57.333.01, Spring 1996
Health Psychology

Brian T. Yates, Ph.D.
Associate Professor
Department of Psychology
323A Asbury Building
The American University
Washington, DC 20016-8062

Voice: 202-885-1727 (& 24-hour voice mail), 301-942-8594 (home & fax: no papers, please).

E-mail: BrianYates@aol.com (there's no space between "Brian" and "Yates" in this address).

Office Hours:

appointments: (arrange with me at lecture or call)

Asbury 323 (then first door on left).

Teaching Assistant:

John Chamberlain, Clinical Ph.D. student.

Office hours: 11:30 am - 12:30 pm on Tuesdays in Asbury 213 & TBA.

Messages: 202-885-1710

e-mail: JC7704a@American.edu.

Lecture/Discussions:

Mondays and Thursdays, 11:20 am - 12:35 pm, Beeghly Hall 1.

Required Materials:

Text:

Taylor, S. Health Psychology. (3rd edition). Chicago: Random House.

Lecture Notes:

packet at Campus Store. Also available on disk for users of Windows software: see me for format specifications.

Videos:

available for viewing in the Nonprint Media section of Bender Library. Call numbers are given with assignments, along with approximate durations.

Internet:

accessible via World Wide Web browsers on Anderson Computing Lab computers, computers on EagleNet, and most other Mac and PC computers linked to the Internet. (Also available on commercial on-line services, e.g., America On Line, Prodigy, CompuServe.) The Anderson and Psych Computer Labs will be available to help everyone start using this important health psychology resource. Specific sites may be assigned at times; otherwise explore one or two of the many sites generated by InfoSeek Search or another "search engine" (use the italicized phrases following "Internet:"). There's a lot out there! Please don't spend more than 10-15 minutes on any single search assignment (although you'll be tempted...). I'll be appreciate your feedback on this experience, too.

Prerequisites

Course Purpose

Facilitation of traditional medical services is the next focus of the course. Several classes detail methods that psychological researchers and care providers have developed and used to help people:

(a) seek professional services before a health problem becomes critical,

(b) not use health services they do not need,

(c) follow the advice of physicians and other health service providers, to minimize more serious and expensive medical services, and

(d) prepare for, cope with, and adjust to the results of medical interventions such as surgery.

As we delve deeper into the sort of medical services that psychology can facilitate, you will gain an increased understanding appreciation for the cost and suffering involved in the medical treatment of health problems. Investigation of psychological alternatives to medical methods of dealing with, for example, chronic pain and sleep disorders, makes even clearer what most of us prefer to ignore: health problems produce a terrible, frightening loss of human dignity and years of productive living. This realization is the best argument ever for the prevention of these medical problems--which is where psychology has the greatest potential to free people from debilitating illness and premature death.

There are, of course, uncertainties about the effectiveness of current psychological theory and methods for changing some of the most life-threatening behaviors of all. The research described throughout this course acknowledges this uncertainty while showing how we can quantify it and reduce it through repeated cycles of investigation, theorization, and practice. There is real and demonstrated promise here for reductions in unnecessary illness and in premature deaths. Join me in seeking answers to questions that are deeply and personally important for us as individuals, for our society, and for our world.

Schedule for Lectures, Readings, Exams, and the Self-Health Papers

Examinations

(Count the number of Short Essay questions you answer carefully: if you answer only 2, you can't get credit for the unanswered third question! Also, only the first three Short Essay questions will be graded.)

Extra Credit for Research Participation

Paper

Your paper also must be turned in on the day it is due, in class, at the start of class, or it will be scored zero. There is absolutely no acceptable reason for turning in a paper late. I urge you to turn in your paper early. Papers submitted in the lecture room one or more lectures early will receive 3 extra points. Because papers slid under my door and placed in my mailbox sometimes have not been found, please submit your paper to me in person in class.

As a safeguard, and for your future reference, please retain a copy of your Paper.

Carefully following this outline for your paper. Type in these headings to make the structure of your paper explicit. Papers are scored according to the parenthesized point values for each section, for a total of 0 to 100 points.

Do not spend time or space describing the various body systems. Do not review the epidemiology of physical disorders for the different body systems. Address instead your risks and what you can do about them.

If you feel that description of some body systems, family history, or behaviors is too personal, then simply write a sentence to that effect. Be sure to include some mention of the body system and problem, or I'll have to conclude that you've neglected it.

