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

Lecture 1 - Explaining Health Behavior Flashcards

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
Theory of Reasoned Action (Fishbein & Azjen, 1975) Theory of Planned Behavior (Azjen, 1988) Reasoned Action Approach (Fishbein & Azjen, 2010) (5 steps, 3 subgroups)
``` 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
Getting motivated: | 1 model, 1 theory, 1 approach
* Health Belief Model * Social Cognitive Theory * Theory of Planned Behavior/Reasoned Action Approach
27
Preparing for action & starting to change: | 1 theory, 1 approach
* Self-Determination Theory | * Health Action Process Approach
28
``` Self-Determination Theory (Deci & Ryan, 1985; 2000) Level 1 (x3 categories) Level 2 (x6 categories, in 2 subgroups) Level 3 (x6 categories) ```
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
Self-Determination Theory (Deci & Ryan, 1985; 2000) | - Basic Psychosocial Needs -
- Relatedness - Competence - Autonomy
30
Health Action Process Approach (Schwarzer, 1992)
- Preintenders - Intenders - Actors
31
Health Action Process Approach (Schwarzer, 1992) | ...3 steps (2 incl. a+b) leading to disengagement
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) 3. Action control (maintenance self-efficacy, recovery self-efficacy, "barriers & resources": social support) = Disengagement
32
Dual Process Theories: Type 1 process (xxx) Type 2 process (xxx)
Type 1 process (intuitive) | Type 2 process (reflective)
33
Dual process theory: Type 1 process (intuitive) Type 2 process (reflective)
1. Does not requier working memory - autonomous - 2. Does requier working memory - cognitive decoupling; mental stimulation -
34
Dual process theory: Type 1 process - 9 things Type 2 process - 10 things
``` 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
Dual process theory: Type 1 process --> old mind Type 2 process --> new mind
``` Old mind: - Evolved early - Similar to animal cognition - Implicit knowledge - Basic emotions New mind: - Evolved late - Distinctively human - Explicit knowledge - Complax emotions ```
36
Reflective Impulsive Model Strack & Deutsch (2004) ---> two systems: engaged/disengaged
- 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
``` Reflective Impulsive Model, Strack & Deutsch (2004) Impulsive system (AAIUU) vs. Reflective system (ECCR) ```
Impulsive system: > Implicit, uncontrolled, unconscious, automatic, associative > habits > impulses Reflective system: > Explicit, controlled, concscious, reasoned > Knowledge, facts, values > intentions
38
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)
* Cognitive Capacity/ working memory * Self-control * Impulsivity * Alcohol * Emotions * Habit Strength (highlighted)
39
What is Habits? How does Habits develop? Once something is a Habit...
= 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
Why are Habits beneficial? > efficient? > easy?
> Efficient: I can use my attention + resources for other things > Easy: I Don’t have to think about it or make difficult decisions
41
Why can habits be bad?
- Automatic activation >> difficult to change - Despite having strong intentions! - Even if intentions change >> no effect on the strength + automatic nature of the cue-response association
42
COM-B Model | - 4 parts
- Capability - Motivation - Opportunity - Behavior
43
COM-B Model Capability: affecting --> interacting -->
- Actual control (RAA) - Affecting motivation - Interacting with behavior
44
COM-B Model Motivation: affected --> interacting -->
- Automatic & reflective processes (Dual process theories), selfefficacy & outcome expectations (SCT) - Affected by capability & opportunity - Interacting with behavior
45
COM-B Model Opportunity: affecting --> interacting -->
- Cues to action (HBM), Perceived norms, perceived behavioral control, Actual control (RAA) - Affecting motivation - Interacting with behavior
46
COM-B Model Behavior result of: affecting:
Result of: capability, motivation & opportunity | Affecting: capability, motivation & opportunity
47
``` Theoretical Domains Framework 6 subgroups (divided into 3 groups) ```
source of behavior + TDF (theoretical domains framework) - 2x capability (psychological & physical) - 2x motivation (automatic & reflective) - 2x opportunity (social & physical)
48
Three models to understand getting motivated
* Health Belief Model * Social Cognitive Theory * Reasoned Action Approach (& Theory of Planned Behavior)
49
Theory to understand content of motivation
• Self-Determination Theory
50
Theory that moves beyond motivation and highlights importance of volition (=own will)
• Health Action Process Approach
51
Theories that distinguish between automatic and reflective processes
• Dual process models
52
INTEGRATIVE models for understanding (health) behavior
* COM-B model | * Theoretical Domains Framework

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

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