Health Psychology
Psychology 320
Zaje Harrell, Ph.D.
134B Psychology Building
432-1811 office
353-5015 floor office
harrellz@msu.edu
Office Hours: Th 12:00-1:00
Fall 2010
Tu/Th 8:30-9:50 a.m.
Holden Hall G008
Course Assistants:
Ms. Katherine Cloutier
clouti@msu.edu
65 Psychology Building
Office Hours: W 1:00-2:00
Mr. Alexander Webb
webbale1@msu.edu
Course Overview
Health psychology is the field of psychology focused on the biological, psychological,
and social factors that interact in relationship to health and well being. Health
psychologists examine a wide range of topics including stress and coping, chronic illness,
health behaviors, and the promotion of well being.
This course is a survey of topics in health psychology. The class is primarily in a lecture
format with frequent time allotted for activities and evaluations. The text book provides a
guide for the lectures. The lectures are a compliment to the assigned text and
supplemental readings, thus, student attendance and participation are essential.
Course Goals
The goals of the course are to:
 Review the models of health, specifically contrasting the biomedical and
biopsychosocial models
 Understand psychological processes which contribute to physical health such as:
stress, individual differences and psychological quality of life
 Review health behaviors and related factors
 Analyze approaches to health promotion and intervention
 Explore factors affecting the patient/consumer utilization of medical services
 Explore factors affecting the patient/consumer and provider relationship
 Review factors related to coping with chronic and terminal illness
 Focus on social and structural factors affecting well being
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Course Readings
The required text for the course is a custom text book:
Taylor, S. E. & Daniel, E. L. (2010). PSY 320 Health Psychology: Selected Material from
Health Psychology 7th Edition with Additional Material. New York, NY:
McGraw Hill.
The text is available at the library’s reserve desk.
Assignments & Grading Criteria Overview
In Class Exams
There will be four in-class exams during the course of the semester and a cumulative
final. The lowest exam grade will be dropped. If a student is satisfied with their
performance on the first four exams they may be excused from the final. There will be
no make-up exams. If a student misses an in-class exam, that exam will be dropped.
Critical Analysis Paper
Each student is responsible for a critical analysis paper which provides a detailed
comparison of three articles in a specific health related research area. The topics for the
critical analysis paper must fit into one of the following domains:
 Health Behaviors – addictive behaviors, eating behaviors, exercise, sexual
behaviors
 Stress and Coping – individual differences in coping, environmental stress
 Chronic Illness – heart disease, pain management
 Health Services – patient provider relationship, utilizing medical services
 Terminal Illness – caregivers, death and dying
The critical analysis paper should be between three and five double spaced pages. The
articles should be from peer reviewed journals, such as: Health Psychology, Annals of
Behavioral Medicine, or Journal of Personality and Social Psychology. More detailed
information about the critical analysis paper are posted on the course website on ANGEL.
The critical analysis should be typewritten in 12-point font. A printed copy of the
assignment must be handed in; electronic copies sent via email will not be graded.
The critical analysis paper is due by November 16th. This assignment is due in class.
Students may turn in the paper anytime before this date.
The critical analysis paper will not be accepted after November 16th.
In Class Activities
There will be twelve in class activities during the course of the semester. These will be
both announced and unannounced and are each worth 10 points. Two in class activity
scores will be dropped.
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 Relief Article– Students have the opportunity to make-up one in class activity by
bringing in an article related to health psychology from the popular press. The
article must be clearly referenced if printed from an internet source. The original
text of a magazine or newspaper clipping is also acceptable. This is not an
opportunity for extra credit. This relief is meant to supplement an in-class
activity; students will not receive credit for more than 10 in-class activities. These
articles will be collected on a date near the end of the semester which will be
announced during lecture. I reserve the right to reject any relief article.
Assignment
Exams (4) 100 points each
Critical Analysis Paper
In Class Activities (12, two
dropped) Announced and
Unannounced at 10 points
each)
Total
Maximum Points
400
100
100
Percentage
Each exam is worth 15%
20%
20%
100%
To calculate your grade you need to properly weight each category.
Formula:
(Exam 1 Grade * .15) + (Exam 2 Grade * .15) + (Exam 3 Grade * .15) + (Exam 4 Grade
* .15) + (Critical Analysis Paper * .20) + (In Class Activities * .20) = Final Grade
Grading Scale
The grades will be based on the following scale after the total grades are calculated for all
students.
