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| 1 | |
Define health promotion and describe the factors that have fueled the movement toward health promotion in the United States.
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| 2 | |
Summarize trends in the changing pattern of disease in the United States since the turn of the 20th century.
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| 3 | |
Define health behaviors, health habits, and primary prevention.
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| 4 | |
Summarize the relationship of individual difference variables, social factors, emotional factors, cognitive factors, perceived symptoms, and factors related to access to medical care to health behaviors.
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| 5 | |
Describe health-habit factors that undermine health practices.
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| 6 | |
Summarize the findings of research investigating the success of health promotion and primary prevention efforts across the lifespan and with at-risk people.
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| 7 | |
Describe ethnic and gender differences in health behaviors.
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| 8 | |
Summarize the effectiveness of attitudinal approaches and the use of fear appeals in changing attitudes and health behaviors.
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| 9 | |
Describe the components of the health belief model, and explain how useful it is in predicting and changing health behaviors.
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| 10 | |
Define self-efficacy, and explain the relationship between self-efficacy and health behaviors.
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| 11 | |
Describe the components of the Theory of Planned Behavior, and evaluate its usefulness in predicting health behaviors.
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| 12 | |
Describe why attitude change may not result in behavior change.
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| 13 | |
Describe the basic principles of cognitive-behavioral therapy.
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| 14 | |
Define self-observation and self-monitoring, and describe their use in cognitive-behavioral therapy.
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| 15 | |
Define classical conditioning, unconditioned response, conditioned response, unconditioned stimulus, and conditioned stimulus. Describe the use of classical conditioning in cognitive-behavioral therapy.
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| 16 | |
Define operant conditioning, and differentiate between different schedules of reinforcement. Describe the use of operant conditioning in cognitive-behavioral therapy.
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| 17 | |
Define modeling, and describe its use in cognitive-behavioral therapy.
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| 18 | |
Define discriminative stimulus. Describe the use of stimulus-control interventions in cognitive-behavioral therapy.
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| 19 | |
Define self-reinforcement, self-reward, and self-punishment. Describe the use of self-reinforcement in cognitive-behavioral therapy.
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| 20 | |
Define contingency contracting, and describe its use in cognitive-behavioral therapy.
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| 21 | |
Define covert self-control, cognitive restructuring, and self-talk. Describe the use of covert self-control in cognitive-behavior therapy.
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| 22 | |
Define behavioral assignments, and describe their use in cognitive-behavior therapy.
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| 23 | |
Define skills and relaxation training, and describe their use in cognitive-behavioral therapy.
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| 24 | |
Describe the principles of broad-spectrum therapy. Summarize the advantages of a multimodal approach to health behavior change.
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| 25 | |
Explain the nature and rate of relapse in addictive disorders and health behavior change.
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| 26 | |
Explain the factors that are predictive of relapse.
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| 27 | |
Explain the abstinence violation effect and its relationship to relapse.
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| 28 | |
Describe behavioral interventions to control relapse and their effectiveness in relapse prevention.
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| 29 | |
Describe the stages of health behavior change and the effectiveness of this model in explaining health behavior change.
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| 30 | |
Describe the use of social engineering in changing health behaviors.
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| 31 | |
Describe the use of various venues for changing health behaviors, and summarize the advantages and disadvantages of each.
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