Study guide

Department of Psychology

MGW 112
Dr SN Mostert

Last Revision: January 2023

© Copyright reserved
Contents
1. Introduction ........................................................................................................................................... 1
1.1 Welcome ........................................................................................................................................... 1
1.2 Educational approach .................................................................................................................. 1
1.3 Responsibilities of the student ................................................................................................. 1
2. Administrative information ........................................................................................................... 2
2.1 Contact details ............................................................................................................................... 2
2.2 Timetable ......................................................................................................................................... 3
3. Rules, requirements and guidelines ........................................................................................... 4
3.1 Students with special needs ...................................................................................................... 4
4. Module information ........................................................................................................................... 5
4.1 Purpose of the module ................................................................................................................ 5
4.2 Module structure ......................................................................................................................... 5
4.3 Learning presumed to be in place: Module outcomes ................................................... 6
4.4 Credit map and notional hours............................................................................................... 6
5. Assessment ................................................................................................................................. 6
5.1 Sick test policy....………………………………………………………………………………………7
5.2 Year mark…………………………………………………………………………………………….….7
5.3 Assessment criteria ...................................................................................................................... 8
6. Units ........................................................................................................................................................... 8

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 1. Introduction

1.1 Welcome
Welcome to the module Health Psychology. I am looking forward to exploring this interesting
field with you and hope you will enjoy this module and learn a lot from it. This study guide
contains detailed information and instructions about the course. Some of the instructions
contained in here may not be repeated in class. It is therefore important that you take note of
the test dates, exposition of themes and contact details of the lecturer and coordinator.

The guiding principle of this guide is to support students and promote the learning process.
The study guide is compiled with two general aims in mind. Firstly, to inform students about
the organisational components of this module. Secondly, to familiarise students with the
essence of the content and outcomes of each chapter. Students are encouraged to use the study
guide as an instructional guide to this module. This document is not a substitute for the
textbook. It provides students with structure and guidelines to be able to prepare for classes
and assessments. It remains the prerogative of the lecturer to change any information which
may be announced in class and/or on ClickUP.

1.2 Educational approach

Students are encouraged to take responsibility for their own learning. This entails preparing for
lectures, attending contact lectures and virtual presentations. Practical assignments are also
created to prepare students for formal assessments and students are encouraged to complete
these activities. Voice-narrated presentations will be posted for some sections while contact
lectures will take the form of more detailed content and discussions.

1.3 Responsibilities of the student

Students will be required to peruse any content posted to ClickUP, to prepare for contact
lectures and participate in practical tasks. Students are encouraged to engage with the content
on a continual basis and to consult with the lecturer if they have any questions or uncertainties.
Time management is an important part of any module. Students should be able to manage
their time well and have a thorough theoretical and practical understanding of module content.
Continuous engagement with study material is necessary for students to keep up to date with
the study objectives.

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 1.4 Statement on anti-discrimination
The University of Pretoria is committed to building an inclusive, affirming and transformed
institutional culture, curriculum and campus life. It rejects and condemns racism, sexism,
homophobia, transphobia, xenophobia, ethnic chauvinism, religious intolerance, unfair
discrimination, hate speech, sexual harassment, gender-based violence and retaliation, and all
other forms of discrimination. The University has committed itself to the eradication of these
practices, and in 2019 adopted an Anti-Discrimination Policy, in order to realise procedural
and substantive equality in all respects. As the lecturer and presenter of this course, we
acknowledge the extreme harm that racism, sexism, xenophobia and other forms of
discrimination have inflicted and continue to inflict on our society and communities. We
commit to ensuring that there is an open dialogue between ourselves and all the students in the
module on curriculum content and teaching methods which may be interpreted as
discriminatory or exclusive. We undertake to ensure that any such concerns are raised without
fear of intimidation or recrimination. Moreover, we resolve to continuously improve the
teaching of this course in a way that allows the inclusion of all the students enrolled for this
course, building their self-confidence and self-efficacy, and supporting the ultimate goal of
substantive equality for all persons. The choices that we make about curriculum content and
pedagogy (what and how we teach) are also choices about what kind of society we wish to
build. In this declaration of intent, we resolve to be part of and give substance to the
University’s anti-discrimination and transformation endeavours.

