1
HEALTH AND BEHAVIOUR
(THEORIES OF HEALTH BEHAVIOUR)
(HLSC 2P49)
Overview and objectives: This course is an introduction to the study of health and behaviour, with a special emphasis on theories of health behaviour. Some of the cu
ent health and behaviour issues include health enhancing behaviours, health compromising behaviours, stress, cardiovascular disease, pain, the immune system, and AIDS.
This course, more
oadly, will foster a
oad and comprehensive knowledge of health and behaviour, as it relates to individual, community, and population health. Students will also critically analyze and evaluate evidence and factors contributing to health and behaviour. Another objective is to recognize and apply optimal skills and knowledge appropriate to different methodologies related to health and behaviour. Finally, an objective is to communicate effectively in a written format.
Instructor: Dr. Tony Bogaert, Ph.D., Health Sciences
Office: R-321, Academic South: ext. 4085
Email: tbogaert@
ocku.ca
Class time: Friday, 10am-1pm
Location: TH 248
Online Office Hours: Tuesdays: 1-2:30pm
Other times can be a
anged.
TA: Madison Gagnon: mg14xs@
ocku.ca
Madison will post online office hours during the term.
Textbook: Taylor, S., Sirois, F., & Molnar, D XXXXXXXXXXHealth Psychology (5th CDN ed.) Boston: McGraw-Hill.
(Note: There should also be a cheaper, “loose leaf version” of the text, so if you do not care whether you have a hard-cover textbook, this is an option. There should also be an e-version available if you do want an electronic version (see the document fdoc.connect_HLSC 2p49.pdf on SAKAI). If you have trouble accessing the e-version, contact Liisa Bowler at XXXXXXXXXX.
Note: There are likely used copies of the 4th edition, and, although less up-to-date than the 5th edition, this 4th edition is acceptable to use in the course.
Because this is a health and behaviour course, with an emphasis on theories of health behaviour, we are using a health psychology book, which provides a good overview of health and behaviour and the major theories of health behaviour; many are “psychology” theories. Note, however, that you do not have to have taken introductory psychology to take this course.
In addition: Articles are available online through SAKAI; see below for information on which articles and when these are scheduled for reading.
We do question and answer (Q & A) “polling” in this course. The polling is conducted through MS Forms and MS Teams. In MS Teams, (1) Click Teams (2021-FW-D02:HLSC-2P49 :S01-LEC), then (2) Click Posts (if not already there). Then (3) in Posts (near bottom) click the link for the polling questions (e.g. “HB_Lecture2 Qs 1 2 3”). You may need to scroll up a bit in Posts to find the link to the questions. Then (4) submit responses! We will also explain the procedures when we have our first meeting, but it is a good idea to have some idea about these procedures before the first meeting.
Contact Madison if you are having trouble with MS Teams (and polling procedures).
Note: You need to
ing your laptop or your phone to class to answer the polling questions during lecture. If you are using your phone, you should download the Teams app so that you can join our meeting during lecture. That way you can access the link in Teams where the Q & A polls are posted. (Note: if you do not have a laptop or a phone, you can contact me for alternative a
angements for polling).
Also note this course (e.g., recorded lectures, links to readings, course outline, practice questions) is on SAKAI: If you are having problems with SAKAI, you can contact your instructor, your TA, or CPI (Centre for Pedagogical Innovation; e-mail cpi@
ocku.ca).
Evaluation:
1. Smoking Interview Reflection (Due Oct. 22nd by 10AM; see instructions in this outline in week 5): 5%
2. Mid-term test (Oct. 29th): 30%
2. Final examination (scheduled by the registrar): 35%
3. Essay Assignment (Due Nov. 19th by 10AM): see instructions at the end of this outline; 20%
4. Participation for in-class Q & A polling: 10%
Notes on evaluation:
Please note the exam and due dates for assignments and tests. These dates should be considered "fixed" unless the student has a valid excuse (e.g., medical problem, family emergency) and documentation, in which case he/she will have an alternative date scheduled.
"I can't write the exam because me and my buddies want to go to Florida for three weeks" is a bad excuse because:
a) it is not a valid medical excuse
) it is not accompanied by appropriate documentation
c) it is not grammatically co
ect (i.e., it should be "My buddies and I")
d) it is unadvisable to go Florida given the world health conditions
* e) all of the above are true
Also note: For your essays, detection of plagiarism will occur via a computer program (Turnitin.com; see below).
Finally, note a total of 10% is reserved for Q & A polling. If your Q & A polling rate is 95% or greater (i.e., 95% or greater of questions are answered during all lectures), you will automatically receive 10% toward your final grade. Participation marks will be marked down on a co
esponding level below a 95% participate rate. For example, if you answer 80% of the questions in the lectures, you will receive 8/10 for participation.