95% of the average score of the top 2% of students = 4.0
For example, if the top two percent of students have grades of 96%, 95% and 94% the
average score will be 95%; this score will be used to determine the grading scale. Thus,
using this example, the percentage range for a 4.0 will be 96%-90%. The gradations of
the scale will be determined in five point intervals; a 3.5 would range from 89%-84%.
Course grades are based on performance, not effort.
Policies
Academic Integrity
Each student is responsible for reviewing the scholastic dishonesty policy of Michigan
State University.
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Academic dishonesty will not be tolerated; this includes giving or receiving aid on
exams, as well as plagiarism from print and electronic sources.
Any student who is found to be guilty of plagiarism, giving or receiving aid on
exams or any other form of academic dishonesty will fail the course.
All exams are “closed-book”.
Classroom Environment
Respect is a critical part of facilitating a positive and productive learning environment.
This means that students should arrive to the classroom focused and prepared to learn.
Questions and discussion are also an important part of the learning process. Even though
this is a large class, all students should feel welcome to participate and offer their insights
on course materials.
Cell phones, other electronic communication devices, music players/ headphones and
newspapers are not allowed in class.
Please turn off all cell phones and other electronic communication devices before
class.
Email Communication
Electronic communication is considered a form of classroom communication and fits
within the same guidelines. The main purpose of email should be brief inquires regarding
course content not addressed in the syllabus or information otherwise not available to
students. When a student needs to discuss a particular set of personal circumstances
regarding their course performance a meeting with the professor is the appropriate venue.
Any correspondence for this course should be addressed to the course assistants and
originate from a Michigan State University account. If necessary, the course assistants
will forward the message to Dr. Harrell or copy her on the response.
The following types of email will not receive a response:
 Inquiries about information which is provided in the syllabus or otherwise
accessible (i.e., library policies).
 Rude or disrespectful correspondence
 Correspondence from an account not issued by Michigan State University
Absences
There are no make-up exams or in-class assignments.
Exam Promptness
Students should arrive no later than 8:30 for in-class exams. No one will be allowed to sit
for an exam after the first completed exam has been turned in.
Commercialized Lecture Notes
Commercialization of lecture notes and university-provided course materials is not
permitted in this course.
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Unit 1: Introduction and Stress and Coping
September 2: Introductory Session
September 7: History, Methodology, and Physiology
Chapter 1 Introduction (pp. 2-15)
Chapter 2 Systems of the Body (pp. 17-30)
September 9: Physiology and Stress
Chapter 2 Systems of the Body (pp. 31-42)
Chapter 6 Stress (pp. 146-159)
September 14: Studying the Stress Process
Chapter 6 Stress (pp. 159-172)
Stone, A. A., Schwartz, J. E., Neale, J. M., Shiffman, S., Marco, C. A., Hickox, M., Paty,
J., Porter, L. S., & Cruise, L. J. (1998). A comparison of coping assessed by
ecological momentary assessment and retrospective recall. Journal of Personality
and Social Psychology, 74, 1670-1680.
September 16: Coping with Stress
Chapter 7 Moderators of the Stress Experience (pp. 173-187)
Stambor, Z. (2006). Stressed out nation. In Annual Editions: Health 09/10, pp. 29-30.
September 21: Social Support and Stress Management
Chapter 7 Moderators of the Stress Experience (pp. 187-197)
Harrell, Z. A. T., & Jackson, B. (2008). Think fat and feeing blue: eating behaviors,
ruminative coping, and depressive symptoms in college women. Sex Roles, 58,
658-666.
September 23: Exam Review
Chapters 1, 2, 6, 7 and readings
September 28
First Exam
Unit 2: Health Behaviors
September 30: Attitudes and Risks
Chapter 3 Health Behaviors (pp. 44-59)
Garcia, A. (2006). Is health promotion relevant across cultures and the socioeconomic
spectrum? In Annual Editions: Health 09/10, pp. 5-9.
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Schroeder, S. A. (2007). We can do better—Improving the health of the American
people. In Annual Editions: Health 09/10, pp. 10-16.