2. Administrative information
Please consult ClickUP on a daily basis to ensure that you are up to date with all
communication related to MGW112. Information related to the test scope will be posted on
ClickUP

2.1 Contact details

Module Coordinator and Lecturer Dr Sonja N Mostert
Office HSB 11-01
Telephone number (012) 420 4904
Consulting hours Wednesdays: 09:00 – 11:00
E-mail Sonja.Mostert@up.ac.za
Administration

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Departmental Mr V HB 11-5 012 420 4144 virgil.brown@up.ac.za 08:00 to
Administrator Brown 16:00

2.2 Timetable

DAY TIME VENUE

Mondays 12:30 – 13:20 Thuto 1-2
Wednesday 13:30 – 14:20 Thuto 3-1
Thursday 13:30 – 14:20 Thuto 3-1
Friday 12:30 – 13:20 Virtual: ClickUP

2.3 Weekly lecturer schedule

PSYCHOLOGY
Week Date Chapters and test information
1 20 – 24 Feb Introduction and Chapters 1 & 3
2 27 Feb - 3 Mar Chapters 4, 5 & 6
Last day of registration for quarters 1 and 2 or Semester 1 (No student is
3 March permitted to register for a module after the first two weeks of lectures have
passed, with the exception of cases that have been approved by the Registrar)
3 7 – 10 March Chapters 6, 7 & 8
4 13 – 17 March Chapters 9 & 10
Closing date for amendments or cancellation of modules (quarter 1, 2, and
20 March
semester 1)
TEST PREP: Practical tasks and Q & A
5 20 - 24 March
Revision
21 March: HUMAN RIGHTS DAY
23 MARCH TEST 1: Chapters 1 – 7
17:30 – 19:00
6 27 – 31 March Chapters 10 & 11
7 3 – 7 April Chapter 12 & Exam revision
RECESS: 7 – 16 APRIL
8 18 April Lectured END for Q1
19 APRIL LECTURES COMMENCE FOR Q2 SOCIOLOGY SECTION

 DATES ARE SUBJECT TO CHANGE DUE TO UNFORESEEN

CIRCUMSTANCES

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 3. Rules, requirements and guidelines

Please peruse the following important documents and policies:

• https://www.up.ac.za/faculty-of-education/yearbooks/2018/HUM-
faculty/rules/Faculty%20regulations%20and%20information
• chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.up.ac.za/faculty-of-
education/yearbooks/2018/rules/document/fact-finder-general-rules-and-regulations-2018
• https://www.up.ac.za/article/2754069/up-policies-and-other-important-documents

The University of Pretoria’s plagiarism prevention policy can be found on the Library
website at: https://www.up.ac.za/media/shared/1/ZP_Files/s5106-19-plagiarism-prevention-
policy.zp181077.pdf

3.1 Students with special needs

The University of Pretoria has a Disability unit (DU) with wonderful staff that will assist
in all student matters. It is important that you make an appointment with the DU in order
to make the necessary arrangements. https://www.up.ac.za/disability-unit

The Unit acts as a catalyst for students living with disabilities by removing obstacles caused
by the disability in order for them to perform at an optimal level. Facilities and services are
made available to assist students during tests and assessments as well as during the
preparation process.

Students, who qualify for EXTRA TIME, please consult the module coordinator so that
lecturing staff can accommodate you.

3.2 Assessments: Scripts or assignments

All tests will be marked virtually as the tests are MCQ only.
Student Responsibility: Marks on the System: It is YOUR responsibility as a student, to
ensure your marks are reflected correctly on the system. No perusals will be done for MCQ
tests. You can consult your lecturer for questions regarding your marks. You have a limited
time of two weeks after the marks have been published to ensure your mark reflects on the
system, and is correct.

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 4. Module information
4.1 Purpose of the module

After studying this section of MGW 112, you should have an understanding of individual
human behaviour in different contexts, be able to integrate the information, and understand
the complexity of human psychosocial functioning. A comprehensive understanding of health
as it is influenced by social, psychological and physical components is necessary.

