健康心理學(xué)-教學(xué)大綱

1、健康心理學(xué)教學(xué)大綱Health Psychology課程編碼：16A31190 學(xué)分：2 .0 課程類別：專業(yè)任選課計劃學(xué)時：34 其中講課：30 實驗或?qū)嵺`：4 上機：0適用專業(yè)：教育管理推薦教材：Shelley Taylor, Health Psychology，McGraw-Hill Higher Education，2008.參考書目：Linda Brannon, Jess Feist, Health Psychology: An Introduction to Behavior and Health，北京大學(xué)出版社，2007健康心理學(xué)Shelley E. Taylor. 朱熊兆等譯.

2、 人民衛(wèi)生出版社 2006年7月健康心理學(xué)Edward P. Sarafino. 中國輕工藝出版社 2006年1月健康心理學(xué)Phillip L. Rice 胡佩誠等譯 中國輕工業(yè)出版社，2000年10月壓力與健康Phillip L. Rice石林等譯 中國輕工業(yè)出版社2000年5月健康心理學(xué)黃希庭 鄭希付. 華東師范大學(xué)出版社 2005.年1月 心理健康研究與指導(dǎo)張玲等著 教育科學(xué)出版社2001年6月健康心理學(xué)錢明 人民衛(wèi)生出版社 2007年課程的教學(xué)目的與任務(wù)本課程是應(yīng)用心理學(xué)專業(yè)領(lǐng)域發(fā)展較為迅速、學(xué)術(shù)成果更新較快的課程。因此，本課程采用雙語教學(xué)形式，試圖縮短國內(nèi)外教材在內(nèi)容上的差距，使學(xué)生

3、在最短的時間內(nèi)了解到本課程領(lǐng)域的最新研究與應(yīng)用成果，培養(yǎng)學(xué)生的國際視野和競爭能力。本課程的教學(xué)目標是使學(xué)生掌握健康心理學(xué)基礎(chǔ)知識，掌握心理、社會因素對身心健康的影響，熟悉行為改變的理論及其應(yīng)用，了解促進健康行為與危害健康行為，掌握應(yīng)激理論，了解應(yīng)激體驗調(diào)節(jié)變量的作用。本課程要求學(xué)生運用所學(xué)的健康心理學(xué)知識解釋生活中與健康有關(guān)的各種現(xiàn)象，提高身心健康水平。課程的基本要求1、本課程要求學(xué)生了解健康心理學(xué)的發(fā)展歷史，掌握影響健康心理學(xué)發(fā)展主要因素以及當代健康心理學(xué)發(fā)展的主要趨勢。2、本課程要求學(xué)生掌握健康行為、行為改變理論、促進健康行為、危害健康行為、應(yīng)激與應(yīng)激管理方法等知識，并能夠運用所學(xué)的健康心

4、理學(xué)知識解釋生活中與健康有關(guān)的現(xiàn)象，提高身心健康水平。各章節(jié)授課內(nèi)容、教學(xué)方法及學(xué)時分配建議（含課內(nèi)實驗）第一章：What is Health Psychology 建議學(xué)時：6教學(xué)目的與要求 Understand definitions of health psychology, the mind-body relationship, psychosomatic medicine , the biopsychosocial model in health psychology. 教學(xué)重點與難點 The Biopsychosocial Model Versus the Biomedical M

5、odel. 授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為輔。授 課 內(nèi) 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 C

6、. 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 建議學(xué)時：6教學(xué)目的與要求 Understand the definition of health behavio

7、r, health belief model, theory of planned behavior, transtheoretical model of behavior change. 教學(xué)重點與難點 Intervening with Children and Adolescents, Attitude Change and Health Behavior.授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為輔。授 課 內(nèi) 容 I. An Introduction to Health Behaviors A. What Are Health Behaviors? B. Practicing

8、 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. Transtheo

9、retical Model of Behavior Change A. Stages of Change B. Importance of the Stage Model of Change C. Using the Stage Model of Change實踐教學(xué)： 建議學(xué)時：2教學(xué)目的與要求 了解大學(xué)生的健康行為，對濟南大學(xué)的學(xué)生進行健康行為調(diào)查。教學(xué)重點與難點 健康行為問卷的設(shè)計授 課 方 法 小組合作學(xué)習(xí)、課堂討論授 課 內(nèi) 容 設(shè)計健康行為調(diào)查問卷，對數(shù)據(jù)進行分析與處理，探討大學(xué)生的健康行為特點。第三章：Health-Enhancing Behaviors 建議學(xué)時：4教學(xué)目的與要

10、求 Understand Benefits of Exercise, Factors Associated with Obesity, Stress and Eating, Treatment of Obesity, Eating Disorders. 教學(xué)重點與難點 Factors Associated with Obesity, Eating Disorders.授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為輔。授 課 內(nèi) 容 I. Exercise A. Benefits of Exercise B. Determinants of Regular Exercise II. Mai

11、ntaining 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 建議

12、學(xué)時：2教學(xué)目的與要求 Understand Characteristics of Health-Compromising Behavior, Alcoholism and Problem Drinking , Drinking and Driving, Why Do People Smoke, Social Engineering and Smoking. 教學(xué)重點與難點 Characteristics of Health-Compromising Behavior, Why Do People Smoke. 授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為輔。授 課 內(nèi) 容 I. Ch

13、aracteristics 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 建議學(xué)時：6教學(xué)目的與要求 Understand Stressor, Stress Theories, Stressful Life Events, Daily Stress, Post-Traumatic Stress Disorder. 教學(xué)重點與難點 Stress Theories, Stressful Life Events授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為

15、輔。授 課 內(nèi) 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 Studie

16、d 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 建議學(xué)時：6（實踐學(xué)時2）教學(xué)目的與要求 Understand the relationships between stress and illness, the definition of stress,

17、 coping, personality and coping, coping style, social support, effects of social support, stress management techniques. 教學(xué)重點與難點 personality and coping, coping style, effects of social support. 授 課 方 法 以課堂講授為主，課堂討論和課下自學(xué)為輔。授 課 內(nèi) 容 I. Coping with Stress A. What Is Coping? B. Personality and Coping C. C

18、oping 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