Unit 4: Week 6

Question 1

why are models and theories important? (2)

Answer 1

1. allows you to narrow your focus of the specific health issue you are studying. For example they are similar to the intent/question of a research paper
2. enable health intervention program planners to give structure, organization and understanding to the program’s (intervention’s) process and purpose

Question 2

what are the 4 components that define theories? (I, E, B, F)

Answer 2

1. they help us understand what INFLUENCES health
2. analyze why people are or are not ENGAGING in health behaviours/actions
3. how people’s BEHAVIOURS are influenced
4. help us see what FACTORS should be considered when evaluating a program’s focus

Question 3

what are models?

Answer 3

they are a vehicle for applying theories almost like a framework or map

Question 4

a) theories provide _______ and ________. Models provide _______ to actually ________ the change
b) Give an example of a theory and its model using these statement

Answer 4

a) theories provide insight and direction
models provide steps to actually initiate the change

b) ex: students doing the readings assigned with lectures. The theory is that the prof understands that we would do the readings since they matter to us and would allow for us to achieve a better grade, so the prof assigns the readings. The model is the prof
ex: dog and tricks. We understand that our dogs like treats, so we can teach them tricks and reward them with a treat since we know that this motivates the dog to listen. The model is us giving the dog treats

Question 5

T/F: models not grounded in theory are most successful from a HP perspective

Answer 5

F. models not grounded in theory are more unsuccessful

Question 6

what school of psychological thought did pavlov’s work start?
a) attitudinal school of thought
b) cognitive school of thought
c) psychical school of thought
d) behaviourist school of thought

Answer 6

d)

Question 7

what did the behaviourist school of thought view psychology as?

Answer 7

it viewed it as a rigorous science focused on observable behaviours and not unobservable internal mental processes –> the actions of people that we can SEE/observe not what people think

Question 8

Pavlov created __________ learning. What is this type of learning about?

Answer 8

classical conditioning. where one learns to link 2 or more stimuli and anticipate events from this stimuli

Question 9

What are neutral stimulus in classical conditioning?

Answer 9

things that would normally not make people want something more or less. Ex: in the dog experiment these are things that would normally not make the dog drool like a bell

Question 10

the neutral stimulus becomes the ________ in the ________- ______________ phase of classical conditioning

Answer 10

conditioned stimulus, after conditioning phase. Ex: the dogs start to drool at the sound or light of the neutral stimulus because there is an association now between these things with the meat. This causes a conditioned response, in this case of drooling

Question 11

T/F: operant conditioning is NOT associative learning

Answer 11

F. operant conditioning is a type of associate learning since it involves association of certain events, behaviours or stimuli together

Question 12

Skinner created _______. what is this type of learning about?

Answer 12

where behaviour is strengthened if followed by a reinforcer or diminished if followed by a punisher

Question 13

explain each with examples:
1. positive reinforcement
2. negative reinforcement
3. positive punishment
4. negative punishment

Answer 13

1. adding something to increase a behaviour; allowance for doing the dishes
2. taking something away to increase a behaviour; decreasing the beeping sound in a car by putting a seatbelt on
3. adding something to decrease a behaviour; giving a speeding ticket for driving over the speed limit
4. taking something away to decrease a behaviour; having your licence being taken away for driving over the speed limit

Question 14

what is a shaper in operant conditioning?

Answer 14

for each action closer to the desired outcome, a reinforcement or reward is provided until the target behaviour is achieved–> guiding behaviour closer and closer to the desired behaviour

Question 15

T/F: Negative reinforcement is the SAME as punishment in operant conditioning

Answer 15

F. Not the same because it takes away something to encourage a behaviour. Like getting rid of a headache by taking Advil. The Advil is the negative reinforcer

Question 16

what is the difference between primary and conditioned reinforcers?

Answer 16

primary reinforcers = a reinforcer that is innate and natural. it satisfies a biological need and is an involuntary reflex
conditioned reinforcer = gains it reinforcing power by being associated with the primary reinforcer. A conditioned stimulus causing learned behaviour

Question 17

what are the 4 combination theories that use operant and classical conditioning?

Answer 17

1. Stimulus response (SR)
2. Social cognitive (learning) theory (SCT)
3. Theory of reasoned action (TRA)
4. Theory of planned behaviour (TPB)

Question 18

T/F: The HBM can be used to explain and predict behaviour

Answer 18

T. This model provides useful insights into behaviour and change

Question 19

T/F: The HBM model is not based on perturbations (anxieties) and evaluations (assessments)

Answer 19

F. it is about this

Question 20

What are cues to action? In the HBM do cues to action mean the same thing as triggers? Give examples of triggers/cues to action

Answer 20

Cues to action are triggers for behaviour, so they mean the same thing. Exposure to these cues increase readiness to take action. Ex: news campaigns, reminders, aware of body sensations/illnesses

Question 21

which of the following was NOT one of the 3 health issues studied using the HBM?
a) gestational diabetes
b) oral cancer
c) toothbrushing
d) healthy eating among women

Answer 21

b)

Question 22

what are the 3 health issues that were studied using the HBM?

