健康心理学-教学大纲

1、健康心理学教学大纲Health Psychology课程编码：16A31190 学分：2 .0 课程类别：专业任选课计划学时：34 其中讲课：30 实验或实践：4 上机： 0适用专业：特殊教育推荐教材：Shelley Taylor, Health Psychology，McGraw-Hill Higher Education，2008.参考书目：Linda Brannon, Jess Feist, Health Psychology: An Introduction to Behavior and Health，北京大学出版社，2007健康心理学Shelley E. Taylor. 朱熊兆等译

2、. 人民卫生出版社 2006年7月健康心理学Edward P. Sarafino. 中国轻工艺出版社 2006年1月健康心理学Phillip L. Rice 胡佩诚等译 中国轻工业出版社，2000年10月压力与健康Phillip L. Rice石林等译 中国轻工业出版社2000年5月健康心理学黄希庭 郑希付. 华东师范大学出版社 2005.年1月 心理健康研究与指导张玲等著 教育科学出版社2001年6月健康心理学钱明 人民卫生出版社 2007年课程的教学目的与任务本课程是应用心理学专业领域发展较为迅速、学术成果更新较快的课程。因此，本课程采用双语教学形式，试图缩短国内外教材在内容上的差距，使学

3、生在最短的时间内了解到本课程领域的最新研究与应用成果，培养学生的国际视野和竞争能力。本课程的教学目标是使学生掌握健康心理学基础知识，掌握心理、社会因素对身心健康的影响，熟悉行为改变的理论及其应用，了解促进健康行为与危害健康行为，掌握应激理论，了解应激体验调节变量的作用。本课程要求学生运用所学的健康心理学知识解释生活中与健康有关的各种现象，提高身心健康水平。课程的基本要求1、本课程要求学生了解健康心理学的发展历史，掌握影响健康心理学发展主要因素以及当代健康心理学发展的主要趋势。2、本课程要求学生掌握健康行为、行为改变理论、促进健康行为、危害健康行为、应激与应激管理方法等知识，并能够运用所学的健康

4、心理学知识解释生活中与健康有关的现象，提高身心健康水平。各章节授课内容、教学方法及学时分配建议（含课内实验）第一章：What is Health Psychology 建议学时：6教学目的与要求 Understand definitions of health psychology, the mind-body relationship, psychosomatic medicine , the biopsychosocial model in health psychology. 教学重点与难点 The Biopsychosocial Model Versus the Biomedical

5、Model. 授 课 方 法 以课堂讲授为主，课堂讨论和课下自学为辅。授 课 内 容 I. Definitions of Health Psychology II. The Mind-Body Relationship: A Brief History A. Psychoanalytic Contributions B. Psychosomatic MedicineIII. Why Is the Field of Health Psychology Needed? A. Changing Patterns of Illness B. Expanded Health Care Services

6、C. Increased Medical Acceptance D. Demonstrated Contributions to Health IV. The Biopsychosocial Model in Health Psychology A. The Biopsychosocial Model Versus the Biomedical Model B. Advantages of the Biopsychosocial Model 第二章：Health Behaviors 建议学时：6教学目的与要求 Understand the definition of health behavi

7、or, health belief model, theory of planned behavior, transtheoretical model of behavior change. 教学重点与难点 Intervening with Children and Adolescents, Attitude Change and Health Behavior.授 课 方 法 以课堂讲授为主，课堂讨论和课下自学为辅。授 课 内 容 I. An Introduction to Health Behaviors A. What Are Health Behaviors? B. Practicin

8、g and Changing Health Habits: An Overview C. Barriers to Modifying Poor Health Behaviors D. Intervening with Children and Adolescents II. Changing Health Habits A. Attitude Change and Health Behavior B. Theory of Planned Behavior C. Attitudes and Changing Health Behaviors: Some Caveats III. Transthe

