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U2 Health Psychology > Lecture 4 - Health Behaviours > Flashcards

Lecture 4 - Health Behaviours Flashcards

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1
Q

What is Health Promotion?

A

WHO definition
• process of enabling people to increase control over,
and to improve, their health
• focus not only on individual behaviour, but also a wide range of social and environmental interventions

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2
Q

what is the philosophy for health promotion

A

Good health is a personal and collective achievement.

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3
Q

is there a Role of Behaviours in Disease

A

• Acute disorders declined
• Preventable disorders increased (e.g.,
cardiovascular disease, diabetes)
• Nearly 50% of deaths in Canada are caused by modifiable behaviours (e.g., smoking, poor diet, physical inactivity)
• Changing BEHAVIOURS is now the key

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4
Q

what are the Types of Prevention

A

primary
secondary
tertiary

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5
Q

what is involved in primary prevention

A 
Target People Before Disease:
• Diet
• Exercise
• Safety practices 
• etc
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6
Q

what is the involved in secondary prevention

A 
Target People at Risk
of Disease to detect and treat early on
• Age
• Gender
• SES
• etc.
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7
Q

what is involved in tertiary prevention

A

target people with disease

–> limit impact of the desease

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8
Q

what in an example of primary prevention

A

education, CBT

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9
Q

what in an example of secondary prevention

A

screening

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10
Q

what in an example of tertiary prevention

A

rehabilitation

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11
Q

What are Health Behaviours?

A
  • Behaviours that enhance or maintain health

* Practicing safer sex, sleeping well, healthy eating, not smoking, exercise, etc.

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12
Q

define Habits

A

health behaviours that are firmly established, automatic

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13
Q

Those aged 75+ who did 7 habits had health comparable to who

A

35-44 year olds who only did 3

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14
Q

are habits learned behaviour

A

yes

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15
Q

how can we learn habits (what are the learning models)

A

Classical conditioning
Operant conditioning
Observational learning

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16
Q

what is Classical conditioning (summary)

A

Pavlov, stimulus-response, association, neutral, conditional and
unconditioned stimuli, uncontrollable responses, extinction

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17
Q

what is Operant conditioning (summary)

A

Skinner, reward, punishment, schedules of reinforcement

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18
Q

what is Observational learning

A

Bandura, modelling and imitation

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19
Q

give more details for classical conditioning

A

Type of learning in which a response (drooling) that is naturally elicited by a stimulus (food) becomes elicited by a different formerly neutral stimuli (bell).

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20
Q

give more details for Operant Conditioning

A

Type of learning in which voluntary behavior is strengthened if followed by a reinforcement or diminished if followed by a punishment.

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21
Q

what are some Barriers to Healthy Behaviours

A

• Little incentive for good behaviour in the short-term
• Once established, poor habits are hard to change
Particular importance to target childhood and adolescence in interventions

22
Q

Why are Interventions in Childhood Needed?

A
  • Poor health habits in early life have consequences many decades later
  • Healthy lifestyle habits may easiest and most lastingly formed in childhood through pure association and repetition (classical conditioning), reinforcement learning, and observational learning. (eating, exercising, dental hygiene)
23
Q

adolescence is the prime time for what kind of behaviour

A

Risk Behavior

24
Q

why is adolescence referred to as the ‘window of vulnerability’

A

Developmental period in which it is most likely to

develop risk behaviours

25
Q

what is the Primary Prevention in Adolescents

A
  1. encourage positive modeling
  2. identify opportunities and teachable moments
  3. work with emotions
26
Q

What Theories and Models are Used for

Understanding Health Behaviour Change?

