Week 3 Human Behavior Flashcards
MI: Stage vs. Action
(Pre-contemplation) Discuss previous quit attempts and cons of quitting
(Contemplation) Provide information on consequences of smoking and benefits of quitting
(Preparation) Target quit date, self-monitoring, relaxation training
(Action) Stimulus control, substitution, self-help, therapy
(Maintenance) Relapse prevention, support group
MI: Core Skills (4)
Ask-Provide-Ask
Assess readiness to change
Sharpen the focus (simplify/narrow)
Elicit change talk (desire, ability, reasons, need, commitment, action)
Righting reflex
MD’s natural desire to inform patients that they are doing something wrong
Summarize the research base for use of motivational interviewing in health care settings
increases treatment engagement
increases treatment adherence
promotes behavior change
observed effect sizes were larger with ethnic minority populations
PIC/NIC analysis
Functional analysis
Positive Immediate Certain
Negative Future Uncertain
PIC & NIC»_space;»> PFU & NFU
Describe how the following therapies work: biofeedback, cognitive restructuring, relaxation, exposure therapy, Problem-Solving Therapy, and Cognitive Behavior Therapy
(Chapter 36: Emotion and Learning)
biofeedback – physiological monitor that provide patient with information
relaxations – teaches how to modulate physical symptoms of stress response
exposure therapy – to reduce fear reaction and avoidant responses
problem-solving therapy
cognitive behavioral therapy
Define and describe clinical applications of fading, shaping, stimulus control
(Chapter 36: Emotion and Learning)
fading – gradually reduced
shaping – reinforcing
stimulus control – use of anticipatory cues to guide behavior toward more rewarding consequences
Define and describe clinical applications of conditioning therapy, aversive conditioning, and contingency management
(Chapter 36: Emotion and Learning)
Applications of classical conditioning:
- Chemotheraphy + nice odor
(pairs desirable behavior with reward)
Applications of aversive conditioning:
- Alcohol + noxious substances
(pairs undesirable behavior with punishment)
Contingency management
- increase desired behaviors
- extinguish undesirable behaviors
- avoid undesirable consequences via negative reinforcement
Define the Law of Effect, the Premack Principle, negative reinforcement, and stimulus generalization; identify how these principles can be applied to the medical setting
(Chapter 36: Emotion and Learning)
Law of Effect – if a behavior is followed by positive consequences that behavior will increase in frequency
Premack Principle – If an individual engages repeatedly in an activity, it implies that the activity is rewarding.
Negative reinforcement –avoiding an unpleasant or punishing experience
Stimulus generalization – process by which a response can be elicited by other stimuli in a common context.
Describe classical conditioning and relationships between the US, UR, CS and CR
(Chapter 36: Emotion and Learning)
Classical conditioning reflects the ability of the organism to learn from increasingly complex interactions with the environment.
Unconditioned Stimulus (Chemothrepay) Unconditioned Response (Nausea) Conditioned Stimulus (Hospital) Conditioned Response (Nausea)
Describe the roles of various brain structures (hippocampus, amygdala) in explicit learning
(Chapter 36: Emotion and Learning)
limbic system (hippocampus, amygdala, basal forebrain, and thalamus) receives and integrates incoming sensory information.
Amygdala = records “emotional” significance of an event
Hippocampus = assigns a temporal and spatial context
Define explicit learning
(Chapter 36: Emotion and Learning)
Def: involves more abstract association between diverse stimuli and events that vary across time and space.
e. g. insight (immediate) or reflections (delayed)
* requires activation and coordination of structures in the cortex, especially the temporal lobe for long-term processing
Define and give examples of types of implicit learning
(Chapter 36: Emotion and Learning)
Def: The association of immediately sequential sensory and motor system responses via lower levels of cortical mediation. The information stored is limited to predictive relationships between events.
e.g. reflexive (immediate) or cumulative over time
Define behavior modification and incentive modification
(Chapter 36: Emotion and Learning)
Behavior modification – involves altering behavior associated with events contiguous in time and space
Incentive modification – involves anticipating outcomes and altering future goals based on “lessons learned” from past experience
Define self-efficacy and describe how physicians can empower patients
(Chapter 36: Motivating Healthy Behavior)
Confidence in their ability to achieve a behavioral goal.
