GRADUATE SCHOOL
Experimental Psychology (With Thesis)
PSY 558 | Course Introduction and Application Information
| Course Name |
Applied Health Psychology
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PSY 558
|
Fall/Spring
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
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| Course Language |
English
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| Course Type |
Elective
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| Course Level |
Second Cycle
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| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | It is aimed to review established theories and recent researches in health psychology, comprehensive health perceptions and beliefs, and health compromising behaviors and health screening will be discussed. Also, women's health issues, exploring recent research into pregnancy, miscarriage, birth, menopause and related areas will be included. Additionally, chronic illnesses will be discussed in terms of stigma, health related quality of life and depression. Finally, student groups will conduct an applied research in the field. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | The aim of this course is to introduce the basic concepts of health psychology, which includes illness, adaptation to illness, health related quality of life, health behaviors and basic research methods that widely applied in health psychology. |
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Core Courses | |
| Major Area Courses |
X
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|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Review of the Semester | |
| 2 | An introduction to health psychology | |
| 3 | The context of health psychology | Mokdad, A.H., Marks, J.S., Stroup, D.F., & Gerberding, J.L. (2004). Actual causes of death in the United States, 2000. JAMA, 10; 29:123845.Kaplan, R.M. (1990). Behaviour as the central outcome in health care, American Psychologist, 45: 1211?20. |
| 4 | Specific Health Related Behaviors | Sutton, S (1998). Predicting and explaining intentions and behaviour: how well are we doing? Journal of Applied Social Psychology, 28, 131738. Ogden, J. (2003). Some problems with social cognition models: a pragmatic and conceptual analysis, Health Psychology, 22(4): 424?8. |
| 5 | Specific Health Related Behaviors | West, R. (2005). Time for a change: putting the Transtheoretical (Stages of Change) model to rest. Addiction, 100, 10361039. Armitage, C. J. (2005). Can the Theory of Planned Behaviour predict the maintenance of physical activity? Health Psychology, 24 (3), 235245. |
| 6 | Midterm 1 | |
| 7 | Specific Health Related Behaviors | Murgraff, V., White, D., and Phillips, K (1999). An application of protection motivation theory to riskier single occasion drinking. Psychology and Health, 14, 339350.DiClemente, C.C., Prochaska, J.O., Fairhurst, S.K. et al. (1991) The process of smoking cessation: An analysis of precontemplation, contemplation, and preparation stages of change, Journal of Consulting and Clinical Psychology, 59: 295?304. |
| 8 | Health Compromising Behaviors: Alcoholism & Smoking | Wardle, J., and Beales, S. (1988). Control and loss of control over eating: an experimental investigation. Journal of Abnormal Psychology, 97, 3540.Woodcock, A., Stenner, K., & Ingham, R. (1992). Young people talking about HIV and AIDS: Interpretations of personal risk of infection. Health Education Research: Theory and Practice, 7, 22934. |
| 9 | Health behaviors | Jones, S. L., Jones, P. K. & Katz, J. (1988). Health belief model intervention to increase compliance with emergency department patients. Medical Care, 26, 11721184.Gollwitzer, P.M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A metaanalysis of effects and processes. Advances in Experimental Social Psychology, 38, 69119. |
| 10 | Health Care | Roter, D.L., Steward, M., Putnam, S.M. et al. (1997) Communication pattern of primary care physicians, Journal of the American Medical Association, 277:350?6.Mead, N. and Bower, P. (2000). Patient centredness: a conceptual framework and review of empirical literature. Social Science and Medicine, 51: 1087?110. |
| 11 | Midterm 2 | |
| 12 | Patient Provider Relations | T Horne, R and Weinman. J. (2002). Self regulation and self management in Asthma: exploring the role of illness perceptions and treatment beliefs in explaining non adherence to Preventer medication. Psychology and Health, 17, 1732.Simpson SH, Eurich DT, Majumdar SR, Padwal RS, Tsuyuki RT, Varney J, & Johnson JA (2006). A metaanalysis of the association between adherence to drug therapy and mortality. British Medical Journal. Jul 1;333(7557):15. |
| 13 | Management of Chronic Illness | Eccleston, C., Morley, S., Williams, A., Yorke, L. and Mastroyannopoulou, K. (2002). Systematic review of randomised controlled trials of psychological therapy for chronic pain in children and adolescents with a subset metaanalysis of pain relief, Pain, 99(1?2): 157?65.Smith, JA. (in press) Pain as an assault on the self: An interpretative phenomenological analysis of the psychological impact of chronic benign low back pain. Psychology and Health |
| 14 | Chronic Illness | Taylor, S.E. (1983). Adjustment to threatening events: A theory of cognitive adaptation, American Psychologist, 38: 1161?73.Petrie, K.J.,Cameron, L.D., Ellis, C.J., Buick, D. & Weinman, J. (2002). Changing illness perceptions after myocardial infarction: an early intervention randomized controlled trial. Psychosomatic Medicine, 64, 580586. |
| 15 | Different approaches to Chronic Illness | Antoni, M.H., Carrico,A. w., Duran ,R.E., Spitzer, S., Penedo, F., Ironson, G., Fletcher, M.A., Klimas, N. & Schneiderman, N. (2006). Randomized clinical trial of cognitive behavioral stress management on human immunodeficiency virus viral load in gay men treated with highly active anti retroviral therapy. Psychosomatic Medicine, 68, 143151. |
| 16 | Impact of Chronic Illness | Ogden, J., Clementi, C. & Aylwin, S. (2006). The impact of obesity surgery and the paradox of control: A qualitative study. Psychology and Health, 21(2), 273293. Rapkin, BD and Schwartz, CE. (2004). Towards a theoretical model of quality of life appraisal: Implications of findings from studies of response shift. Health and quality of life outcomes. 2, 14. |
| Course Notes/Textbooks | Ogden, J (2007). Essential Readings in Health Psychology. Open University Pres. ISBN-10: 0335211380 |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
30
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
2
|
30
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
4
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
7
|
98
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
14
|
14
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
2
|
15
|
30
|
| Final Exam |
1
|
35
|
35
|
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to advance and deepen undergraduate level psychological knowledge to an expert level. |
X | ||||
| 2 | To be able to examine acquired knowledge on an interdisciplinary basis and understand the interaction between psychology and other related disciplines. |
X | ||||
| 3 | To be able to use the acquired institutional and applied psychology knowledge at an expert level. |
|||||
| 4 | To be able to aim and channel learning efforts, to independently conduct and manage advanced level studies and to critically evaluate psychological knowledge. |
X | ||||
| 5 | To be able to solve problems requiring expertise using scientific research methods, to develop new knowledge by integrating psychological information with multidisciplinary information. |
X | ||||
| 6 | To be able to independently assume a problem, develop a problem solving method, solve the problem, assess the outcomes and apply this method when needed. |
X | ||||
| 7 | To be able to act according to ethical and scientific standards in collecting, evaluating and sharing data as well as be able to act as an inspector and instructor in the maintenance and transference of ethical values. |
X | ||||
| 8 | To be able to take responsibility and develop new strategies and methods for intervention in the presence of unexpected and complicated problems. |
|||||
| 9 | To be able to systematically communicate one’s own studies and the psychological agenda both written, oral and visually to psychologists and non psychologists. |
X | ||||
| 10 | To be able to make use of foreign language for learning new knowledge and to communicate with foreign colleagues. |
X | ||||
| 11 | To be able to use computer software as well as other informatics and communication technologies required in psychology at an advanced level. |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest