PSY 280: HEALTH PSYCHOLOGY
UNIVERSITY OF NEW MEXICO-Taos
Syllabus
Fall 2015
INSTRUCTOR: Jean Ellis-Sankari, Associate Professor Holistic Health and Human Services
Office: TSPH EAST
Office Hours 10:30—11:30 T and by appointment
Phone: 575-737-6232
Email: jest@unm.edu
CLASS TIME: 9-11:30
CLASS DAYS: Wed. in Room TSPH 123
TEXTBOOK:
1. Required: Gurung, R.A.R. (2010). Health psychology: A cultural approach, 2nd ed.
Belmont, CA:
Wadsworth.
Purpose of the Course:
This course is designed to give you a basic introduction to the growing field of Health
Psychology. It will cover the most important aspects of Health Psychology including the role of
stress in health and illness, coping with chronic illness and pain, and the role of health behavior
in prevention and the development of chronic disease. The course will prepare you for more
advanced study in Health Psychology, opportunities for being involved in Health Psychology
research, and learning about Health Psychology interventions.
Student Learning Outcomes:
1. Students will gain awareness of psychological models and practices that sustain health from a
holistic perspective involving the body mind and spirit.
2. Students will identify specific approaches they can employ in their own lives to improve their
health.
3. Students will describe how culture impacts on health.
4. Students will identify at least three different models of intervention to explain and address
health related issues.
Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D= 60-69
F = <60
Grading:
In order to assess your mastery of Health Psychology, the course includes two exams and two
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Papers and a presentation for a total possible 100 points:
Exam 1 – Up to 25 points
Exam 2 – Up to 25 points
Health Improvement Paper #1 – Up to 20 points
Health Improvement Paper #2 – Up to 20 points
Presentation/Demonstration of one technique to increase coping capacity = Up to10
points
Service Learning (optional) Extra credit: Up to 10 points
Papers: 2 papers x 25 points each
Health Improvement Paper #1
This is a 3 page paper (8 ½ x 11”, double spaced, no more than 1 ½” margins and/or 800-1000
words) in which you will (1) present the behavior changes that are most likely to improve your
short and long-term health, (2) write about the reasons why you might want to and not want to
engage in each behavior, and (3) design a plan for adopting the behavior change that you can
make and work on it for at least 21 days.
Health Improvement Paper #2
This is a 3 page paper (8 ½ x 11”, double spaced, no more than 1 ½” margins and/or 800-1000
words) in which you will (1) present a daily account of what you did to improve your health for
at least 30 days, (2) write at least one page on what you learned from the experience, and (3)
write at least one page on what you can do in the future to improve your health.
Class Participation
1. You can earn up to 5 points for exceptional class participation.
Ask questions and make comments – relevant to the material!
Demonstrate an understanding of the reading assignments.
Raise your hand to ask questions or make comments.
2. Points may be counted off if you do not do the following:
Be on time for class.
Stay for the whole class.
Prevent cell phones from going off in class.
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3. Points may be counted off if you disrupt the class (e.g., by talking, texting, eating)
Points Off for Missing Classes:
1. An attendance sheet will be passed around at the beginning of each class. It is your
responsibility to be sure that you sign it. We have no other proof that you attended the class –
and we cannot rely on our memories to remember what days everyone made or missed a class.
2. Email Jean if you will miss class or know you will be late for class jest@unm.edu
3. You can miss up to two classes without any loss of points.
4. 2 points will be deducted for every class you miss after two classes.
Service-Learning:
Service-learning is the integration of community service into course study; an experiential approach to
teaching and learning. The instructor may offer students an opportunity to integrate relevant servicelearning into course study. Students interested in incorporating community-based service into their
studies, may choose from the service-learning options for extra credit. Service-learning experiences must
receive prior approval by the instructor in order to count for extra credit. The instructor will work with the
student to identify appropriate projects and community partners as well as help structure the learning
experience. Service-learning activities must meet course objectives, contribute significantly to a
community need, include reflection on the service experience, and be part of a student’s grade.
ADA (Americans with Disabilities Act):
In accordance with University Policy 2310 and the Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who notifies the instructor of the need for an
accommodation and who registers with Amie Chavez-Aguilar at Student Services (737-6200,
aca@unm.edu). It is imperative that you take the initiative to bring such needs to our attention, as
the instructor is not legally permitted to inquire. Students who may require assistance in emergency
evacuations should contact the instructor as to the most appropriate procedures to follow.