4.2 Module structure

MGW112: People and their environment consists of two themes: Psychology and Sociology.
Each theme contributes meaningfully to students’ learning experience to enhance their
understanding of health. Psychology focuses on the connection between mental – and
physical health. This theme aims to teach students about the contributions of emotions,
psychological experiences and sociol components and how this impacts physical health.

The theme of sociology introduces students to the Sociology of Health and Illness, including
key debates concerning the history of biomedicine; the rise of the biomedical model; the
relationship between social structure and health (principally by class, race, gender and place);
and the challenges and uncertainties, dilemmas and contradictions of medicine and health
care in the twenty-first century.

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 4.3 Learning presumed to be in place: Module outcomes

After completing this module students should be able to:

- Understand the value of psychological health and how it contributes to phsyical health
- Value human interaction and the importance of communication
- Demonstrate an understanding of human behaviour in various social contexts and the
complexity of health
- Demonstrate the ability to treat patiets holistically from a social, psychological and social
perspective
- Recognise the value of social factors in relation to health and illness
- Understand social justice and its impact on health
- Practice ethical conduct in the context of health and illness

Study material and purchases

PRESCRIBED TEXTBOOK
Taylor, S.E., & Stanton, A.L. (2021). Health Psychology (11th ed.) Boston: McGraw-Hill
ISBN: 978-1-260-57539-2
Additional Resources:
Online notes – ClickUP to supplement important information

4.4 Credit map and notional hours

The number of credits allocated to a module give an indication of the volume of learning
required for the completion of that module and is based on the concept of notional hours. Given
that this module carries a weighting of 6 credits, it follows that you should spend an average
of 60 hours of study in total on the module (1 credit=10 notional hours). This includes time
for lectures, assignments, projects, tests and exams.

5. Assessment

You will have two formal assessments: One semester test for the theme of Psychology and
a second semester test for the theme of Sociology. If you qualified for a sick test, and for any
reason, you fail to write the specific sick test, there will be no additional assessment
opportunities. You will receive zero for the specific assessment.

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5.1 Sick Test Policy
All sick notes/supporting documentation must be submitted to the lecturer via email no
later than three days after the online test.

Planned holiday trips, obligations due to attendance of a wedding, etc. WILL NOT be
accepted as a valid reason for missing an assessment opportunity, and you will NOT
be granted a special test or sick test. It is your responsibility to consult ClickUP and
your study guide for test times and dates, and ensure your availability. It will not be
accepted as a valid excuse if you “were not sure about a test date and time”; test dates and
times will always be made available on ClickUP. In addition, familiarise yourself with the
rules, regulations and policies of the University of Pretoria especially in regard to sick tests.

Once you have entered virtual/written test, and have seen a test paper, you have
committed to writing the test. If you choose to log out or walk out of a test/exam venue
without finishing the test / exam because you, for example, feel ill or anxious, you have
forfeited your assessment opportunity. No special assessment opportunity will be
granted. If you know you feel ill before writing the main test, rather apply for the sick test.

Students have to be available during the lecture term: 20 FEBRUARY – 7 APRIL, to

complete all assessments for the Psychology section. No student will be given a special
test if you missed a scheduled test/sick test. For this reason, we recommend you do not
plan holidays during the lecture period until your final mark has been confirmed.

5.2 Year-mark
You will write one semester test contributing 50% toward your final PSYCHOLOGY
mark. To pass this module you have to obtain a final mark of at least 50%. A sub-
minimum of 40% must be obtained to qualify for a supplementary exam.

Psychology = Test 1 (50%)

Sociology = Test 2 (50%)
Year/semester mark = Psychology T1 + Sociology T2
EXAM= Psychology (50%) + Sociology (50%)
Final mark: Semester mark + Exam

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 5.3 Assessment criteria

The semester test for the Psychology section will be written on campus during a scheduled
session. The exam will take the form of a written test to be completed on campus.
Format:
- MCQ questions only
- Practical application: Read a case study and answer the questions

6. Units
Some themes have self-study units and it is the responsibility of each student to prepare
them. If you have any trouble with these self-study units please contact your lecturer during
consultation hours or via email.

