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Determinants of Health > Social Determinants of Health - Midterm > Flashcards

Social Determinants of Health - Midterm Flashcards

1
Q

Takes into account the individual factors, interpersonal factors, and social/structural factors

A

ecological systems theories

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2
Q

What is the critique of the conventional view of assessing an individual’s risk factor?

A

it ignores some of the broader parts in the ecological systems theories that affect the health of said individual

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3
Q

Which scientist came up with the population perspective?

A

Rose

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4
Q

“to find the determinants incidence and prevalence rates, we need to study characteristics of populations, not the characteristics of individuals”

A

population perspective

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5
Q

“factors that explain difference between individuals within a population may not explain differences between population”

A

population perspecctive

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6
Q

Why is a ubiquitous exposure a problem in identifying determinants?

A

the more widespread a cause, the less it explains the distribution of individual cases

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7
Q

What are the implications of rose’s population perspective?

A

use the population strategy rather than the high risk strategy

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8
Q

A large number of people at a small risk may give risk to more cases of disease than the small number who are at a high risk

A

the rose and prevention paradox

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9
Q

CC: Tailored interventions appropriate to the individual who is most motivated to receive it

A

advantage of the high-risk strategey

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10
Q

CC: Cost-effective use of limited resources

A

advantages of the high-risk strategy

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11
Q

CC: Favorable benefit to risk ratio

A

Advantage of the high-risk stratgey

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12
Q

CC: radical - attempts to remove underlying causes that make a disease more common

A

advantage of the population strategy

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13
Q

CC: significant potential for population health

A

advantage of the population strategy

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14
Q

CC: can change norms, so maintenance of health behavior no longer requires effort

A

advantage of population strategy

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15
Q

CC: challenge and cost of repeated screening

A

disadvantage of the high-risk strategy

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16
Q

CC: palliative and temporary -does not address root causes

A

disadvantages of the high-risk strategy

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17
Q

CC: limited potential for individuals and population

A

disadvantages of the high risk strategy

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18
Q

CC: behaviorally inappropriate - cannot divorce the tail from the mean

A

disadvantages of the high risk strategy

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19
Q

CC: small benefit to each individual - weak motivation

A

disadvantage of thepopulation strategy

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20
Q

CC: problematic benefit to risk ratio

A

disadvantage of the population strategy

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21
Q

Who created the Fundamental causes strategy?

A

Link and Phelan

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22
Q

A durable Inequity creates health inequality and gap , due to resources, that translates SES into health status

A

Fundamental Causes

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23
Q

What are some types of resources someone with SES may have?

A

material goods, knowledge, social ties

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24
Q

What are some types of material goods?

A

medicine, housing, food, health care access, cash

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25
Q

What are some types of knowledge?

A

health literacy, knowing about diseases, risks, “good” health behaviors

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26
Q

What are some types of social ties?

A

networks, connection to things that can help your health, prestige

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27
Q

relationships between a fundamental cause and health can be preserved even if the mechanism change

A

fundamental cause

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28
Q

when effect of one mechanism declines, the effect of another can emerge and become more prominent

A

fundamental cause

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29
Q

social conditions affect access too and ability to deploy flexible resources of all kinds

A

fundamental cause

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30
Q

what is one implication of the fundamental causes?

A

many interventions have an SES bias, or more generally are oblivious to larger social conditions

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31
Q

Emphasis beyond the individual, towards the social world where the person is located

A

overlap between population perspective and fundamental causes

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32
Q

not just interested in surface level risks - but looking for the cause of the causes

A

overlap between population perspective and fundamental causes

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33
Q

Going to population level gets us into all sorts of interesting areas

A

overlap between population perspective and fundamental causes

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34
Q

broadest possible targets

A

overlap between population perspective and fundamental causes

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35
Q

a socially derived economic factors the influence what positions individuals or groups hold within the multiple stratified structure of a society

A

SES

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36
Q

what are the dimensions of SES?

A

location in social structure, function of economic and social factors, material and social resources, and prestige resources

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37
Q

What is a key feature of the empirical relationship between SES and health?

A

often a confounding variable

38
Q

What are 5 facts of the relationship between SES and health?

A

incremental, evident above material deprivation, not explained by risk-factors, modifiable, and bi-directional

39
Q

What was the key finding in the Whitehall data?

A

large differences in health outcomes across occupational categories, despite accounting for key proximate risk factors

40
Q

What is the “residual” effect of SES?

A

the difference in health outcomes that can’t be explained by some other factor such as confiders or proximate risk factors

41
Q

SES causes health

A

social causation

42
Q

Health causes SES

A

selection, social drift, reverse causation

43
Q

What are three proxies with which we can measure SES?

A

income, education, occupation

44
Q

What are some pro’s to using occupation as a proxy for SES?

A

captures major structural link between education and income, capurses resources and prestige

45
Q

What are some con’s to using occupation as a proxy for SES?

A

difficult to standardize and rank, excludes those not in the labor force, highly subject to drift

46
Q

What is a pro of using education as a proxy for SES?

A

universal applicability, approximates material, prestige, and cognitive resources, categories corresponding to thresholds are meaningful theoretical thresholds, relatively immune to drift in adulthood

47
Q

What are some con’s of using education as a proxy for SES?

