University
of Minnesota Duluth
PSY
4500 Health Psychology
Summer 2002
Instructor: Dr.
Lisa Vogelsang
Time & Place: MTWThF 8:00 – 10:55 am, ENG 118
Office: 322
Bohannon Hall
Phone: (218)
726-8605
E-mail: lvogelsa@d.umn.edu
Office Hours: MonTuWedThurs
11:05 – 12:00 or by appointment
Psy Office: (218) 726-7117
Credits: 3 credit hours
Class Alias Email: psy4500-100-su2002
Required Text: Brannon, L.
& Feist, J. (2000). Health psychology (4th Ed.). Belmont,
CA: Wadsworth/Thomson Learning.
Catalog Course Description: Concepts, issues, and methods of health psychology; health maintenance
and illness prevention integrating biological, psychological, an social
factors; utilization of health psychological assessments; and interdisciplinary
aspects of health psychology.
Course Objectives: As an outcome of completing this course, students are expected to be able to:
1.
Describe biopsychosocial model of health psychology.
2.
Examine process and communication in medical care and the influence of
the medical model.
3.
Evaluate pseudoscience from real science in health and health psychology
issues.
4.
Assess personal factors utilizing various self-assessment instruments
relating to such topics as stress, depression, pain, health locus of control,
etc. and their relationship to health psychology programming.
5.
Integrate the biopsychosocial models of health maintenance and illness
prevention strategies.
6.
Investigate and articulate interdisciplinary aspects of health psychology
in such areas as behavioral medicine, sociology, anthropology, allied health,
medicine, health, biology, physiology, and physical education.
7.
Explore aging, terminal illness, and death from a health psychology
perspective.
Individuals who have any disability, either permanent or
temporary, which may affect their ability to perform in this class, are
requested to inform the instructor at the beginning of the semester. Adaptation of methods, materials, or testing
may be made as required to provide for equitable participation.
“[S]uccessful
education can only occur in an atmosphere of mutual respect, free from racism,
sexism, and other forms of prejudice and intolerance, and from their harmful
effects. Educational excellence depends
on the creation and maintenance of environments in which all members of the
academic community can thrive, working up to their full potential.” (“Minnesota’s Commitment to Educational
Excellence” developed by the Presidents Task Force: Strengthening Excellence
through Diversity, June, 1990).
Instructional Methods: Lecture/discussion,
multimedia, class assignments, demonstration/participation, group work/computer/discussion,
computer assignments, guest speakers, quizzes and other outside reading and
activities.
CEHSP Mission:
The Psychology Department is housed in the
College of Education and Human Service Professions (CEHSP). All of the departments
in CEHSP have adopted a model which is called the “Learner-Sensitive
Professional”.
The goal of each department in CEHSP is to
develop highly functioning, learner-sensitive professionals in whatever major
and profession is chosen. Everyone is a
learner as we progress in life no matter what job or career one has. The goal of all curriculums in CEHSP is to
teach students to be sensitive and aware of the needs of all learners. In order
to accomplish this, the college professes a reliance on five principles. They
are respect for Diversity, Collaboration, Reflection, Empowerment, and
the use of Technology. It is my goal to facilitate student learning
in the area of health psychology while teaching and utilizing the five
principles mentioned above.
Assessment Measures:
Quizzes: There will be a 10 point quiz covering each
chapter in the text. Since there are 17
chapters, there will be 17 individual quizzes for each chapter in the text. The lowest 2 quiz grades will be dropped for
a total of 150 points from quizzes.
Each quiz can include all text readings and in-class material, handouts,
and web material covered during those chapters. Each quiz is worth 10 points and will be multiple-choice
questions. The lowest quiz scores of
the 17 quizzes will be dropped.
All students are expected to take quizzes at the scheduled
time. There will be NO MAKE-UP QUIZZES given. Exceptions
are illness with a doctor’s excuse, or a University – approved campus absence. For
example, if you are an athlete, you must inform me when you will be absent
before the absence.
Health
Journal: Students will keep a
journal of all inventories that introduce the chapters accompanied by a written
reflection about it. All other
additional inventories and reflection papers and in-class and out of class
assignments will be collected into this journal. It is worth 150 points.