PART 1: INTRODUCTION TO HEALTH PSYCHOLOGY

THEME 1 WHAT IS HEALTH PSCYHOLOGY?
PART 2: HEALTH BEHAVIOUR AND PRIMARY PREVENTION
THEME 2 HEALTH BEHAVIOURS
THEME 3 HEALTH ENHANCING BEHAVIOURS
THEME 4 HEALTH COMPROMISING BEHAVIOURS

PART 3: STRESS AND COPING

THEME 5 STRESS AND THE MODERATORS OF STRESS
PART 4: PATIENT IN THE TREATMENT SETTING
THEME 6 USING HEALTH SERVICES
THEME 7 PATIENT- PROVIDER RELATIONS
THEME 8 PAIN AND ITS MANAGEMENT – PLACEBO AS A HEALER
PART 5: MANAGEMENT OF CHRONIC & TERMINAL ILLNESS
THEME 9 MANAGEMENT OF CHRONIC ILLNESS
THEME 10 PSYCHOLOGICAL ISSUES IN ADVANCING AND
TERMINAL ILLNESS

Take note that you do not have to study any graphs, figures or tables UNLESS
otherwise indicated.

You do however have to take note of ALL boxes in each respective chapter.
THEME 1
WHAT IS HEALTH PSYCHOLOGY
CHAPTER 1 Pp. 3 - 13
Test 1

LEARNING OBJECTIVES
1. Define health psychology
2. What does a health psychologist do?
3. Describe the Mind-Body relationship: A brief history
4. What was Freud’s contribution?

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 5. Summarize the criticisms of the psychosomatic movement.
6. Compare and contrast the biopsychosocial model and biomedical models of health.
Summarize the advantages of the biopsychosocial model.
7. Explain the clinical implications of the biopsychosocial model.
8. Describe changing patterns of illness.
9. Differentiate between acute disorders and chronic illnesses.
10. Describe the advances in technology and research.
11. Describe the role of epidemiology and explain what is meant by morbidity, and
mortality.
12. Describe the role of health psychologists in the distribution of health care services.
13. Describe the research methodologies employed by health psychologists’ experiments,
correlational studies, prospective – and retrospective designs.
14. Describe the different occupations that employ health psychologists.

THEME 2
HEALTH BEHAVIOURS
CHAPTER 3 Pp. 41-66
Test 1
Figure 3.1 The health belief model applied to the health behaviour of stopping
smoking
Figure 3.3
A classical conditioning approach to the treatment of alcoholism

LEARNING OBJECTIVES
1. Define health promotion and describe the factors that have fuelled the movement toward
health promotion.
2. Describe the role of behavioural factors in disease and disorder.
3. Define health behaviours, health habits, and primary prevention.
4. Summarize the factors that can lead one person to live a healthy life and another to
compromise his/her health (demographic factors; age etc.…knowledge and intelligence).
5. Describe the barriers to modifying poor health behaviours (emotional factors; instability
of health behaviours; intervening with children and adolescents socialisation; using
teachable moments; adolescent health behaviours and adult health; intervening with at-
risk people – benefits and problems; ethical issues).
6. Summarize the effectiveness of educational appeals and the use of fear appeals in
changing attitudes and health behaviours.
7. Describe the components of the health belief model, and explain how useful it is in
predicting and changing health behaviours.
8. Define self-efficacy, and explain the relationship between self-efficacy and health
behaviours.
9. Describe the components of the Theory of Planned Behaviour, and evaluate its usefulness
in predicting health behaviours.
10. Describe Self-Determination theory.
11. Describe why attitude change may not result in behaviour change.
12. Describe the basic principles of cognitive-behavioural therapy.
13. Define self-monitoring, and describe its use in cognitive-behavioural therapy.
14. Define classical conditioning, unconditioned response, conditioned response,
unconditioned stimulus, and conditioned stimulus.