Answer 22

1. gestational diabetes
2. healthy eating among women
3. toothbrushing

Question 23

Answer based on the 3 health issues studied using the HBM:
1. on gestational diabetes:
a) study of 75 American women between ages of 18-45 diagnosed with gestational diabetes during their last pregnancy. ____% perceived low and ___% perceived high chance of type 2 diabetes.
b) this (was/was not) a cue to action for everyone
c) the results point to a potential gap in _______

2. on an increase in healthy eating among women:
   a) higher levels of ______-_________
   b) higher levels of ________
3. on toothbrushing:
   a) (employed/unemployed) adults between 18-24 living in New Zealand
   b) text messages were sent to participants ___x a week for ___ weeks
   c) messages showed ______ of toothbrushing, susceptibility to ______ and severity of ________
   d) ___% to ___% increased after the text messages
   e) week ___ was the tipping point to determine who stayed in the study. ___% were participants from the beginning of study and stayed until the end

Answer 23

1. a) 50%, 50%
   b) was NOT
   c) education
2. a) self-efficacy
   b)education
3. a) unemployed
   b) 1x, 10
   c) benefits, decay, cavities
   d) 51%-73%
   e) 3, 26%

Question 24

how is Self efficacy important in studying human behaviour in health?

Answer 24

self efficacy is the belief that one can successfully undertake a particular behaviour and persist with that behaviour in the face of challenges. So with human behaviour and health, people have to have self-efficacy to believe that they are worthy and able to reach a health goal and change for the better

Question 25

what are the 2 important components in the HBM?
a) responsibility and self control
b) equality and behaviour change
c) self efficacy and trigger for behaviour
d) perceived health benefits and community involvement

Answer 25

c)

Question 26

what are the 4 key constructs of the HBM? explain each

Answer 26

1. perceived susceptibility = your opinion of your chance of getting a condition
2. perceived severity = your opinion of how serious the condition would be if you were to get it
3. perceived benefits = your opinion of how affective the advised action would be to reduce chances of getting the disease or alleviate symptoms
4. perceived barriers = your opinion about the costs or drawbacks of the advised action

Question 27

which of the following is not one of the 4 key constructs of the HBM?
a) perceived barriers
b) perceived susceptibility
c) perceived benefits
d) perceived response
e) perceived severity

Answer 27

d)

Question 28

what are modifying factors?

Answer 28

factors that affect health status. ex: age, ethnicity, socioeconomic status, knowledge etc.

Question 29

what is perception of threat? What happens if it is high? What are strategies for increasing perceived threat?

Answer 29

it is the combination of perceived susceptibility and perceived severity. If it is high, this increases the likelihood of someone to engage in the health protective behaviour. Strategies for increasing perceived threat are educational materials and fear appeals.

Question 30

a) educational materials are considered perceived _________
b) fear appeals are considered perceived ________

Answer 30

a) severity
b) susceptibility

Question 31

what 2 perceptions is our response a combination of?

Answer 31

response is a combination of perceived benefits and perceived barriers

Question 32

which was NOT mentioned as a method of increasing dietary self efficacy?
a) education
b) exercise
c) problem solving
d) observational learning

Answer 32

b)

Question 33

Answer based on the transtheoretical model of behaviour change:
1. T/F: the stages of change in the Transtheoretical Model (TM) are nonlinear
2. In pre-contemplation stage, is the person ready to change?
3. How likely to act is a person in the contemplation stage?
4. T/F: in the preparation stage, the person is primarily thinking about behaviour change
5. Is the Action stage the third or fourth stage in the TM?
6. what stage does the person need challenge and to feel competent in the behaviour change process?
7. T/F: in decisional balance process, the idea is to get individuals to perceive that the negatives outweigh the positives for a reason to change a behaviour

Answer 33

1. T. they are non-linear because people do not often succeed in maintaining changes so they may fall back a few times to the previous stages
2. No. they are unlikely to engage in the near future and this could last up to 6 months
3. Very likely. they are getting ready to make the change in this stage. They have the intention to make the change but could stay here for up to 2 years.
4. T. they are ready to engage in the action within the next 30 days. they want to change their behaviour and are taking gradual steps to do so
5. 4th stage
6. maintenance stage; self efficacy is important here
7. F. this process means moving through the stages and involves the belief that the positives will outweigh the negatives when the behaviour is done.

Question 34

1. T/F: In the precontemplation stage people may be down about their inability to change or become defensive when encouraged to adopt new behaviours
2. T/F: in the contemplation stage, people are only able to stay in this stage for under a year
3. in the preparation stage, the person is ready to engage in the action within the next ___ days
4. T/F: in the contemplation stage, the person is not willing to make the change

Answer 34

1. T
2. F. up to 2 years
3. 30 days
4. F. the contemplation stage means they are considering the behaviour change. Pre-contemplation means that are not willing to make the change

Question 35

explain what happens in each stage of the transtheoretical model.

Answer 35

1. precontemplation= the individual is not ready to change and unlikely to engage in the near future. they are encouraged to think about positives and negatives on their current behaviour. they may be down or defensive. could last up to 6 months
2. contemplation = getting ready to make the change. the individual has the intention to start behaviour change in the next few months. appreciate the positives of changing the behaviour but may still put it off. unlikely to act on their thoughts without the help of others. can remain in this stage for up to 2 years
3. preparation = ready to engage in the next 30 days. may take gradual steps to make behaviour part of their everyday life. may tell family and friends. having an action plan would help
4. action = initiating behaviour change. strengthening commitment to possibly prevent going back. Doing well but can relapse
5. maintenance = changed and sustained behaviour. self aware of situations where relapse could occur. need to be challenged. feel competent enough to overcome barriers

Question 36

what is the decisional balance process?

Answer 36

going through the transtheoretical model with the belief that the positives will outweigh the negatives when it comes to maintaining and sustaining the behaviour