Web
Evaluation Paper: Students
will link to the following web site to complete this short paper as part of
your health journal. http://www.library.jhu.edu/elp/useit/evaluate/index.html
Students are to
read the information contained on this site and may utilize some of the links
contained in it for further information (such as: Information
and its Counterfeits: Propaganda, Misinformation and Disinformation , the
following link is no longer on the main web page above, but you can access
further information about authorship, publishing body, and currency from the
following link: Practical
steps for evaluating authorship, publishing body, and currency.). Students are to select an article on any
aspect of health psychology covered in the text from a reputable web site and
evaluate it according to the six criteria set forth from the web site
above. For the paper, students will
include the following: 1) Title page with title, author, and web URL (address)
plus your name and student ID number, 2) paragraph summarizing the article 3)
paragraphs for each of the six criteria assessing how the article matches up
with those criteria 4) Conclusion & Recommendations about the article: write
your impressions of the article and whether you would recommend it to others –
why or why not. 5) copy of first page (only) of the article 6) copy of first
page (only) from the Home Page of the web site from which the article is taken. (e.g., Article taken from APA’s web site about media violence and
violence in children – copy first page of article and first page of APA’s home
page[ http://www.apa.org/ ].
Behavior Change Program: Students will be required to plan and carry
out the beginnings of a behavior change program. Required elements include a 2-3 day preprogram diary, plan,
monitoring system, rewards or reinforcement contingencies, short and long term
goals, and final results with refection comments. It is worth 100 points.
Participation: Students will receive 3.5 points per day
for a total of 50 points for the class for attending and participating in class
activities. Attendance is
expected. Significant learning occurs through student participation in class
lecture-discussion, multimedia, class activities, and group discussion.
Avocation
Presentation: Students will present briefly to the class
about an activity, hobby, leisure activity or other avocation that centers,
anchors, or otherwise relaxes them in some way. Students may show or demonstrate a skill, a product, or discuss
stress management strategies that work for them. It is hoped that students contemplating what they really enjoy
will take personal inventory and see how often they are really doing this
enjoyable activity currently. How are
we using our time and are our lives balanced?
What aspects of life center us and make us feel connected or
anchored? What relieves the stresses of
the day for us? Obtaining answers to
these questions are the underlying purposes of this assignment. It is worth 50 points.
Evaluation:
Quizzes: (15 out of 17 @ 10 points each) 150 Points
Health Journal 150
Points
Behavior Change Program 100
Points
Participation 50 Points
Avocation Presentation 50 Points ___________________________________________________
TOTAL POINTS 500 Points
A = 90
- 100% C = 70
- 74%
A- = 88
– 89% C- = 68
– 69%
B+ = 85
– 87% D+ = 65
– 67%
B = 80
- 84% D = 58
- 64%
B- = 78
– 79% F = <
58%
C+ = 75
– 77%
Incompletes will not be given without
extraordinary circumstances and prior discussion and permission of the
instructor.
READINGS/CHAPTERS/
DATE Quizzes
Chapters COURSE
TOPIC
Tues 2
May 21 2-3 Quiz Ch. 1 Conduct Health Research; Seeking Health Care
Wed 3
May 22 4,5,6 Quiz Ch. 2, 3 Adherence;Define,Measure,& Understand Stress
Thur 4
May 23 6,7 Quiz Ch. 4,5 Understanding Stress, Disease & Pain
Fri 5
May 24 7,8 Quiz Ch. 6,7, Understanding and Coping with Stress & Pain
Mon 6
May 27 Memorial
Day No class 3
Tues 7
May 28 8,9 Quiz Ch. 8 Stress / Pain, Beh Factors in Card-Vasc Disease
Wed 8
May 29 10,11
Quiz Ch. 9 Beh Factors in Cancer; Living w/Chronic Illness
Thur 9
May 30 12 Quiz Ch. 10, 11 Preventing Injuries
Fri 10
May 31 13 Quiz Ch. 12 Smoking Tobacco
Mon 11
June 3 14 Quiz Ch. 13 Using Alcohol and Other Drugs
Tues 12
June 4 15 Quiz Ch. 14 Eating To Control Weight/Nutrition
Wed 13
June 5 16 Quiz Ch. 15 Exercising
Thur 14
June 6 17 Quiz Ch. 16 Future Challenges/ Avocation Presentations
Fri 15
June 7 Quiz Ch. 17 Avocation Presentations