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15. Define operant conditioning, and differentiate between different schedules of
reinforcement.
16. Define modelling, and describe its use in cognitive-behavioural therapy.
17. Define discriminative stimulus, and describe its use in cognitive-behavioural therapy.
18. Define self-control, self-reinforcement, self-reward, and self-punishment, and describe
their use in cognitive-behavioural therapy.
19. Define contingency contracting, and describe its use in cognitive-behavioural therapy.
20. Define covert self-control, cognitive restructuring, and self-talk, and describe their in
cognitive-behaviour therapy.
21. Define behavioural assignments, and describe their use in cognitive-behaviour therapy.
22. Define social skills training or assertiveness training, and describe their use in cognitive-
behaviour therapy.
23. Define motivational interviewing and describe its use in cognitive-behaviour therapy
24. Define relaxation training, and describe its use in cognitive-behavioural therapy.
25. Explain the nature and rate of relapse in addictive disorders and health behaviour change.
26. Explain the factors that are predictive of relapse.
27. Explain the abstinence violation effect and its relationship to relapse.
28. Describe behavioural interventions to control relapse and their effectiveness in relapse
prevention.
29. Describe the transtheoreitical model of behaviour change and the effectiveness of this
model in explaining health behaviour change.
30. Describe the use of social engineering in changing health behaviours.
31. Describe the use of various venues for changing health behaviours, and summarize the
advantages and disadvantages of each.

THEME 3
SPECIFIC HEALTH-RELATED BEHAVIOURS
CHAPTER 4 Pp. 68-81
Test 1
Read only pp. 73 – 76 Vaccinations and screening and Sun safety
practices

LEARNING OBJECTIVES
1. Summarize the benefits of exercise.
2. Compare and contrast exercise and stress.
3. Describe the effects of exercise on psychological health and on stress management.
4. Summarize the individual characteristics associated with adherence to exercise regimens.
5. Summarize the characteristics of the setting associated with adherence to exercise
regimens.
6. Summarize the characteristics of interventions associated with adherence to exercise
regimens.
7. Describe the role of accidents as a major cause of death and injury in adults and children.
8. Describe the role of motorcycle and automobile accidents as a major cause of death, and
describe the effectiveness of strategies designed to increase seat belt usage and safety-
related behaviour.
9. Explain the health risks associated with a poor diet.
10. Discuss the problems associated with modifying diet for health purposes.

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 11. Describe the nature and effectiveness of dietary intervention programs.
12. Define sleep and the five stages of sleep.
13. Explain the health risks of inadequate sleep. Describe sleep apnea and associated health
risks.

THEME 4
HEALTH-COMPROMISING BEHAVIOURS
CHAPTER 5 Pp. 84- 107
Test 1

SELF-STUDY: pp. 107– 118 SMOKING

Not for assessment
purposes

LEARNING OBJECTIVES
1. Describe the six characteristics of health-compromising behaviours.
2. Define obesity and explain why it is a health risk.
3. Describe obesity in childhood.
4. Summarise the role of SES, culture and obesity.
5. Describe the factors associated with obesity and the relationship between stress and
eating.
6. Explain the use of dieting, fasting, surgical procedures, and appetite-suppressant drugs in
treating obesity. Evaluate the effectiveness of each technique.
7. Explain the use of Cognitive Behavioural Therapy (CBT) in treating obesity, and evaluate
its effectiveness.
8. Describe the nature of a public health approach to dietary change, and evaluate its
effectiveness.
9. Define anorexia nervosa, explain factors implicated in its development, and describe
approaches to its treatment.
10. Define bulimia, explain factors implicated in its development, and describe approaches to
its treatment.
11. Define substance dependence, physical dependence, tolerance, craving, addiction, and
withdrawal.
12. Define alcoholism and problem drinking, and describe the prevalence and costs of alcohol
abuse.
13. Describe the origins of alcoholism and problem drinking.
14. Describe the goals and nature of treatment programs for alcoholism and problem
drinking.
15. Describe the use of behaviour-modification, of drugs, and of stress management
approaches in the treatment of alcoholism and problem drinking.
16. Describe the problem of relapse.
17. Summarize the factors associated with favourable treatment outcomes and the
effectiveness of treatment programs.
18. Describe the controversy over whether recovered alcoholics may drink again, and
describe treatment programs that focus on controlled drinking skills.
19. Summarize the effectiveness of preventive approaches to alcohol abuse.
20. Describe the nature and prevalence of drunken driving.
21. Describe the prevalence and costs of smoking.
22. Describe the synergistic effects of smoking.