Lecture Schedule
Week 1 (Sept. 5-11th):
Online (recorded) Lecture: Introduction/Biopsychosocial Model
Note: all classes at Brock during the week of Sept. 5-11th are online. See the 2p49 Sakai site for the online recorded introductory lecture in 2p49. Note as well that there is no online “meeting” during the week Sept. 5-11th. Our first meeting will be “in class” next week on Sept. 17th.
Lecture Readings: Chapter 1
(+pages XXXXXXXXXXin chapter 9 on Placebos)
Week 2 (Sept. 12-18th):
Lecture (in class): Research Methods/Body Systems
Lecture Readings: Chapters 1 and 2
Week 3 (Sept. 19-25th):
Lecture: Body Systems/Theories of Health Behaviours (Health Behaviours)
Lecture Readings: Chapter 2 and Chapter 3
Additional Reading:
Duncan, E. M., Fo
es-Mckay, K. E., & Henderson, S. E XXXXXXXXXXAlcohol use during pregnancy: An Application of the Theory of Planned Behavior. Journal of Applied Social Psychology, 42, 1887–1903
Basically, what did the researchers do in this study (i.e., what were the methods/procedures)? Of the four main concepts in the Theory of Planned Behavior (Subjective Norms, Attitudes, Behavioral Control, Intentions), did all these predict (or relate to) alcohol use, or did only some of these key concepts predict alcohol use?
Week 4 (Sept. 26-Oct. 2nd):
Lecture: Theories of Health Behaviours/Health-Promoting Behaviours
Lecture Readings: Chapters 3 and 4
Additional Readings: 1.Mahoney, J. (2005, Dec.10). Canada’s added girth a growing concern. Globe and Mail, p.1.
2.Brownell, K. D. (1994, December 15). Get slim with higher taxes. New York Times, p. A29.
3.Ontario docs launch assault on obesity, urging tobacco-like warnings on bad food | National Post
4.Speed Kills: Slowing cars is great for cities (Globe and Mail, June 12, 2021; p. O10)
What are some of the societal changes resulting from Canada’s weight problem (see first article by Mahoney). What does the author of the second article (Brownell) advocate for reducing obesity (and the causes of it)? What does the Ontario Medical Association (see third article in the National Post) advocate for reducing obesity in children and adolescents? What is Vision Zero (see Globe and Mail article on Driving)?
What is the name of this type of approach/theory to health behaviour change? Does such a system operate in Canada for eating? For driving? If so, should it be extended?
Week 5 (Oct. 3-9th):
Lecture: Theories of Health Behaviours/Health-Compromising Behaviours
Lecture Readings: Chapters 3 and 5
Additional Readings: 1.Singer, P. (2011, Nov. 12). Is it not time to ban this addictive and lethal drug? Globe and Mail.
Has smoking increased worldwide (e.g., number of cigarettes smoked)? What is the author’s main argument: in other words, what does he want governments to do? Which theory/approach best captures this perspective? Do you agree with it?
2.Cognitive behavioral therapy can reduce dental anxiety in children - Globe Health News. 2021
What percentage of children have strong dental fea
anxiety? How many children will be studied in this research on CBT and reducing dental anxiety?
Interview/Reflection: Have a
ief interview with a friend or family member who is a smoker (or ex-smoker). This could be someone who smokes/smoked or vapes/vaped tobacco or someone who smokes (or smoked) cannabis. Note: For health purposes, if this friend or family member is not within your household or in your immediate social “bu
le” and/or doubly vaccinated, you should do this interview online (e.g., via Teams or Zoom) or over the phone.
Some important background smoking-related questions include: When did they begin to smoke; do they want to quit, if they are still smoking; have tried to quit, if they are still smoking. Also, what phase of the transtheoretical model would he or she be in--precontemplation, contemplation, preparation, action, or maintenance? If they have tried to quit (or did quit), were they successful? In addition, write a paragraph “reflecting” on your experiences with the interview (What was good about the interview? What could be improved? How do your experiences relate to the course content? How would you approach this experience next time?). This assignment should be 2 paragraphs (maximum word count is 350 words), the first answering the background questions, and second reflecting on your experience. Note: in this assignment you do not need to reference articles or use APA format. The assignment is due the week after Reading week (Oct. 22nd by 10AM on SAKAI Assignments).
Week 6 (Oct. 10-16th): Reading Week (No class)
Week 7 (Oct. 17-23rd):
Lecture: Theories of Health Behaviours/Health Compromising Behaviours
Lecture Readings: Chapter 3 and Chapter 5
Additional Readings: Pe
y et al XXXXXXXXXXProject Northland: Outcomes of a community wide alcohol prevention program during early adolescence. American Journal of Public Health, 86, XXXXXXXXXX.
Why did they use grade 6 adolescents in this study? Note that the researchers tried to use different “levels” of intervention (the