Health Paper Outline

1. Health Status. For each body system, write a separate paragraph on (a) past, (b) current, and (c) anticipated [if you don't change your habits or situation] future status of each body system: 50 points.
   1. Genogram.* [5 points]
      1. *The following is the genogram format that should be used. If you would like to develop a format of your own, please show it to me in advance. Under "Family Member" list, if possible, your biological siblings, parents, and grandparents. It may be useful to add uncles and aunts who have died or have experienced significant morbidity.

         Family Member (and relationship to you)	Current Age or Age at Death	Health Problems/Morbidity (indicate ages)	if deceased: Cause of Death	Health-Hindering Habits	Health-Enhancing Habits
         ____	____	____	____	____	____
         ____	____	____	____	____	____

      2. In a paragraph, please summarize what you perceive to be your primary genetic risks for morbidity and mortality.
   2. Cardiovascular system. [5 points]
      (e.g., myocardial infarctions, strokes, stressful events, stressful environment, stressful job, Type A/B, varicose veins, high blood pressure, arteriosclerosis, atherosclerosis, angina, sickle cell anemia)
   3. Immune system, related dysfunction. [10 points]
      (e.g., stress, vaccination history, sterile dental care, HIV/AIDS , cancer [breast, testicular, lung, cervical, prostate, colon, bladder, esophageal, and skin cancers; lymphoma; other], lupus, allergies, mononucleosis)
   4. Nervous and endocrine systems [5 points]
      (e.g., migraine headaches, addictions, mental illness, concussions, eye sight, diabetes)
   5. Pulmonary system [5 points]
      (e.g., asthma, colds, influenza, bronchitis, throat infections)
   6. Skin and Musculoskeletal systems [5 points]
      (e.g., arthritis, dental caries, gum disease, impacted wisdom teeth, Ca deficiency, osteoporosis, broken bones)
   7. Digestive and urinary systems [5 points]
      (e.g., hernia, kidney disorders, stones, dialysis, ulcerative colitis)
   8. Reproductive system [5 points]
      (e.g., fertility, birth control, STDs except HIV/AIDS, impotence, anorgasmia, vaginismus)
   9. Accidents and Violence [5 points]
      (e.g., car accidents, falls; theft, assault, mugging, shootings, rape)
2. Plans for areas of highest risk. [50 points]

   These plans should address each of the major risks identified in areas I.A. through I.I. above.

   For all portions of section II, please describe not just what you'll change, but how you'll make that change, by using psychological techniques. Supply the terms for, and describe the specific techniques you'll use, and how you'll integrate them into a program of self-managed health improvement maintenance. The program should be life-long; include in your descriptions ways of making the program last through relapses and life changes.

   Be sure to explain how the different body systems that you write about in Section I. will be affected, positively or negative, by implementation of the plans detailed in this section.

   1. What you need to continue doing, and how.
   2. What you need to change (do, do more, or do less), and how.
   3. Signs that professional (e.g., physician) help is needed, and how to get yourself to get it.

Plagiarism

Papers must be completely original: they must be your own writing, done for the first time for this course. All material drawn from other sources, whether a direct quote or a paraphrasing (a "putting in your own words") must be placed within quotation marks and must be followed immediately by a reference citation (a footnote or citation with a References section at the end of your paper). To do otherwise is plagiarism, which is a violation of the Academic Integrity Code of The American University.

All suspected plagiarism, including paraphrasing without quotation marks and without reference citation, will be reported to the Dean of the College of Arts and Sciences with a recommendation for disciplinary action.

Academic Integrity

Grading

Make-Up Exams, Illness

All illnesses must be certified by a health professional (ideally, a physician) in writing within one week of the missed exam. I reserve the right to contact the health professional personally, and to reject any certification. The Student Health Center does not appear to issue such certifications; you should be sick enough to require the care of a physician off campus.

Missed exams not qualifying as "make-ups" will receive a zero score. Also, no "early" exams can be given. Students who have been acknowledged to have a valid reason to take the make-up examination will take a different exam covering the same material that the missed exam would have covered. Because of difficulties in proctoring "make-up" exams, this make-up exam will be given during the time scheduled for the course final exam, in the regular class meeting room. See me for details.

If you have a learning disability, please provide documentation of it from the Office of Student Life within the first two weeks of the semester so we can arrange alternative testing situations. Please also bring your disability to my attention during the first week of class.

I look forward to teaching you Health Psychology!

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Psychology

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Student Info.

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Syllabi

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57.333.01