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23. Describe the physiological, psychological, and social factors that determine smoking in
adolescents and adults.
24. Explain the nature of addiction in smoking.
25. Describe the relation between self-identity and smoking.
26. Summarize the interventions to reduce smoking.
27. Describe the role of social support and stress management in smoking cessation.
28. Describe the nature and advantages of smoking prevention programs.
29. Explain the use of social influence interventions in smoking cessation and evaluate their
effectiveness.
30. Describe the life-skills training approach to smoking cessation, and evaluate its
effectiveness
31. Describe the use of social engineering strategies in smoking cessation, and evaluate their
effectiveness.

THEME 5
STRESS AND THE MODERATORS OF STRESS
CHAPTER 6 Pp. 121- 143
CHAPTER 7 Pp. 145-165
Test 1
Fig 6.1 The three phases of Selye’s General Adaptation Syndrome
Fig 6.2 Stress and mental and physical health
Box 6.2 Post-traumatic Stress Disorder
Read only pp. 131 – 134 How has stress been studied?

CHAPTER 6
LEARNING OBJECTIVES
1. Define stress, stressor, and person-environment fit.
2. Describe the appraisal of stressors
3. Describe Cannon’s fight-or-flight response.
4. Describe Selye’s General Adaptation Syndrome and its criticisms.
5. Describe Taylor & Klein’s Tend-and-Befriend theory.
6. Compare and contrast primary and secondary appraisal and their roles in the
experience of stress.
7. Describe the physiological response to stress, including the allostatic load.
(Sympathetic activation; HPA activation; effects of long-term stress;
individual differences in stress reactivity; physiological recovery)
8. Describe what makes events stressful.
9. Describe the dimensions of stressful events.
10. Explain the process of habituation to stress and responses to ongoing
stressors.
11. Explain the impact of the anticipation and aftereffects of stress.
12. Explain the process of helplessness and learned helplessness.
13. Define posttraumatic stress disorder and its effects on individuals.
14. Describe long-term effects of early stressful life experiences
15. Describe the sources of chronic stress and their impact on health.
16. Describe the problems associated with studying chronic stress.
17. Describe factors in the workplace that are related to stress.
18. Describe the solutions used to reduce occupational stress.

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 19. Explain the relationship of multiple roles to stress, and identify gender
differences in work and family roles and the experience of stress.

CHAPTER 7
1. Define stress moderators.
2. Coping with stress: Describe how stress may exert a direct effect on illness,
interact with pre-existing vulnerabilities, and adversely affect health habits.
3. Define the coping process. (Figure 7.1)
4. Define negativity and the pessimistic explanatory style, and explain their
relationship to stress and illness.
5. Define optimism and explain its relationship to stress and illness.
6. Describe the relationship of psychological control to stress and illness.
7. Describe the relationship of other personality variables (e.g., self-esteem and
conscientiousness) to stress and illness.
8. Explain the importance of resilience.
9. Define avoidance and confrontative coping styles, and explain their
relationship to stress and illness.
10. Describe problem-focused and emotion-focused coping styles and what
determines their use.
11. Compare and contrast different coping strategies, and explain their
relationship to stress and illness.
12. Describe the role of external resources in coping and their relationship to
stress and illness.
13. Describe different coping interventions.
14. Define stress management, and describe the nature of stress management
programs.
15. Describe the basic techniques of stress management.
16. Describe the use of time management training in stress management
programs.
17. Define social support. Compare and contrast the different forms of social
support.
18. Describe the effect of social support on psychological distress, physiological
and neuroendocrine responses, and illness and health habits.
19. Explain the biopsychosocial pathways by which social support influences
health and illness.
20. Explain how stress is moderated by social support. Compare and contrast
the direct effects and buffering hypotheses.
21. Describe the factors affecting the provision of effective social support.
22. Describe the tasks and costs of coping. Explain the criteria by which coping
outcomes are assessed.

