b - Psychological characteristics (personality, peer/group pressure, etc.)
…influences…
2a - Percieved susceptability & Percieved severity
2b - Percieved benefits & Percieved barriers
2 c - Health Motivation
…which affects….
ACTION (cues to action)

23
Q

Social Cognitive Theory (Bandura, 1977, 1989)

A

Person -(a)-> Behavior -(b)-> Outcome
Cognitive processes:
(a) - self-efficacy expectations
(b) - outcome expectations
Behavioral processes:
(a) - (reciprocal effects - both ways) behavioral initiation and maintenance
(b) - (one way - outcome exp –>) behavioral initiation and maintenance

24
Q 
Social Cognitive Theory (Bandura, 1977, 1989)
Self-efficacy
- Participant modeling:
- Live modeling:
- Suggestion:
- Attribution:
A
  • Participant modeling:
    direct experiences –> choice (approach vs. avoid)
  • Live modeling:
    indirect experiences –> effort & persistence
  • Suggestion:
    verbal persuasion –> thinking & decision making
  • Attribution:
    emotional arousal –> emotional reactions (anxiety, stress)
25
Q

Theory of Reasoned Action (Fishbein & Azjen, 1975)
Theory of Planned Behavior (Azjen, 1988)
Reasoned Action Approach (Fishbein & Azjen, 2010)

(5 steps, 3 subgroups)

A 
1 - Background factors
2 -  
(a) Behavioral beliefes
(b) Normative beliefes
(c) Control beliefs
3 -
(a) Attitude toward behavior
(b) Percieved norm
(c) Percieved behavioral control
4 - 
Intention
4,5 -
Actual control (interacting with 3c)
5 - 
Behavior (interacting with 2abc)
26
Q

Getting motivated:

1 model, 1 theory, 1 approach

A
  • Health Belief Model
  • Social Cognitive Theory
  • Theory of Planned Behavior/Reasoned Action Approach
27
Q

Preparing for action & starting to change:

1 theory, 1 approach

A
  • Self-Determination Theory

* Health Action Process Approach

28
Q 
Self-Determination Theory (Deci & Ryan, 1985; 2000)
Level 1 (x3 categories)
Level 2 (x6 categories, in 2 subgroups)
Level 3 (x6 categories)
A

Level 1:

  • Amotivation
  • Extrinsic motivation
  • Intrinsic motivation

Level 2:

  • Non-regulation
  • External regulation (Controlled motivation)
  • Introjected regulation (Controlled motivation)
  • Identified regulation (Autonomous motivation)
  • Integrated regulation (Autonomous motivation)
  • Intrinsic regulation (Autonomous motivation)
Level 3:
- Impersonal
- External
- Somewhat external
- Somewhat internal
- Internal
- Internal
(Internalization & Integration)
29
Q

Self-Determination Theory (Deci & Ryan, 1985; 2000)

- Basic Psychosocial Needs -

A
  • Relatedness
  • Competence
  • Autonomy
30
Q

Health Action Process Approach (Schwarzer, 1992)

A
  • Preintenders
  • Intenders
  • Actors
31
Q

Health Action Process Approach (Schwarzer, 1992)

…3 steps (2 incl. a+b) leading to disengagement

A
  1. Intention
    (task self-efficacy, outcome expectancies, risk perception, “barriers & resources”: social support)

2a. Action planning
(task self-efficacy, maintenance self-efficacy)
2b. Coping planning
(“barriers & resources”: social support)

  1. Action control
    (maintenance self-efficacy, recovery self-efficacy, “barriers & resources”: social support)

= Disengagement

32
Q

Dual Process Theories:
Type 1 process (xxx)
Type 2 process (xxx)

A

Type 1 process (intuitive)

Type 2 process (reflective)

33
Q

Dual process theory:
Type 1 process (intuitive)
Type 2 process (reflective)

A
  1. Does not requier working memory
    - autonomous -
  2. Does requier working memory
    - cognitive decoupling; mental stimulation -
34
Q

