\n
These questions are designed to prompt deeper thinking about the ideas and themes presented in this chapter.<\/strong><\/p>\n\n\n\n\nHave you ever planned to change something (like diet or exercise) but did not follow through? What do you think stopped you and how could you use a psychological theory or model to explain this?<\/li>\n\n\n\n Why might health locus of control be an important concept to consider when trying to help an individual to change their health behaviours?<\/li>\n\n\n\n How do Indigenous models like the Medicine Wheel or Two-Eyed Seeing give us a different way to think about health?<\/li>\n\n\n\n Why is it important to include patients and the public views when conducting health research or designing interventions?<\/li>\n<\/ol>\n<\/div><\/div>\n\n<\/li> \n\nChapter 7 – Flashcards<\/h2>\n\n\n\n
\n
\n\n \n \n
\n \n
\n \n
\n
Health enhancing behaviours<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Behaviours that are beneficial to health e.g. healthy eating, physical activity, vaccinations, preventative screening.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Health compromising behaviours<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Behaviours that are detrimental to health, e.g. smoking, binge drinking, risky sexual behaviours.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Classical conditioning<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A type of associative learning based on reflexive behaviours.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Operant conditioning<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A type of learning based on voluntary behaviours that can be shaped by schedules of reinforcement.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Social learning theory<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Observational learning that includes modelling the behaviour of others.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Vicarious learning<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Learning from the experience of others.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Self efficacy<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A person’s belief in their own ability to accomplish a task or behaviour.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Health locus of control<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
The beliefs that people have over the control of their own health and health behaviours.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Health Belief model<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A social cognition model that tries to understand why people engage in health behaviours, based on perceived threat, modifying factors and likelihood of action.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Cues to action<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Internal (symptoms)or external factors (the media or healthcare invitations) that influence health behaviours.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Mammography<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
X-rays that are used to examine the breasts for cancer.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Transtheoretical model<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A five-stage model used to explain behaviour that includes processes of change, self efficacy and decisional balance.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Theory of planned Behaviour<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A model used to predict behavioural intention, based on attitudes towards the behaviour, subjective norms and perceived behavioural control.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Intention-behaviour gap<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
The inability to convert intentions into actions.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Behaviour Change Wheel<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A structured way to describe, design and evaluate interventions that moves people from intention to action by focusing factors that influence behaviour.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Behaviour change techniques<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
The smallest precisely defined active ingredients used in interventions.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
Two-Eyes Seeing<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
A model that incorporates Western and Indigenous knowledge, values and beliefs, so that Indigenous Peoples can benefit from both.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
The Medicine Wheel<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
Represents a holistic Indigenous approach to health and healing that values harmony and connectedness in all aspects of life.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n \n
\n \n
\n \n
\n
He Pikinga Waiora<\/p>\n<\/p>\n
Click to Flip<\/div>\n <\/div>\n
An indigenous model that has been used to guide the development of health interventions.<\/p>\n<\/div>\n <\/div>\n <\/button>\n <\/div>\n\n \n
Press Enter or Space to flip the card<\/div>\n