THEME 6
USING HEALTH SERVICES
CHAPTER 8 Pp. 169-177
EXAM

LEARNING OBJECTIVES

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 1. Describe the social and psychological factors that influence the recognition
and interpretation of symptoms.
2. Define illness representations and illness schema, and explain their
influence on the interpretation of symptoms.
3. Describe the nature and function of the lay referral network.
4. Describe the use of the Internet as a lay referral network.
5. Describe the demographic factors that predict the use of health services.
6. Describe the sociocultural factors that predict the use of health services.
7. Explain why people misuse health services for emotional disturbances.
8. Explain the nature and consequences of delay behaviour.

THEME 7
PATIENT- PROVIDER RELATIONS
CHAPTER 9 Pp180 - 208
EXAM
Table 9.4 Why the health practitioner can be an effective agent of
behaviour change
READ Pp. 196 – 202: Complementary and alternative medicine

LEARNING OBJECTIVES
1. Describe trends in the changing roles of health providers, including nurse practitioners and
physician assistants.
2. Describe the criteria by which patients judge the adequacy of their medical care.
3. Describe factors inherent in the medical setting that influence the quality of patient-
provider communication.
4. Describe the changes in the philosophy of health care delivery.
5. Describe providers’ behaviours that contribute to faulty patient-provider communication.
6. Describe patient factors that contribute to faulty patient-provider communication.
7. Describe qualities of the provider-patient interaction that contribute to faulty
communication.
8. Describe the prevalence and assessment of non-adherence to treatment regimens.
9. Describe the causes of non-adherence to treatment regimens.
10. Define creative non-adherence and the factors that contribute to creative non-adherence to
treatment regimens.
11. Explain the relationship of patient-provider communication to malpractice litigation.
12. Describe the nature and effectiveness of interventions designed to teach providers how to
communicate effectively with patients.
13. Describe the nature and effectiveness of strategies for improving patient adherence to
treatment regimens.
14. Describe the various structures and functions of the hospital setting.
15. Describe the impact of hospitalization on the patients.
16. Describe the various factors to consider when designing an intervention to increase
information in the hospital setting.
17. Describe the factors that affect the hospitalized child and how to prepare children for
medical interventions.
18. Describe complementary and alternative medicine and its role in treatment.
19. Trace the use of placebos from the early days of medicine to the present day.
20. Define placebo, and describe the nature of the placebo effect and its role in medical
treatment.

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21. Describe how the effectiveness of the placebo effect may be influenced by provider
behaviours.
22. Describe how the effectiveness of the placebo effect may be influenced by patient
characteristics.
23. Describe how the effectiveness of the placebo effect may be influenced by patient-
provider communication.
24. Describe situational determinants of the placebo effect.
25. Describe how the effectiveness of the placebo effect may be influenced by social norms.
26. Describe the generalizability of the placebo effect.
27. Explain how the placebo may be used as a methodological tool.

THEME 8
PAIN AND ITS MANAGEMENT
CHAPTER 10 Pp. 210 - 227
EXAM
Extra NOTES ClickUp
BOX 10.3 Phantom limb pain
SELF STUDY Pp. 220 – 227: Pain control techniques