A

doesn’t capture quality, meaning across timed place are highly variable, subgroup differences in economic returns

48
Q

What are some pro’s for using income as a proxy for SES?

A

granularity in ascertainment, compare across time, most closely related to means fro material consumption

49
Q

What are some con’s for using income as a proxy for SES?

A

subject to drift, differential applicability, variability over the life course, doesn’t capture wealth

50
Q

What is one was that SES and race often intersect?

A

whites have had the opportunity to accumulate more wealth than blacks

51
Q

Lewontin - genetic variation within populations?

A

85%

52
Q

Lewontin - genetic variations between racial groups

A

6-8%

53
Q

Is there a genetic base to race?

A

no

54
Q

What did Rich argue?

A

people who identify as a certain race match that race’s genetic profile

55
Q

genetic drift in humans - differences in the genetic code in non-coding regions

A

Ancestry Informative Markers

56
Q

a part of the code where 1 of the nucleotides is different

A

single nucleotide polmorphism

57
Q

How do we explain genetic diseases predominantly in certain racial groups?

A

created based off of founder effect and genetic drift in one ancestry group - happens in small groups - these diseases tend to be due to geographical history, not race

58
Q

What do diseases specific in certain ethnic groups tell us about genetics and race?

A

tells us migration patterns

59
Q

What is the founder or drift effect?

A

when one subset of the population is isolated, the small group must interbreed, meaning that the gene pools is smaller and gets to be more similar, so certain diseases become more prevalent

60
Q

Where do we see health disparities in terms of genetic diseases?

A

only in genetic diseases that are complex genetic diseases for which there is no single gene or mutation that causes the disease (rather than mendelian ones in founder effect), meaning there is some social/enviornmental determinant

61
Q

What can we conclude about genetic diseases and races?

A

the genes that cause disease are the same across all races, and specific mutations are shared. For most complex diseases, a SNP is not sufficient to cause disease

62
Q

How does environment affect gene expression?

A

environment can affect gene expression through epigenetic interactions - but then you are no longer looking at a straightforward genetic causes

63
Q

What is the implication for precision medicine if genes = disease?

A

no racial implication - look for specific mutations, not race as a proxy

64
Q

Are there differences in how subgroups metabolize drugs?

A

yes - but if you look at computer generated clusters versus socially constructed clusters, those subgroup differences become less apparent - you can’t generalize that much

65
Q

What are the risks of using racial stereotypes to address health?

A

tailoring therapy and treatment to patient race/ethnicity may ignore other at risk-populations, which leads to imprecise racial profiling and then bad medicine

66
Q

What is one problem with BiDil and other race-based drugs?

A

maximize racial ethnic variations and look for subgroup differences and capitalize on these - then cost problems with generic drug

67
Q

What is the inequality paradox?

A

Most intervention strategies are SES bias.

68
Q

Race, as an arbitrarily, socially defined category of people

A

social contrust

69
Q

What is the problem with not collecting data on race?

A

while race is a social construct, racism is real, and has real implications on health and many other factors

70
Q

What is the fallacy with saying that sickle cell anemia is a racial disease?

A

It’s an ancestral disease based off of geography - those with ancestry in India also have higher races of the nickel cell trait

71
Q

includes prejudice and discrimination, intentional and unintentional actions, lack of respect, suspicion, dehumanization, and devaluation

A

interpersonal racism

72
Q

stereotypes/predjudice

A

interpersonal racism

73
Q

implicit bias

A

interpersonal racism

74
Q

discrimination

A

interpersonal racism

75
Q

What did the Pager study find?

A

Black applicants without a criminal record were less likely to be hired than white applicants with a criminal record for an entry level job

76
Q

differential access to resources and power due to policies and practices

A

structrual/institutional racism

77
Q

residential segregation and redlining

A

structural/institutional racism

78
Q

racial wealth gap

A

structural/institutional racism

79
Q

acceptance and internalization of negative stereotypes about one’s group, and awareness of these stereotypes

A

internalized racism

80
Q

What’s a problem with internalized racism?

A

ignores other factors such as resilience in the face of adversity

81
Q

the cumulative wear and tear on the body’s system due to adaptation to stressors

A

weathering (geronimus)

82
Q

measured with biomarkers across multiple physiological system 0 how hard the body has to work to maintain homeostatsis

A

allostatic load

83
Q

What happens to telomeres as stress, allostatic load, et al increases?

A

telomere shortens

84
Q

What does the telomere affect

A

aging process - short telomere tell a person’s real age

85
Q

What are a fews ways that institutional racism translated to health outcomes?

A

food availability, green space, distance to toxic waste centers and industrial hazards, access to health care

86
Q

knowing the negative stereotype associated with your groups puts the individual at risk of confirming stereotypes

A

Stereotype threat

87
Q

How can stereotype threat be shown experimentally?

A

administer tests and alter the stereotype threat

88
Q

What is an intervention that can come fro the theory of stereotype threat?

A

Telling people the truth, there is no difference in ability, gets rid of the stereotype threat so marginalized groups will perform just as well

89
Q

What are two legislation and policy changes around Racism?

A

Equal Employment Opportunity commission and Civil Rights Act of 1964 and Fair Housing Act of 1968

90
Q

What is an example of grassroots activism that can fight racism?

A

Student Nonviolent Coordinating Committee

Determinants of Health (3 decks)

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