9、oretical Model of Behavior Change A. Stages of Change B. Importance of the Stage Model of Change C. Using the Stage Model of Change实践教学： 建议学时：2教学目的与要求 了解大学生的健康行为，对济南大学的学生进行健康行为调查。教学重点与难点 健康行为问卷的设计授 课 方 法 小组合作学习、课堂讨论授 课 内 容 设计健康行为调查问卷，对数据进行分析与处理，探讨大学生的健康行为特点。第三章：Health-Enhancing Behaviors 建议学时：4教学目的与

10、要求 Understand Benefits of Exercise, Factors Associated with Obesity, Stress and Eating, Treatment of Obesity, Eating Disorders. 教学重点与难点 Factors Associated with Obesity, Eating Disorders.授 课 方 法 以课堂讲授为主，课堂讨论和课下自学为辅。授 课 内 容 I. Exercise A. Benefits of Exercise B. Determinants of Regular Exercise II. Ma

11、intaining a Healthy Diet A. Why Is Diet Important? B. Interventions to Modify DietIII. Weight Control A. Why Obesity Is a Health Risk B. Factors Associated with Obesity C. Stress and Eating D. Treatment of Obesity IV. Eating Disorders A. Anorexia Nervosa B. Bulimia第四章：Health-Compromising Behaviors 建

12、议学时：2教学目的与要求 Understand Characteristics of Health-Compromising Behavior, Alcoholism and Problem Drinking , Drinking and Driving, Why Do People Smoke, Social Engineering and Smoking. 教学重点与难点 Characteristics of Health-Compromising Behavior, Why Do People Smoke. 授 课 方 法 以课堂讲授为主，课堂讨论和课下自学为辅。授 课 内 容 I. C

13、haracteristics of Health-Compromising Behavior II. Alcoholism and Problem Drinking A. What are Alcoholism and Problem Drinking? B. Origins of Alcoholism and Problem Drinking C. Treatment of Alcohol Abuse D. Drinking and Driving III. Smoking A. Synergistic Effects of Smoking B. Why Do People Smoke? C

14、. Interventions to Reduce Smoking D. Smoking Prevention E. Social Engineering and Smoking第五章：What is Stress 建议学时：6教学目的与要求 Understand Stressor, Stress Theories, Stressful Life Events, Daily Stress, Post-Traumatic Stress Disorder. 教学重点与难点 Stress Theories, Stressful Life Events授 课 方 法 以课堂讲授为主，课堂讨论和课下自学

15、为辅。授 课 内 容 I. What Is Stress? A. What Is a Stressor? B. Person-Environment FitII. Theoretical Contributions to the Study of Stress A. Fight-or-Flight B. Selye's General Adaptation Syndrome C. Tend-and-Befriend D. Psychological Appraisal and the Experience of Stress III. How Stress Has Been Studi

16、ed A. Stressful Life Events B. Daily StressIV. Sources of Chronic Stress A. Post-Traumatic Stress Disorder B. Long-term Effects of Stressful Life Experiences 第六章：Moderators of the Stress Experience 建议学时：4教学目的与要求 Understand the relationships between stress and illness, the definition of stress, copin

17、g, personality and coping, coping style, social support, effects of social support, stress management techniques. 教学重点与难点 personality and coping, coping style, effects of social support. 授 课 方 法 以课堂讲授为主，课堂讨论和课下自学为辅。授 课 内 容 I. Coping with Stress A. What Is Coping? B. Personality and Coping C. Coping

18、Style D. Problem-Focused Versus Emotion-Focused Coping E. Specific Coping StrategiesII. Social Support A. What Is Social Support? B. Effect of Social Support on Psychological Distress C. Effects of Social Support on Physiological and Neuroendocrine Responses to Stress D. Effect of Social Support on Illness and Health Habits E. Enhancing Social SupportIII. Coping Outcomes IV. The Management of Stress A. Who Needs Stress Management? B. Basic Techniques of Stress Manageme