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Research Methods
Published in Deborah Fish Ragin, Health Psychology, 2017
Random Sampling One goal of psychology researchers is to explain human behavior. Specifically, a goal of health psychology researchers is to explain the health behaviors or health outcomes of individuals or groups. Therefore, even though researchers conduct studies on small samples of people, the real goal is to generalize the results of their study to other similar groups in an effort to explain human behavior.
Physical Activity and Healthy Eating
Published in Rachael E. Docking, Jennifer Stock, International Handbook of Positive Aging, 2017
Rachel Crockett, Jennifer Stock, Tatiana Christides
The discipline of health psychology is concerned with the application of psychology to the understanding of health and illness. It has been at the forefront of understanding the psychological, social and environmental factors that may hinder engagement in behaviours to promote health, as well as the development of behaviour change interventions. However, within health psychology the greatest focus in terms of health behaviour change has been in younger populations. When applied to understanding health in older populations, the focus has tended to be on managing ill health and functional decline associated with aging rather than on aging well (Peel, McClure & Barlett, 2005). While managing ill health in older adults is important, as it is at any age, this chapter will present a case for the importance of promoting and supporting health behaviours, specifically physical activity and healthy eating, in older age as a means to maximise health and promote positive aging.
Disclosure of parental illness to children: examples from HIV/AIDS
Published in David Morley, Xiaoming Li, Crispin Jenkinson, Children and Young People's Response to Parental Illness, 2016
Third, future research and intervention concerning parental HIV disclosure needs multidisciplinary insight and collaboration. There are five important aspects to the complex process of parental HIV disclosure: international norms, national legislation and public health recommendations; household and family settings; couples' relationships; parental relationships; and relationships between health workers and HIV-infected parents (Hardon et al., 2013a). A complete understanding of how people pursue disclosure strategies in one or more of these social spaces requires various theoretical perspectives. For example, researchers from public health and health psychology may view disclosure as a health-related behaviour (Rotheram-Borus et al., 2001). Communication experts may examine disclosure through theories of information management and uncertainty (Afifiand Afili, 2009). Anthropologists may be interested in various meanings of disclosure in diverse cultural contexts (Obermeyer et al., 2011), while ethicists will discuss the dilemma between respecting a HIV-infected person's privacy and protecting people around patients (Seidel, 1996). Multidisciplinary collaboration has been rising and contributing to developing more comprehensive and culturally acceptable interventions.
Management of sport-related concussion in emergency departments in England: a multi-center study
Published in Brain Injury, 2021
Haroon Rashid, Smarak Mishra, Nick Dobbin
After initial consultation and checking staff profiles, an estimated total sample of 300 EDCs were identified spread across 24 sites. ED consultant leads from 15 sites responded to our invite and distributed the survey to their colleagues meeting the inclusion criteria. One hundred and fifteen participants returned the survey including those in EDs and urgent care centers in the North West of England who were working substantively in EDs or were in an emergency medicine training programme, including nurse practitioners. A total of four survey responses were excluded as they included doctors working in EDs in short placements such as foundation doctors trainees and short-term locum doctors, resulting in a final sample of 111 surveys. Ethics approval for this study was granted by the Faculty of Health, Psychology and Social Care ethics committee at Manchester Metropolitan University and consent was is implied by the participant returning the questionnaire.
Integration of behavioral medicine competencies into physiotherapy curriculum in an exemplary Swedish program: rationale, process, and review
Published in Physiotherapy Theory and Practice, 2020
Maria Sandborgh, Elizabeth Dean, Eva Denison, Maria Elvén, Johanna Fritz, Petra von Heideken Wågert, Johan Moberg, Thomas Overmeer, Åsa Snöljung, Ann-Christin Johansson, Anne Söderlund
Theories of learning and health psychology are taught and integrated with biomedical theories and models from the beginning of the program and reinforced throughout to facilitate an understanding of health behavior and the integration of health behavior changes (Michie et al., 2009, 2013). Given multiple theories and models of health behavior change (Davis et al., 2015), program topics focus on respondent and operant psychology theory, the Transtheoretical Model/Stages of Readiness for behavior change, Social Cognitive Theory, the Health Belief Model, ecological models, Diffusion of Innovation and the PRECED-PROCEED model. In the context of clinical reasoning, Elvén, Hochwälder, Dean, and Söderlund (2015) described how these theories and models can be translated into clinical capabilities and competencies. These competencies are applicable to supporting changes in various behaviors and achieving behavioral change goals, such as increasing patients’/clients’ physical activity.
Development of complementary and alternative medicine (CAM) education for clinical psychologists: An example from Indonesia
Published in International Journal of Mental Health, 2020
Andrian Liem, Peter A. Newcombe
The majority of participants agreed that CAM education would be better if taught at the masters level before the professional internship phase. CAM knowledge that is considered more acceptable by clients might be needed in a professional internship as a guideline in providing more holistic psychoeducation or designing psychological intervention (Lesmana et al., 2015). However, some participants suggested that CAM education should also be introduced at the undergraduate level. Medical students in Australia also agreed that CAM should be integrated into their education from the first to final year so that students feel comfortable learning about CAM (Templeman et al., 2015). Therefore, basic information about CAM might be offered as an elective course or integrated into health psychology course as suggested by earlier studies with nurses (Booth-LaForce et al., 2010) and pharmacy students (Al-Rukban et al., 2012).