Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
55 Cards in this Set
- Front
- Back
|
socioeconomic status
|
-Income (amount of money being made)
-Education (influences the way a person navigates the world) -Occupational Status (determines a person’s social standing) |
|
|
threshold SES
|
Increasing SES improves health up to a certain point( i.e threshold). Once you reach a point it stabilizes.
|
|
|
gradient SES
|
Increasing SES improves health at every point on the scale, even above the poverty line. (more money you have the better your health is)
|
|
|
morbidity
|
Number of individual with a particular disease
Degree of symptoms/ severity of illness |
|
|
mortality
|
Number of individual with a particular disease
Degree of symptoms/ severity of illness |
|
|
illnesses associated w SES
|
Heart disease, diabetes, arthritis, tuberculosis
|
|
|
access to health care
|
Prevention
Treatment Reasons why access to care is not sufficient to explain impact of SES |
|
|
Levels at which racism occurs
|
cultural, institutional, interpersonal
|
|
|
Discrimination and Breast Cancer Study
|
everyday discrimination vs. major discrimination
- Those who encountered everyday discrimination were 20% more likely to get breast cancer - Those who faced major discrimination were 31% more likely to be diagnosed with breast cancer - This represents a CORRELATION, not CAUSATION |
|
|
Marital conflict and physical health
|
Married couple have better health outcomes
- From both, men benefit the most in terms of health |
|
|
coping
|
Individual efforts, such as thoughts and behaviors made to manage distressing problems and emotions that affect the physical and psychological outcomes of stress.
|
|
|
approach
|
Approach a stressor and make active efforts to resolve it. (actually studying for an exam, taking an initiative)
|
|
|
avoidance
|
Avoid a stressor and the problems that go with it( go out with your friends and forget about the exam)
|
|
|
coping startegy
|
Specific behavioral and psychological efforts that people use to master, tolerate, reduce, or minimize stressful event
|
|
|
problem focused coping
|
Reduce the demands of the stressor (physically try to reduce stress)
Increase your ability to cope |
|
|
emotion focused coping
|
Change your reaction to the stressor (YOGA)
Control your emotional response (take a bath/ drinking/ get high |
|
|
repressive coping
|
actively trying not to think about the stressor
|
|
|
intrusive thoughts and white bears
|
Study: People spoke for 5 min about everything that was happening in the room.
-After 5 mins researchers came in and told them not to think about white bear. Everytime they thought about white bears they had to ring the bell. Results: majority thought about white bears at least. Avg of 6 times -When you try not to think about something you start thinking about it more -Keeps intruding. |
|
|
opening up study
|
What impact writing had on physical health
People wrote about trauma others didn’t. Some were asked about emotions, facts, and facts and emotions. Done with college students Wrote for 4 consecutive days 15 mins a day Researchers then measured how many health center visits each group had for the next 6 months (how many times individuals visited health centers.) -Results -People that wrote about trivial things increased visits - People who wrote about traumatic specifically emotions had a lot less visits to the health center. -Conclusion - Writing and expressing emotions about traumatic events can alter your physical health - More white blood cells and antibodies. Writing—-=less illness Writing—-=Expressing emotions—-=less illness -This is mediation |
|
|
hardiness
|
-Commitment- Having a sense of purpose. Reason for being here. (How satisfied you are with you job)
-Challenge- Extent to which you find things challenging or threatening. (People high in hardiness see challenges.) -Control- Extent to which individuals believed they can control things around them.(Being able to use the bathroom whenever you want. Low control is construction workers that had to ask to use the bathroom) |
|
|
hardiness and health study
|
Asked a bunch of people (157 lawyers) about their hardiness
People who got most sick were high in stress and low in hardiness People who were high in stress and high in hardiness they got sick a lot less -Low stress both groups were about the same |
|
|
attributions and explanatory style
|
-Life Orientation Test
“In uncertain times, I usually expect the best” “If something goes wrong for me, it will work out” Optimists are more likely to use problem focused coping strategies |
|
|
internal attribution style
|
Internal/Stable/ Global- Im stupid
Internal/Stable/Specific- Im bad at this class Internal/Unstable/Global- I’m sleep deprived Internal/Unstable/ Specific- I just had an off day |
|
|
external attribution styles
|
External/ Stable/ Global- The hunter psych debt is crazy
External/Stable/Specific- Inna gives bad tests External/Unstable/Global- All my professors gave too much work External/ Unstable/Specific- The first test is usually the worst. |
|
|
unstable/stable
|
A one time fluke or a consistent pattern (is it just one date that is bad or all my dates are bad)
|
|
|
global/specific
|
Unique or generalizable (is it that I’m bad at dating or i’m bad at everything)
|
|
|
Depressive Explanatory Style
|
Internal, global, and stable attribution for negative events.
