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;
45 Cards in this Set
- Front
- Back
|
what is education |
any experience that has a formative effect on one's mind, character, or physical ability process by which society transmit its accumulated knowledge, skills, values |
|
|
how does education improve health and well being |
develop capacity to solve problems |
|
|
what is social epidemiology |
study of the distribution & determinants of health related events in specified populations |
|
|
features of social epi |
causes of causes pop v. ind exposure v. outcome susceptibility to disease |
|
|
what is a theory |
analytic structure designed to explain a set of empirical observations |
|
|
framework |
a basic conceptual structure used to solve or address complex issues |
|
|
ecological framework |
understanding social inequalities in health requires: social and biological theories social, political, and economic systems + space, time, levels of social organization: family, institutions, regional, national, neighborhood, local community why: who benefits from and who is accountable for social inequalities in health |
|
|
life course framework |
understanding health status requires: multiple pathways: biologic, behavioral, psychological, social |
|
|
patterns of exposure and outcome |
cumulative: cumulative advantage or disadvantage pathway- social trajectory shapes future opportunities critical periods- exposures acting during specific period that have lasting effect on organs, tissues, or body systems |
|
|
individual v population risks |
determinants of risk inpopulations are not necessarily the same as thedeterminants of risk in individuals in a population, a large number of people withmoderate risk may produce more cases of diseasethan a small number of people with high risk |
|
|
population prevention strategy |
Key Assumptions: 1. Distribution of risk factor is normal 2. Relative risk of outcome across distribution is continuous adv: -attempts to change social norms -does not involve problem of screening disadv: better to pop but not individual individual and physician not motivated could worsen social disparities |
|
|
individual high risk prevention strategy |
adv -intervention isappropriate to theindividual and avoidsinterference with thosenot at increased risk -individual and physician are motivated disadv difficulties of screening |
|
|
major types of stress |
physical: material or environmental hardship psychological: rooted in social relations: exclusion from the group, lack of power, lack of control |
|
|
what is stress |
- the pressure that life exerts on us -the way this pressure makes us feel chain of events: emotions in the brain brain initiates stress response stress response affects our health stress occurs when individual perceives that external demands exceed their ability to cope |
|
|
Physiologic Stress Response: Activation ofOrgan Systems |
N E I nervous system brain &autonomic endocrine adrenal gland immune system immune cells |
|
|
allostasis |
an adaptive response to stress that allows the body to achieve stability through change stress good for body to be able to response |
|
|
allostatic |
the wear and tear the body experiences from repeat stress too much stress not good on health |
|
|
how allostatic load can impair health |
Unremitting stress: same response to multiplenovel stressors Inability to adjust: no adaptionto repetition of the same stressor Not hearing “all clear”: delayed or in efficientshut-off of the stress response Too little rather than too much: inadequatestress response with overactive immunesystem |
|
|
affect of poorly regulated stress |
Cardiovascular: high blood pressure andatherosclerosis Immune: immunity suppressed or overactive Endocrine: interferes with insulin action Nervous: alters learning, memory, and mood Other: lowers bone density |
|
|
Stress paradox |
The responses that protect us acutely damage uschronically. cortisoland adrenalin… – acutely: mobilize energy; chronically: cause insulinresistance – acutely: mobilize immune cells to fight infection andrepair tissue damage; chronically: suppress immunity – acutely: promote memories associated with fearfulexperiences; chronically: damage nerve cell |
|
|
stress response and framework |
• Life-course – Sensitive early periods – Accumulation of stress Ecologic – Over time and space – Sources of stress (and potential solutions) atmultiple levels of social organization |
|
|
class |
A social grouping in a hierarchical structure thatarises from interdependent economic relationshipsamong people. relative * |
|
|
position, rank, status |
a place in a social hierarchy p cubed resources {pesos}- $ and education prestige-level of respect power- control over resources |
|
|
socioeconomic gradient in health |
The general pattern in which morbidity andmortality vary across measures ofsocioeconomic position so that the moreadvantaged groups have healthier and longerlives |
|
|
social causation |
socioeconomic positionresults in bio-behavioral changes that lead topoor health |
|
|
social selection |
poorhealth results in (not from) lowersocioeconomic position |
|
|
genetic |
socioeconomic position and healthdo not have a cause and effect relationship.Both result from shared genetics factors |
|
|
social inequality in health |
health disparities(differences) by socioeconomic position that areavoidable and unnecessary (“unfair or unjust”) |
|
|
social justice |
an approach protecting human rightsby addressing social and economic inequality |
|
|
individual responsibility |
social inequalities in health result from differences in the free choices people make |
|
|
social determinism |
people’s choices are constrained andarise from the unequal (unjust) distribution of resources |
|
|
principles about measures of socioeconomic status |
data collection: self report, records variable: continuous, categorical, threshold poverty level |
|
|
using income |
dimension: Unit: individual, family/household, neighborhood – Time: monthly, yearly – Sources: job, interest, dividends, rent – best way to assess purchasing power BUT misclassified, difficulty in adjusting for family size |
|
|
using occupation |
employers v. self employed manual v. non manual credential and skills good b/c captures multiple dimension but doesn't work for people not in formal labor force |
|
|
using education |
numbers of years of schooling and literacy low non response can be assessed accurately but difficult to asses quality or prestige |
|
|
using wealth |
monetary value of assets better to assess standard of living but difficult to calculate |
|
|
Impoverishment |
to lack or be denied adequateresources to participate meaningfully in society |
|
|
Poverty threshold: |
an income level which is notadequate to meet subsistence needs or participatein ordinary living patterns, customs, or activities 3 times the cost of the USDA economy food plan($2.80/day), updated annually for inflation 1964 war on poverty how it developed |
|
|
discrimination |
the process by which a member of a sociallydefined group is treated differently (unfairly)because of their membership in that group |
|
|
race/ ethnicity |
a social construct referring to groupsthat share cultural heritage and ancestry andwho often share some physical characteristics(skin color, hair, and facial features) that areheritable |
|
|
race as biological construct |
Genes that determine physical features usedto describe race (skin, hair, and face features)are not linked to health outcomes No gene or set of genes distinguishesmembers of one race from members ofanother There is more genetic variation within racesthan between them |
|
|
types of racism |
institutionalized - systemic personally mediated- Differential assumptions about the abilities,motives, and intents of others or differentialactions towards others, by race , internalized- Acceptance by the stigmatized races ofnegative messages about one’s abilities andworth; |
|
|
measurement of discrimination by race indirect individual |
an inference fromvariation in health by race that is not due tosocioeconomic status. Possible explanations: |
|
|
measurement of discrimination by race direct individual |
self-reportedexperiences of discrimination (often bysetting) and behavioral responses todiscrimination |
|
|
mechanisms explaining racial health disparities |
Economic and social deprivation, targeted marketing of unhealthy products, |