October 5: Models for Changing Health Behaviors
Chapter 3 Health Behaviors (pp. 59-80)
Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people
change: Applications to addictive behaviors. American Psychologist, 47, 1102
1114.
October 7: Health Promotion and Targeted Interventions
Chapter 4 Health-Enhancing Behaviors (pp. 81-97)
Kummer, C. (2007). Fat city. In Annual Editions: Health 09/10, pp. 44-46.
October 12: Eating Behaviors
Chapter 4 Health-Enhancing Behaviors (pp. 97-118)
Okie, S. (2005). Fat chance. In Annual Editions: Health 09/10, pp. 71-74.
October 14: Alcohol Use and Abuse
Chapter 5 Health-Compromising Behaviors (pp. 119-130)
Weschler, H., Nelson, T. F., Lee, J. E., Seibring, M., Lewis, C., & Keeling, R. P. (2003).
Perception and reality: A national evaluation of social norms marketing and
interventions to reduce college students’ heavy alcohol use. Journal of Studies on
Alcohol, 64, 484-494.
Harrell, Z. A. T., Slane, J., & Klump, K. (2009). Predictors of alcohol problems in college
women: The role of depressive symptoms, disordered eating, and family history
of alcoholism. Addictive Behaviors, 34, 252-257.
October 19: Smoking
Chapter 5 Health-Compromising Behaviors (pp. 130-144)
Seo, D. C., Torabi, M. R., & Weaver, A. E. (2008). Factors influencing openness to
future smoking among nonsmoking adolescents. Journal of School Health, 78,
328-336.
October 21 Mid-Semester Mark: Exam Review
Chapters 3, 4, 5 and readings
October 26
Second Exam
Unit 3: Health Services and Utilization
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October 28: Recognizing Symptoms and Using Health Services
Chapter 8 Using Health Services (pp. 200-213)
Callahan, D. (2008). Curbing medical costs. In Annual Editions: Health 09/10, pp. 136138.
November 2: Health Consumers & Improving Communication and Adherence
Chapter 9 Patient-Provider Relations (pp. 214-242)
Winterfeld, A. (2007). On the road to wellness. In Annual Editions: Health 09/10, pp. 2325.
Marcus, E. N. (2006). The silent epidemic—the health effects of illiteracy. In Annual
Editions: Health 09/10, pp. 141-143.
November 4: Pain Management
Chapter 10 Pain and Its Management (pp. 243-268)
November 9: Exam Review
Chapters 8, 9, 10 and readings
November 11
Third Exam
Unit 4: Illness & Future Directions
November 16: Chronic Illness
Chapter 13 Heart Disease, Hypertension, Stroke, and Diabetes (pp. 325-360)
Brody, J. E. (2005). “Diabesity” a crisis in an expanding country. In Annual Editions:
Health 09/10, pp.116-117.
CRITICAL ANALYSIS PAPER DUE IN CLASS
November 18: Immune Related Disorders
Chapter 14 Psychoneuroimmunology, AIDS, Cancer and Arthritis (pp. 361-396)
Epstein, S. S. (2005). Why we are still losing the winnable cancer war. In Annual
Editions: Health 09/10, pp. 123-129.
Jefferson, D. (2006). How AIDS changed America. In Annual Editions: Health 09/10
pp.120-122.
Recommended Reading: Moore, J. (2004). The puzzling origins of AIDS.
November 23: Chronic Illness
Chapter 11 Management of Chronic Illness (pp. 270-298)
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Tomich, P. L., & Helgeson, V. S. (2004). Is finding something good in the bad always
good: benefit finding among women with breast cancer. Health Psychology, 23,
16-23.
THANKSGIVING BREAK NOVEMBER 25-26
November 30: Exam Review
Chapters 11, 13, 14, and readings
December 2
Fourth Exam
December 7: Illness and Issues in Death and Dying and Future Directions
Chapter 12 Psychological Issues in Advancing and Terminal Illness (pp. 299-324)
Smith, T. W., Orleans, C. T., & Jenkins, C. D. (2004). Prevention and health promotion:
decades of progress, new challenges, and an emerging agenda. Health
Psychology, 23, 126-131.
Epstein, H. (2003). Enough to make you sick? In Annual Editions, pp.19-26.
December 9
Cumulative Final Review
Friday December 17: CUMULATIVE FINAL EXAM 7:45 – 9:45 a.m.
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