Dual process theory:
Type 1 process - 9 things
Type 2 process - 10 things

A 
Type 1 process (intuitive)
fast
high capacity
parrallel
nonconscious
bias responses
contextualized
automatic
experience-based decision making
independent of cognitive ability
Type 2 process (reflective)
slow
limited capacity
serial
conscious
normative responses
abstract
controlled
rule-based
consequential decision making
correlated with cognitive ability
35
Q

Dual process theory:
Type 1 process –> old mind
Type 2 process –> new mind

A 
Old mind:
- Evolved early
- Similar to animal cognition
- Implicit knowledge
- Basic emotions
New mind:
- Evolved late
- Distinctively human
- Explicit knowledge
- Complax emotions
36
Q

Reflective Impulsive Model
Strack & Deutsch (2004)
—> two systems: engaged/disengaged

A
  • Both systems operate in parallel.
  • The impulsive system = engaged.
  • The reflective system = disengaged –> high amount of cognitive
    capacity.

“Conflicts may arise if behavioral schemata are activated that are incompatible and inhibit one another […] The resolution
of the conflict depends on the strength of the activation for each schema”

37
Q 
Reflective Impulsive Model, Strack & Deutsch (2004)
Impulsive system (AAIUU) vs. Reflective system (ECCR)
A

Impulsive system:
> Implicit, uncontrolled, unconscious, automatic, associative
> habits
> impulses

Reflective system:
> Explicit, controlled, concscious, reasoned
> Knowledge, facts, values
> intentions

38
Q

Two systems: which one wins?
“The resolution of the conflict depends on the strength of the
activation for each schema” (Strack & Deutsch, 2004)
(6 subcategories)

A
  • Cognitive Capacity/ working memory
  • Self-control
  • Impulsivity
  • Alcohol
  • Emotions
  • Habit Strength (highlighted)
39
Q

What is Habits?
How does Habits develop?
Once something is a Habit…

A

= Mental association between cue and goaldirected response.

= Develops when repeatedly performing a
specific behavior in a stable situation.

…No intention or planning is required.

40
Q

Why are Habits beneficial?
> efficient?
> easy?

A

> Efficient: I can use my attention
+ resources for other things

> Easy: I Don’t have to think about it or make difficult decisions

41
Q

Why can habits be bad?

A
  • Automatic activation
    » difficult to change
  • Despite having strong intentions!
  • Even if intentions change&raquo_space; no effect on the strength
    + automatic nature of the cue-response association
42
Q

COM-B Model

- 4 parts

A
  • Capability
  • Motivation
  • Opportunity
  • Behavior
43
Q

COM-B Model
Capability:
affecting –>
interacting –>

A
  • Actual control (RAA)
  • Affecting motivation
  • Interacting with behavior
44
Q

COM-B Model
Motivation:
affected –>
interacting –>

A
  • Automatic & reflective processes
    (Dual process theories), selfefficacy & outcome expectations (SCT)
  • Affected by capability & opportunity
  • Interacting with behavior
45
Q

COM-B Model
Opportunity:
affecting –>
interacting –>

A
  • Cues to action (HBM), Perceived norms, perceived behavioral control, Actual control (RAA)
  • Affecting motivation
  • Interacting with behavior
46
Q

COM-B Model
Behavior
result of:
affecting:

A

Result of: capability, motivation & opportunity

Affecting: capability, motivation & opportunity

47
Q 
Theoretical Domains Framework
6 subgroups (divided into 3 groups)
A

source of behavior + TDF (theoretical domains framework)

  • 2x capability (psychological & physical)
  • 2x motivation (automatic & reflective)
  • 2x opportunity (social & physical)
48
Q

Three models to understand getting motivated

A
  • Health Belief Model
  • Social Cognitive Theory
  • Reasoned Action Approach (& Theory of Planned Behavior)
49
Q

Theory to understand content of motivation

A

• Self-Determination Theory

50
Q

Theory that moves beyond motivation and highlights importance of
volition (=own will)

A

• Health Action Process Approach

51
Q

Theories that distinguish between automatic and reflective processes

A

• Dual process models

52
Q

INTEGRATIVE models for understanding (health) behavior

A
  • COM-B model

* Theoretical Domains Framework

Health & Medical Psychology - Leiden University (21-22) (6 decks)

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