PSYC 261 Lab Research in Health Psychology Fall 2015 T 2:00-5:00pm Olin Hall 106

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1 1 PSYC 261 Lab Research in Health Psychology Fall 2015 T 2:00-5:00pm Olin Hall 106 Heather Scherschel hscherschel@carleton.edu Tues 5:00-6:00pm Olin Hall 133 Required Readings: 1) Selected Readings, which are available through the course website. Course Description: This lab is meant to complement the course in Health Psychology (PSYC 260). Health Psychology is a broad field examining the bi-directional relationship between psychology and health. In this lab, we will take a closer look at specific topics within the broader areas being covered in the Health Psychology course. Additionally, students will take a more active role in learning by leading a class discussed based on the readings and by completing a self-directed behavior change program. Each lab session will include discussion of the selected readings, discussion of the self-directed behavior change program, and sometimes demonstrations of health psychology techniques, videos, or guest speakers. Course Assignments: (Materials adapted from Kenneth Abrams PSYC 261 Laboratory Research in Health Psychology and from Straub s Health Psychology, 4e) Self-Directed Behavior Change (SDBC): Students will be asked to choose an aspect of their lives, specifically a health behavior, which they would like to improve. The behavior should be one that students feel would improve their lives if modified but not so severe that it requires more intense attention than can be provided in a class setting. Additionally, students should choose a behavior they feel comfortable discussing with their classmates. After choosing a health behavior change goal, students will be guided through the behavior change process. For this assignment, students will routinely turn in progress reports as well as a final report at the end of the term. Additional details of this assignment will be provided throughout the term. Student Led Discussions of Readings: Students will take turns leading discussion for approximately 30 minutes on the assigned readings for that lab session. Students will need to prepare thoughtful questions to engage the class as well as a creative activity to involve the students in that session s readings. More details of this assignment will be provided within a couple weeks into the term. Participation: Participation is very important in a class of this nature. To benefit maximally from this lab, all students should be well prepared for each session, whether leading a discussion that day or not. Students need to show that they have read and critically thought about the assigned readings.

2 2 Assignment Percent of Total Self-Directed Behavior Change 70% Student led discussion 15% Participation 15% Grades will be determined on the following scale: A % A % B % B % B % C % C % C % D % F % Academic Honesty: Academic honesty is expected of all students at Carleton College. The work you do in this course must be your own. Please refer to the following website for the full policy: Ask for clarification if you have any questions. Student Accommodations: Carleton College is committed to providing reasonable accommodations to students with disabilities. Students seeking accommodations should contact the Coordinator of Disability Services, Andy Christensen, at or anchrist@carleton.edu, to begin the process. Carleton faculty are strongly encouraged to wait for official notification of accommodations before modifying course requirements for students. The Assistive Technology program brings together academic and technological resources to complement student classroom and computing needs, particularly in support of students with physical or learning disabilities. Accessibility features include text-to-speech (Kurzweil), speechto-text (Dragon) software, and audio recording Smartpens. If you would like to know more, contactaztechs@carleton.edu or visit go.carleton.edu/aztech. Writing Assistance: The Writing Center, located in 420 4th Libe, has peer writing consultants who can work with you during any stage of the writing process (brainstorming to final proofreading). Hours and more information can be found on the writing center website. You can reserve specific times for conferences in 420 4th Libe by using their online appointment system. Walk-ins are welcome, though writers with appointments have priority. Class Presentations/Public Speaking Assistance: Speech coaching is a student-staffed resource designed to assist you with class presentations, comps talks, and other speech-related events. Your coach can assist you with speech & communication skills including clarity, organization, articulation, projection, body language, eye contact, and effective use of aids (e.g., notes, PowerPoint, Keynote, etc.). Depending on your goals, your coach can also work with you on the content of the presentation: organization, voice, clarity, and, ultimately, persuasive impact. Individuals and groups are welcome to request a speech coach by completing a brief, online form. The speech coach will meet you at a mutually convenient time and place. For more information, visit go.carleton.edu/speakeasy.