Empowering:
- incremental goals with achievable outcomes
- linking patients’ strengths and successes to goals
- blocking self-defeating thoughts
- focusing on solutions rather than problems
MI: Tools OARS
Chapter 36: Motivating Healthy Behavior
Open-ended questions
Affirmations (appreciation or understanding)
Reflections (hypothesis - paraphrase)
Summaries
Includes empathy collaboration, autonomy-supportiveness, directness, and evocation.
Phases of motivational interviewing
Chapter 36: Motivating Healthy Behavior
- Building motivation to change
2. Strengthening commitment
MI: principles
Chapter 36: Motivating Healthy Behavior
(no telling) Express empathy
(risk behaviors) Identifying discrepancies between where patients are not doing well
(no forcing argument)Avoiding argumentation
(no arguing) Rolling with the patient resistance rather than challenging it head-on
(self-efficacy) Supporting self-efficacy, instilling hope, and encouraging patient’s belief that they can change
Summarize motivational interviewing
Chapter 36; Motivating Healthy Behavior
Motivational interviewing
“a collaborative, person-centered from of guiding designed to help patients elicit and strengthen motivation for change”
Define the difference between a lapse and a relapse
(Chapter 36: Motivating Healthy Behavior)
Lapse: is a temporary setback
Relapse: is complete reversion to a previous pattern of behavior
MI: Stages
Chapter 36: Motivating Healthy Behavior
Pre-contemplation: has no intention of changing within the next 6 months
Contemplation: intends to make change within the next 6 months
Preparation: intends to change within the next 30 days
Action: has changed for 6 months
Maintenance: continued for at least 6 months
Describe the decisional balance technique and how it is useful in promoting behavior change
(Chapter 36: Motivating Healthy Behavior)
An effective practitioner acts as a consultant or coach in motivating patients to participate in and take charge of their decision-making process.
List the leading causes of preventable death associated with lifestyle
(Chapter 36: Motivating Healthy Behavior)
Tabacco
Poor diet & physical inactivity
Alchohol
Identify direct methods of measuring adherence, and their advantages and disadvantages
(Read)
Direct and Indirect
List some technological solutions to deliver patient education and enable self-monitoring
(Read)
Self-monitoring by Mobile health tech Electronic monitors Pill monitors Online resoruces
Barriers / Solutions to adherance
patient education wait time communication between physicians and patients addressing confusion or uncertainty counseling accountability cost self-monitoring simplicity feeling (not) sick side effects embarrassment depression belief system lifestyle
Decreasing negative behaviors
- Extinction – ignoring a previously reinforced behavior in order to reduce the frequency of that behavior
- Time out – negative punishment in which child who engages in negative behavior loses access to positive reinforces for a brief period
- Over-correction and restitution – positive punishment in which child who engages in negative behavior is required to engage in effortful activity for a brief period
- Desensitization – feared stimulus is gradually presented using a hierarchy of least to most feared and relaxation is paired with each stimulus until it no longer evokes fear
- Punishment – negative behavior is followed by a consequence that results in a decrease of the probability of that behavior in the future
Build a new behavior or increase a behavior
- Reinforcement – any consequence that increases the rate of behavior it follows
- Task Analysis – break down a task into smaller steps and reinforce after each step
- Shaping –like task analysis for a specific behavior
- Premack – making access to a highly valued reinforcer contingent on engaging in a low probability behavior
- Cueing – giving a signal that sets off a chain of behavior
Functional Analysis
A scientific, systematic approach to understanding the individual case.
Antecedents (Triggers)
Behavior
Consequences (Payoffs)
Nocebo
The nocebo effect is the negative reaction experienced by a patient who receives a nocebo.
Adherence
The extent to which a patient takes a medication as prescribed by their health care providers.
Compliance vs. Adherence
Implies that the patient passively follows the doctor’s orders and that the treatment plan is not based on a therapeutic alliance or contract established between patient and physician.
More of a collaborative model, with health care providers having some responsibility in creating the treatment contract.