|
|
|
junior year depression study
|
-Junior year college students
People who had a negative explanatory style were more likely to experience an episode of major depression and very very likely to experience minor depression People who had a positive explanatory style were much less to experience major depression and minor depression slightly greater than major. |
|
|
perceived control
|
The belief that you can determine your own behavior, influence your environment, and bring about desired outcomes.
|
|
|
learned helplessness
|
-Failure to learn when events seem uncontrollable
- Constantly the dog was electrocuted so it didn't escape and gave up hope |
|
|
social support
|
Information from others that one is loved and cared for, esteemed and valued, and part of a network of communication and mutual obligation.
|
|
|
tangible/instrumental
|
Physical things you receive that give you support (Offering money to buy groceries)
|
|
|
informational
|
Advice or help with doing something (advice on buying a home, help with a homework assignment)
|
|
|
emotional
|
Being told that someone cares for, knowing others are concerned about you
|
|
|
received support
|
Person received support and can report on the type of report they received
|
|
|
perceived support
|
Someone sense they received support
|
|
|
impact of social support on health and illness
|
Social support has been shown to support: physiological responses to stress, physical adaptation to illness, medication adherence, and health behavior
-Couples with HIV those who in supportive relationship were more adherent in their medication and |
|
|
biopsychosocial model, social support leads to:
|
Better understanding of problems
Motivation to perform positive behaviors Reduces the physical stress response (spouse offering encouragement support to motivate someone to smoke-less) (Correlation btw amount of support and dealing with physiological stress—easier with more support) |
|
|
Direct effects Hypothesis
|
It has a direct response on physiological health.
|
|
|
buffering hypothesis
|
Support acts as a protective factor in times of crisis
-Support is a cushion from the bad effects of stress (instrumental support) -The type of support you get influences coping Support changes the stress response Social Support——-Coping Strategies——Stress Response |
|
|
matching hypothesis
|
-Social support is most effective when there is a match between what is needed and what is available from ones’s social network.
-(person recently diagnosed with illness, looking for facts about illness b/c trying to make medical decision. Disabled person may prefer to have help with daily activites and companionship) Misfit between support required that what is received is can effect the person in a negative way. |
|
|
level of support analysis
|
Individual- Self motivational, try doing a biofeed back
Interpersonal- Mother, friends, family Group- Class, small group of people that have something in common, AA Structural- Hunter college, city of new york |
|
|
research methods
|
-Technique for establishing causal relationships between two variables
-In experimental research, one of the variables is manipulated by the researcher. |
|
|
placebo control
|
A placebo is any intentionally ineffective treatment given to replace a medical treatment
|
|
|
waitlist control
|
-Everyone gets the treatment. But one group has to wait.
-Not everyone can survive long enough - How do you know your therapy worked since your comparing it to nothing at all |
|
|
attentional control
|
The same time and energy is given to the control group and the treatment
|
|
|
dependent variable
|
The dependent variable is measured to determine whether it is affected by the independent variable.
|
|
|
random assignment
|
A method of assigning participants to conditions by chance
Any individuals has an equal chance of being in any experimental condition Controls for confounding variables Reduces the likelihood of pre existing differences among groups |
|
|
process of random assignment to determine confounding variables
|
(1)Control confounding variables through random assigment
(2)Manipulate independent variable (3)Measure dependent variable |
|
|
demand characteristic
|
People often respond the way they think the experimenter wants them to respond. Answering in way that arent true, does not represent you truly, but your trying to help the researcher
|
|
|
ways to avoid subject bias
|
Ensure anonymity & confidentiality
Measure involuntary or non-obvious behavior (checking if the subject tells the truth. How many cookies that participant ate.) Using objective measures (Medical record. Things people cant fake) Keep subject blind to hypothesis |
|
|
expectancy effects
|
When a researcher subtly communicated expectations to participant.
|
|
|
interaction effects
|
-Characteristics of the experimenter
-Changes in experimenter over time |
|
|
ways to avoid the experimenter bias
|
-The “Double Blind” technique (you dont tell research assistant or participant hypothesis)
-Use multiple experimenters -Minimize experimenter contact |
|
|
Principles guiding protection of human subjects
|
Beneficence and Nonmaleficecne
Fidelity and Responsibility ( Make sure colleagues and yourself are ethical as possible) Integrity (Being honesty, dont mess with data,) Justice ( The fact that you are making sure as many people as possible can participate in your research) Respect for people’s rights aEnsure anonymity & confidentiality Measure involuntary or non-obvious behavior (checking if the subject tells the truth. How many cookies that participant ate.) Using objective measures (Medical record. Things people cant fake) Keep subject blind to hypothesisnd dignity( Respect people as people and not as just subjects) |