3 3 Class Schedule Week 1: 9/14 Introduction to Health Psychology SDBC: Overview of Project For next week: What behavior might you want to change this term? Week 2: 9/21 Self-Control & Behavior Change De Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), SDBC: Self-Control & Behavior Change For next week: Choose one behavior you would like to change this term. Why do you want to modify this behavior? Week 3: 9/28 College Students and Stress Hurst, C. S., Baranik, L. E., & Daniel, F. (2013). College student stressors: A review of the qualitative research. Stress and Health, 29, Hintz, S., Frazier, P. A., & Meredith, L. (2015). Evaluating an online stress management intervention for college students. Journal of Counseling Psychology, 62(2), Demonstration: Yoga SDBC: Goals & Sub-goals For next week: What is your overall goal for this behavior modification program? What are your sub-goals to reach while working on the overall goal? Week 4: 10/5 Are Internet-Based Interventions Effective? Webb, T., Joseph, J., Yardley, L., & Michie, S. (2010). Using the internet to promote health behavior change: A systematic review and meta-analysis of the impact of theoretical basis, use of behavior change techniques, and mode of delivery on efficacy. Journal of Medical Internet Research, 12(1), e4.

4 4 Morgan et al. (2013). The SHED-IT community trial: A randomized controlled trial of internetand paper-based weight loss programs tailored for overweight and obese men. Annals of Behavioral Medicine, 45, SDBC: Structured Diaries For next week: Begin monitoring your behavior, (but don t change it yet!). Week 5: 10/12 Alternative Medicines & Pain Madsen, M. V., Gøtzsche, P. C., & Hrόbjartsson, A. (2009). Acupuncture treatment for pain: Systematic review of randomised clinical trials with acupuncture, placebo acupuncture, and no acupuncture groups. British Medical Journal, 338(7690), Hinman, et al. (2013). Acupuncture for chronic knee pain. A randomized clinical trial. Journal of the American Medical Association, 312(13), Video: Alan Alda s Scientific American: A Different Way to Heal SDBC: Antecedents & their Consequences; Barriers to Change For next week: While monitoring your behavior, note any antecedents to the undesired behavior and the desired behavior. What are some of your barriers to change? Acupuncture Week 6: 10/19 Social Media & Health Blease, C. R. (2015). Too many friends, too few likes? Evolutionary psychology and facebook depression. Review of General Psychology, 19(1), Liu, C. & Yu, C. (2013). Can facebook use induce well-being? Cyberpsychology, behavior, and social networking, 16(9), SDBC: Methods for altering your behavior: Role of Reinforcements v. Punishments For next week: What methods will you implement to modify your behavior? Week 7: 10/26 Disordered Eating and Exercise Behavior Among Athletes Scoffier, S., Paquet, Y., & d Arripe-Longueville, F. (2010). Effect of locus of control on disordered eating in athletes: The mediational role of self-regulation of eating attitudes. Eating Behaviors, 11, Paradis, K. F., Cooke, L. M., Martin, L. J., & Hall, C. R. (2013). Too much of a good thing? Examining the relationship between passion for exercise and exercise dependence. Psychology of Sport and Exercise, 14,

5 5 SDBC: Implementing a Behavior Change Plan For next week: Implement your behavior change plan. Monitor your progress. Be prepared to discuss successes and possible issues. Week 8: 11/2 Age, gender, culture, and personality Gilbert, C. (2015, Aug 17). Mpls. Officials work to dampen distrust of tap water. MPR News. Retrieved from: Wolff, E. R. & Madlon-Kay, D. J. (2014). Childhood vaccine beliefs reported by Somali and non-somali parents. Journal of the American Board of Family Medicine, 27(4), ( Bahta, L., Ashkir, A. Addressing vaccine hesitancy in a diverse community. [PDF document]. Retrieved from Minnesota Department of Health Web site: SDBC: Overcoming Barriers through Problem Solving For next week: What were your problem solving techniques? Did implementing these techniques lead to successful sub-goal completion? Week 9: 11/9 Ethics in Health Psychology Readings TBD SDBC: Relapse Prevention For next week: How do you plan on preventing relapse? Finalize your reports and be prepared to discuss in lab. Week 10: 11/16 Positive Psychology: Resilience following traumatic events Readings TBD SDBC: Have your views on self-control changed? Reports Due