Learning Objectives
1. Explain the medical and psychological significance of pain.
2. Explain the role of the social context in the experience of pain.
3. Explain the difficulties in measuring pain.
4. Explain the physiological aspects of pain.
5. Describe the neurochemical bases of pain and pain inhibition.
6. Compare and contrast acute and chronic pain. Define the different kinds of chronic pain
(i.e., chronic benign pain, recurrent acute pain, and chronic progressive pain).
7. Describe the psychological and social consequences of chronic pain.
8. Describe the relationship between individual differences in personality and the experience
of chronic and acute pain.
9. Describe the relationship between pain and stereotyped response to stress.
10. Describe pharmacological techniques to control pain and their effectiveness.
11. Describe surgical techniques to control pain and their effectiveness.
12. Describe the use of counter irritation as a sensory method of pain control and its
effectiveness.
13. Describe the use of biofeedback to control pain and its effectiveness.
14. Describe the use of relaxation techniques to control pain and their effectiveness.
15. Describe the use of hypnosis to control pain and its effectiveness.
16. Describe the use of acupuncture to control pain and its effectiveness.
17. Describe the use of distraction to control pain and its effectiveness.
18. Describe the use of coping techniques to control pain and their effectiveness.
19. Describe the use of guided imagery to control pain and its effectiveness.
20. Describe the use of cognitive techniques to control pain and their effectiveness.
21. Explain the principles of chronic pain management.
22. Describe the nature of pain management programs.

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 THEME 9
MANAGEMENT OF CHRONIC ILLNESS
CHAPTER 11 Pp. 231 - 249
EXAM

LEARNING OBJECTIVES
CHAPTER 11
1. Describe the prevalence of chronic illness.
2. Describe how quality of life is assessed.
3. Describe the emotional responses to chronic illness.
4. Explain the role of denial, anxiety, and depression in coping with chronic illness, and
explain whether these emotional reactions occur in stages.
5. Explain the psychological issues affecting the different aspects of the self (i.e., physical,
achieving, social, and private self) associated with chronic illness.
6. Explain the relationship of coping strategies to chronic illness.
7. Explain the role of patients’ beliefs about the nature, cause, and controllability of their
illness in their adjustment to chronic illness.
8. Describe the co-management of chronic illness - physical problems associated with
chronic illness. Explain the nature and extent of non-adherence to rehabilitation regimens.
9. Describe the goals of physical rehabilitation
10. Describe the importance of adherence.
11. Describe the vocational issues associated with chronic illness.
12. Describe the social interaction problems associated with chronic illness.
13. Describe the positive changes associated with chronic illness.
14. Describe the unique issues faced by children coping with chronic illness.
15. Psychological interventions and chronic illness- Describe the use and effectiveness of
pharmacological interventions in helping patients coping with chronic illness.
16. Describe the use and effectiveness of individual therapy in helping patients coping with
chronic illness.
17. Describe the use and effectiveness of brief psychotherapeutic interventions in helping
patients coping with chronic illness.
18. Describe the use and effectiveness of relaxation, stress management and exercise in
helping patients coping with chronic illness.
19. Describe the use and effectiveness of social support, family support and support group in
helping patients coping with chronic illness.

THEME 10
PSYCHOLOGICAL ISSUES IN ADVANCING AND TERMINAL ILLNESS
CHAPTER 12 Pp. 251 -269
EXAM
BOX 12.1 Why do women live longer than men?

LEARNING OBJECTIVES
CHAPTER 12
1. Death across the lifespan - Describe the main causes of death in infancy and early
childhood.
2. Describe children’s understanding of death.

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3. Describe the main causes of death in adolescence and adulthood.
4. Describe reactions to young adult death.
5. Describe death in middle age, old age and premature death.
6. Describe the nature of gender differences in mortality. (Box 12.1)
7. Describe the psychological issues associated with continued treatment and advancing
illness.
8. Is there a right to die? - Describe the Patient Self-Determination Act, and explain the
issues associated with euthanasia and assisted suicide.
9. Describe the changes in patient’s self-concept that are associated with advancing
illness.
10. Explain the issues of social interaction, communication, and non-traditional treatment
associated with advancing illness.
11. Explain Kübler-Ross’s Five-Stage theory, and evaluate its value as a model of death
and dying.
12. Psychological management of the terminally ill - Describe the significance of the
medical staff to the terminally ill patient.
13. Describe the physician’s role and the role of other medical staff in terminal care.
14. Describe the nature of individual counselling and family therapy with the terminally
ill.
15. Describe the nature of the management of terminal illness in children.
16. Describe the nature of hospice care and home, and evaluate the effectiveness of each.
17. Describe the problems faced by the adult and child survivors.
18. Describe the nature of death education.

GOOD LUCK!!

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