A

3 types;
attitude change
social cognition
transtheoretical

27
Q

what is included in attitude change

A
  • Education
  • Fear appeals
  • Message framing
28
Q

what is included in social-cognition

A 
• Expectancy-Value Theory
• Health Belief Model • Theory of Planned
Behaviour
• Implementation
intentions
29
Q

what is included in trans theoretical

A

stages of change

30
Q

what is the theory of attitude change

A
  • If change people’s attitudes, will change behaviour

* “Health propaganda”

31
Q

what are some examples of attitude change through education

A
  • Canadian Food Guide
  • Accident Prevention Posters
  • Education in physical education classes at school
  • Sex education at school
  • Public service announcements risk of Hepatitis B while traveling
  • Diabetes workshops
  • Etc.
32
Q

attitude change through education is most effective when…

A

Most effective when:
• Colourful and vivid
• Short, clear, direct
• Health threat is new and behaviour easy to adopt

33
Q

Attitude Change Through Education: Limitations

A

Limited success:
• They try to be attention-grabbing
– Not easy in an over-stimulated world! Messages get lost
• Information not necessarily accurate
• Information not necessarily received accurately
• Might lead to increased knowledge but not necessarily to behaviour change
—Particularly for complex or difficult behaviours

34
Q

Attitude Change Through Education: Conclusions

A

Knowledge is necessary, but not sufficient for behaviour change.
Education campaigns important for new health threats.

35
Q

what are Attitude Change Through Fear Appeals

A

Assumes that if people are afraid that a particular habit is hurting their health, they will change the behaviour to reduce the fear

36
Q

what are some examples of fear appeals

A

smoking ads

37
Q

what are some limitations of fear appeals

A

Effects found to be weak (meta-analysis, 2009) • Too much fear may not work
• Effects might only be short-lasting
• Fear alone may not be enough
• Recommendations/advice for action may be needed

38
Q

explain Attitude Change: Message Framing

A

• Prospect theory: Kahneman & Tversky, 1979
• Different presentations of risk information changes people’s
perspectives and actions
• Only prospect of loss makes people engage in difficult/high cost behaviour
• For easy behaviours (e.g. sunscreen use), prospect of gains should be emphasized

39
Q

what are social cognition models

A

Social and cognitive factors motivate health behaviour change

40
Q

what are the three social cognition models

A
  • Health Belief Model (Rosenstock, 1966)
  • The Theory of Planned Behavior
  • Implementation Intentions
41
Q

what is arguably the most influential model in health psychology

A

Health Belief Model (HBM)

42
Q

Health Belief Model (HBM) says that Health behaviours determined by 2 factors:

A
  1. One’s beliefs in a specific health threat:
  2. Beliefs that a specific health behaviour can
    reduce that threat:
43
Q

what are the subcategories of the HBM ‘one’s beliefs in a specific health threat:’

A

a) perceived susceptibility

b) perceived severity

44
Q

what re the subcategories in HBM’s ‘Beliefs that a specific health behaviour can
reduce that threat:’

A

a) Perceived benefits

b) Perceived costs

45
Q

what is the support for HBM

A

Large body of research showing that the HBM predicts health behaviours to a certain extent:
• Dental care
• Breast examination • Dieting in obesity
• Sexual behaviour
• Smoking

46
Q

what is the overall Evaluation of HBM

A
  • Health beliefs alone are modest determinant of people’s intentions to take preventative health measures
  • There are so many factors beyond beliefs that determine how a person will act
  • E.g. intention, planning, norms, self-efficacy, motivation, knowledge, …
47
Q

what is the Theory of Planned Behaviour

TPB

A
  • Health behaviour is direct result of a behavioural intention
  • Behavioural intentions are determined by:
    • Attitudes to a specific action
    • Subjective Norms
    • Perceived Behavioural Control (PBC)
48
Q

what is the support for TPB

A

Useful for understanding health behaviour change
• Links beliefs to behaviour
• Fine-tuned picture of intentions for a particular health behaviour
Research evidence
• Testicular examinations, weight loss, speeding, self- harm, condom use, sunscreen use, oral contraceptive use, soft drink consumption, breast cancer screening, exercise, AIDS related risk behaviours, etc.

49
Q

what is the overall evaluation for TPB

A
  • Despite support for the TPB, it is still not very good at explaining long-term behaviour change
  • Does not talk about the intention-behaviour link: what actually gets people to do what they intend to do?
50
Q

give a summary of this lecture

A
  • Education campaigns have their role particularly for new health threats
  • HBM and TPB have some prediction but
    • Mostly for intention
    • Do not address the intention-behavior gap

U2 Health Psychology (20 decks)

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