Academic Integrity:
The policy of the University of New Mexico-Taos is that academic honesty is one of the basic steps
toward personal and academic development. All University policies regarding academic honesty apply to
this course. Academic dishonesty includes, but is not limited to, cheating or copying, plagiarism
(claiming credit for the words or works of another from any type of source such as print, Internet or
electronic database, or failing to cite the source), fabricating information or citations, facilitating acts of
academic dishonesty by others, having unauthorized possession of examinations, submitting work of
another person or work previously used without informing the instructor, or tampering with the academic
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work of other students. The University’s full statement on academic honesty and the consequences for
failure to comply is available in the college catalog or online at http://taos.unm.edu.
Dropping the course:
It is the student’s responsibility to drop a course. The instructor is not required, nor should be expected,
to drop a student from the official roster. Do not assume that failing to come to class will result in your
being dropped from the course.
Due Process:
If you have any problems in the class that cannot be directly handled by talking with the instructor, the
appropriate person to contact is the Department Chair or the Student Affairs Department.
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Class Schedule:
Date
Week I
Week 6
9/23
Class Topic
Introduction to Health Psychology
Definitions of Health
Research Methods
Psychoneuroimmunology: The Mind
Body connection
Cognitive/Behavioral/ Spiritual
Approaches to Health:
Counseling/Meditation/Movement/Prayer
Understanding Stress and Disease
Defining and Measuring Stress
Mindfulness Based Stress Reduction
Cross Cultural Considerations: Belief
systems within a cultural context; Grief
/Loss and their impact on health; Group/
Self Help approaches
Week 7
9/30
UNM sources/databases explained and
illustrated in class
Week 8
Week 9
10/7
10/14
Week 2
8/19
8/26
Week 3
9/2
Week 4
9/9
Week 5
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
9/16
10/21
10/28
11/4
11/11
11/18
11/25
12/2
Library research due this week
No class: out of class research
Cardiovascular Disease: understanding
lifestyle choices and personality
Understanding Pain and chronic illness
Coping with/ and overcoming
Addictions
Meditation As Medicine; Kundalini yoga
Student presentations
Student presentations
Final exam
Class Closure
5
Health Assignment
Chapter
1
1
Formulate your
health plan
3,11
5,6
2,4
Carolyn Myss: film
in class: Why People
don’t heal and how
they can
Take home
assignment due next
week
Mid-term written in
class
Health Improvement
Paper #2 due
Final EXAM
3,10
6,7,8
13,
9,10
Recommended Reading:
Boll, T. J. (2002). Handbook of clinical health psychology: Volumes 1-3. Washington, DC:
American Psychological Association.
Brannon L. & Feist J. Health Psychology: An Introduction to Behavior and Health (2010, 7th
Edition),
Cousins, N. (1979). The anatomy of an illness. New York: W.W. Norton.
Damasio, A.R. (1994). Descartes error: Emotion, reason, and the human brain. New York:
Avon.
Glanz, K., Rimer, B.K., & Lewis, F.M. (2002). Health behavior and health education: Theory,
research, and practice (2nd ed.). New York: Jossey-Bass.
Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face
stress, pain, and illness. New York: Delta.
Llewelyn, S., & Kennedy, P. (2003). Handbook of clinical health psychology. New York: John
Wiley & Sons.
Martz, E., & Livneh, H. Eds. (2007). Coping with chronic illness and disability: Theoretical,
empirical, and clinical aspects. New York: Springer.
Miller, W.R., & Rollnick, S. (2002). Motivational inteviewing: Preparing people for change. 2nd
ed. New York: Guilford.
Pennebaker, J.W. (1997). Opening up: The healing power of expressing emotions. New York:
Guilford Press.
Rollnick, S., Mason, P., & Butler, C. (1999). Health behavior change: A guide for practitioners.
New York: Churchill Livingstone.
Ryff, C.D., & Singer, B. H. (2001). Emotion, social relationships, and health. Oxford: New
York.
Sapolsky, R.M. (1998). Why zebras don’t get ulcers: An updated guide to stress, stress-related
disorders, and coping, Chapter 3, pp. 37-52. New York: W.H. Freeman and Company.
Sternberg, E.M. (2001). The balance within: The science of connecting health and emotions.
New York: W.H. Freeman.
Taylor, S.E. Health psychology, 6th ed. New York: McGraw-Hill.
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Zautra, A.J. (2003). Emotions, stress, and health. New York: Oxford University Press.
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