Introductory description

This module aims to develop students’ understanding of fundamental concepts and theoretical perspectives pertinent to the study and application of health psychology

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

1 Introduction: Definition of Health and Wellbeing; Topics in Health Psychology
2 Impact of health psychological interventions; Mind-Body-Interactions
3 Specific Health Behaviours and Consequences: Diet
4 Specific Health Behaviours and Consequences: Exercise, Smoking, Sleep
5 Health promotion, Theoretical Models of Behaviour Change I: Expectancy*value models/Continuum Models
6 Health promotion, Theoretical Models of Behaviour Change II: The Intention-Behaviour Gap, Dynamic stage models
7 Environmental Influences: The psycho-social environment and social support; Socio-cultural influence
8 Personality, Stress, and Health
9 Health Psychology in Action: From Research to Implementation; Health Promotion
10 Health Psychology in Action: From Research to Implementation; Rules of Health Communication
11. Revision
12. Revision

Learning outcomes

By the end of the module, students should be able to:

• Discuss the ways in which psychology can contribute to improve health;
• Demonstrate knowledge of models and evidence how health behaviours contribute to physical and mental health
• Demonstrate knowledge of mechanisms how physical and mental health are connected;
• Compare and critically discuss methodologies used in health psychology research;
• Discuss the topics covered in relation to theories and debates in health psychology
• Identify and consider critical aspects in health communication.

Indicative reading list

French, D., Vedhara, K., Kaptein, A. A., & Weinman, J. (Eds.). (2010). Health psychology. John Wiley & Sons
Ogden, J. (2012). Health Psychology, McGraw-Hill Education (UK).
In addition to these books there are the following papers that we will read (essential for the seminar):
Casazza, K., Fontaine, K. R., Astrup, A., Birch, L. L., Brown, A. W., Bohan Brown, M. M., ... & McIver, K. (2013). Myths, presumptions, and facts about obesity. N Engl j Med, 2013(368), 446-454.

Freeman, D., Sheaves, B., Goodwin, G. M., Yu, L. M., Nickless, A., Harrison, P. J., ... & Hinds, C. (2017). The effects of improving sleep on mental health (OASIS): a randomised controlled trial with mediation analysis. The Lancet Psychiatry.

Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L. M., & Woloshin, S. (2007). Helping doctors and patients make sense of health statistics. Psychological science in the public interest, 8(2), 53-96.

http://www.cebm.net/glossary/

http://www.cebm.net/oxford-centre-evidence-based-medicine-levels-evidence-march-2009/

Milne, S., Orbell, S., & Sheeran, P. (2002). Combining motivational and volitional interventions to promote exercise participation: Protection motivation theory and implementation intentions. British journal of health psychology, 7(2), 163-184.

View reading list on Talis Aspire

Subject specific skills

knowledge of models and evidence
understanding how health behaviours contribute to physical and mental health and how physical and mental health are connected
understanding theories and debates in health psychology

Transferable skills

effective communication skills
ability to develop a cogent argument supported by relevant evidence and being sensitive to the needs and expectations of an audience
familiarity with collecting and organising stored information found in library book and journal collections, and online
critical evaluation of primary and secondary sources
effective personal planning and project management skills, so they become more independent and pragmatic as learners