Health Behaviour and Motivational Interviewing Flashcards Preview

ESA 3 - HPHD > Health Behaviour and Motivational Interviewing > Flashcards

Flashcards in Health Behaviour and Motivational Interviewing Deck (37)
Loading flashcards...
1
Q

Define health related behaviour

A

Any behaviour that may promote good health or lead to illness

2
Q

List the three learning theories

A
  • Classical conditioning
  • Operant conditioning
  • Social learning theory
3
Q

List the two cognition models

A
  • Health belief model

- Theory of planned behaviour

4
Q

Define classical conditioning

A

Behaviour based on association with other stimuli (behaviour becomes habit)

5
Q

What is another name for classical conditioning?

A

Pavlovian Conditioning

6
Q

Who gave the first example of this?

A

Pavlov and his dog

7
Q

Briefly outline Pavlov’s experiment with dogs

A
  • A dog would be presented with food, causing the dog to salivate.
  • A bell would be rang at the same time.
  • After a while the dog would salivate on the ringing of the bell even without being presented with food.
  • The behaviour of salivation became associated with the other stimulus.
8
Q

Give examples of how responses can become classical condition with relation to Health Related Behaviour

A
  • Anticipatory nausea in chemotherapy

- Phobias e.g. Fear of hospitals

9
Q

What result does Classical conditioning have in Health Related Behaviour?

A

Behaviour is unconsciously paired with the environment or emotions

10
Q

Define Operant conditioning

A

People or animals behaving as a result of the consequences of their actions in the same situation in the past (reinforcement by reward or punishment)

11
Q

How is behaviour reinforced in operant conditioning?

A

By reward or removal of punishment

12
Q

How is behaviour discouraged in Operant conditioning?

A

By punishment or removal of reward

13
Q

How does operant conditioning negatively impact health related behaviour?

A

Unhealthy behaviours are often immediately rewarding and driven by the short term.

14
Q

Define the Social learning theory

A

Behaviour can be based on our observations of other people’s behaviour and see who gets rewarded and who gets punished

15
Q

How does other people’s behaviour influence our own?

A

Behaviour is focused on our desired goals/outcomes. We are motivated to perform behaviours that are “high value” or ones we believe we can re-enact.

16
Q

Who can influence socially learned behaviour?

A

Family can often show us behaviour that we believe we can re-enact.

Celebrities play a key role in demonstrating “high value” behaviour.

17
Q

What to social cognition models do?

A

They focus on cognitive factors in health-related behaviour - including: knowledge, beliefs, attitudes, and expectations

18
Q

Outline the Health Belief Model using a diagram

A

Insert Diagram here

19
Q

Whet are the limitations of the Health Belief Model?

A
  • Rationale and reasoning - often consequences are only thought about after the action.
  • Decisions - habit, conditioned behaviour, and coercion can affect them.
  • Doesn’t consider emotional factors - e.g. Fear
  • Incomplete - self-efficacy and broader social factors not considered
20
Q

Outline the theory of Planned Behaviour using a diagram

A

insert diagram here

21
Q

What is the limitation of the Theory of Planned Behaviour?

A

It is a good predictor of intentions but a poor predictor of behaviour.

The problem comes in translating intentions into actions.

22
Q

What is the Stages of Change (Transtheoretical) model?

A

A model of 5 stages which people may pass through over time in decision making about changing their behaviour.

23
Q

Why is it important to consider the transtheoretical model when looking at Health Behaviour?

A

Because the way people think about health behaviours and their willingness to change their behaviour are not static.

24
Q

How may the different stages of the transtheoretical model affect health behaviour?

A

Different cognitions may be important determinants of health behaviour at different times.

25
Q

Outline using a diagram the Stages of Change (transtheoretical) model.

A

insert diagram from lecture

26
Q

Describe a person’s attitude to changing their behaviour in the pre-contemplation stage.

A

They are not considering changing their behaviour.

27
Q

Describe a person’s attitude to changing their behaviour in the contemplation stage.

A

They are beginning to consider changing their behaviour. This may occur as a result of a trigger.

28
Q

Describe a person’s attitude to changing their behaviour in the preparation stage.

A

They are preparing themselves to undertake the change.

29
Q

Describe a person’s attitude to changing their behaviour in the action stage.

A

The person has made the change in their behaviour for the short term.

30
Q

Describe a person’s attitude to changing their behaviour in the maintenence stage.

A

The action taken to change the behaviour is consolidated and maintained in the long term.

31
Q

Describe relapse with relation to the transtheoretical model.

A

A person can relapse back to their previous behaviour at any point and may need to run through the cycle once more.

32
Q

What is the importance of recognising relapse?

A

It normalises it as part of the process and encourages people not to give up after a relapse.

33
Q

Why is it important for a healthcare professional to consider a patients stage in the transtheoretical model when providing assistance?

A

The intervention provided must be appropriate for the stage the person is at.

34
Q

What strategies can be used to encourage positive changes in health behaviour?

A

Information - health education, health promotion.

Behavioural skills and resources e.g. Smoking cessation programmes, exercise advice

Incentives e.g. Financial incentives

35
Q

What is motivational interviewing?

A

Motivational interviewing is a client-centred, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence.

36
Q

What is the aim of motivational interviewing?

A

To elicit the patient’s own arguments for change

37
Q

What are the important things to do when conducting a motivational interview?

A

Express empathy

Develop discrepancy

Roll with resistance

Support self-efficacy