Veidlapa Nr. M-3 (8)
Study Course Description
Health Behaviour
Course Code
VPUPK_142
Branch of Science
General Psychology; Psychology
ECTS
3.00
Target Audience
Biology; Business Management; Civil and Military Defense; Clinical Pharmacy; Communication Science; Dentistry; Health Management; Information and Communication Science; Juridical Science; Law; Life Science; Management Science; Marketing and Advertising; Medical Services; Medical Technologies; Medicine; Nursing Science; Pedagogy; Person and Property Defence; Pharmacy; Political Science; Psychology; Public Health; Rehabilitation; Social Anthropology; Social Welfare and Social Work; Sociology; Sports Trainer
LQF
All Levels
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Kristīne Vende
Structure Unit Manager
Kristīne Mārtinsone
Structural Unit
Department of Psychology
Contacts
Riga, Dzirciema Street 16, vppk@rsu.lv, +37167061587
About Study Course
Objective
To provide students with an opportunity to acquire knowledge about the concepts of the health behaviour, the main theories/models of health behaviour and the main theories of the mind-body connection, as well as to develop skills of using these concepts in future professional activities.
Preliminary Knowledge
Not required.
Learning Outcomes
Knowledge
1.Students compare and evaluate different models and theories of health behavior and behavior change, justifying their applicability in specific situations.
Individual work and tests
Examination
2.Identify and describe the physical and emotional manifestations of stress, and evaluate its short- and long-term health consequences.
3.Analyze health-promoting and compromising behaviors, as well as determine their causes and impact on individual and public welfare.
4.Justify and explain the role and importance of a healthy lifestyle in disease prevention and ensuring quality of life.
5.Demonstrate understanding of the stages of behavior change by developing and evaluating practical strategies for improving health habits.
Individual work and tests
Examination
Skills
1.Use accurate terminology from the study course to describe and explain processes and phenomena related to health behaviour.
Individual work and tests
Examination
2.Analyze and evaluate the actual health behavior of an individual, identifying risk factors and resources for improving health.
3.Formulate specific, measurable and achievable health-promoting behaviour goals at the individual or target group level.
Individual work and tests
Examination
4.Apply health behaviour theories and models in planning targeted health promotion interventions and activities.
Individual work and tests
Examination
5.Develop and implement strategies for the positive development of health behaviours and the consolidation of sustainable healthy habits.
Individual work and tests
Examination
Competences
1.Assess the health behaviour of the individual and formulate appropriate, measurable goals.
Individual work and tests
Examination
2.Scientifically ground the proposed behavioural goals based on health behaviour theories and models.
3.Apply theoretical models to the planning and management of health promotion interventions.
Individual work and tests
Examination
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
60.00% from total grade
|
10 points
|
|
Presentation: At the beginning of the study course, the student chooses a health-promoting behavior and develops a plan in class on how to implement it. During the study, he/she tries to implement it and at the same time records his/her experience in the study course diary (the diary will not be read, but in class he/she will have to show that it is being filled out_ At the end of the study course, the student presents his/her individual project, indicating the goal set, his/her experience, what worked and what did not, what he/she would do differently next time (referring to theory), whether and what he/she plans to do in the future. The presentation also needs to analyze the process, based on the theory discussed in the lecture course. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
30.00% from total grade
|
10 points
|
|
Group work presentation: Work in groups - find a public campaign that is aimed at changing health behavior. According to the lecture materials, what health behavior model does this campaign correspond to, the successes and shortcomings of the campaign, your suggestions for how to improve this campaign. Analyze this campaign taking into account the theories discussed in the lecture course and using additional literature. Presentation duration 15 min. All group members must be involved in the presentation, where it is indicated which part of the presentation each prepared. Criteria: • Engaging visualization; • The presentation slides are not overloaded with information (only the essential), references are marked according to APA7; • The group fits in time - up to 15 minutes; • The presenter uses the terminology learned in the course; • The presenter follows the structure: - Title slide (Title of the topic, name/surname of the students, study course); - If necessary, explanation of abbreviations; - Description of theory or model (what are the main components; advantages and disadvantages; application areas); - Examples of studies where the presented theory or model was used. - Used literature. |
||
|
2.
Examination |
10.00% from total grade
|
Test
|
|
Active participation in all lectures and classes |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
The concept of health and disease
Description
Abstract: The aim, structure, requirements and evaluation criteria of the study course Historical perspectives on the relationship between health and disease: This section examines historical perspectives on the relationship between health and disease, focusing on various ancient civilizations, including Ancient Egypt, Ancient China, Ancient India, Mesopotamia and Ancient Greece. Understanding of health from the Middle Ages to the 19th century: The course outlines the development of understanding of health from the Middle Ages to the 19th century. It includes discussions about notable figures such as Harun al-Rashid and Abu Ali al-Husain, as well as the influence of the Church and folk medicine on the Middle Ages in Europe. Additionally, it analyzes three main approaches to health and disease issues in the European Renaissance. Health promoting and risk factors: Discussion of factors that promote health and those that threaten health. Lesson questions: How do prehistoric, medieval and modern views on health and disease differ? What directions of health theories developed during the Renaissance? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health behaviour and related concepts
Description
Abstract: Concepts of health and disease Basic definitions and interpretations of health and disease, exploring how these concepts have evolved over time. It examines various theoretical frameworks that shape our understanding of what constitutes health and what characterizes disease. Categories of disease This section analyzes the classification of diseases, discussing different categories based on history. It includes both traditional and modern approaches to disease classification, including infectious, chronic, genetic, and lifestyle-related diseases. Health behavior and related concepts Behavior that influences lifestyle choices, habits, and activities that affect an individual's well-being. It also examines psychological, social, and environmental factors that drive these behaviors and their impact on public health. Health-promoting and health-threatening health behaviors, aspects, and causes Here, the focus is on the distinctions between behaviors that promote health and those that pose risks. The section discusses the influence of psychological, social, and cultural dimensions on behavior. Preventive health behavior Actions aimed at preventing diseases and maintaining health. It covers individual and collective efforts to adopt preventive measures such as vaccination, regular health check-ups, and healthy lifestyle choices, and assesses their effectiveness in reducing disease prevalence. The concept of illness and behavior in the role of the sick Explores the conceptualization and experience of illness when one becomes sick. Psychological and social roles associated with illness, including how individuals perceive and respond to illness, patient expectations, and interactions between patients, specialists, and family members Lesson questions: What are the categories of diseases? What types of health behaviors are included in preventive health behavior? Literature:
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories and models of health behaviour
Description
Abstract: SWOT and SMART Analysis Discusses the use of SWOT (Strengths, Weaknesses, Opportunities, Threats) and SMART (Specific, Measurable, Achievable, Relevant, Time-bound) frameworks for evaluating and planning health strategies. Trans-Theoretical Model (Stages and Processes of Health Behavior Change) Explores the trans-theoretical model—the stages of behavior change from pre-contemplation to maintenance and adoption—and what facilitates transitions through these stages. Defensive Motivation Theory Examines how perceived vulnerability, efficacy, and self-efficacy motivate individuals to engage in defensive health behaviors. Health Belief Model Focuses on how perceived susceptibility, severity, benefits, and barriers influence health decisions and, consequently, behavior. Planned Behavior Theory Discusses how attitudes, subjective norms, and perceived behavioral control influence intentions and health behaviors. Health Behavior Model Explains health behaviors, emphasizing psychological and social factors. Health Behavior Model in Social Cognitive Theory Utilizes social cognitive theory, emphasizing observational learning, self-monitoring, and outcome expectations in understanding health behaviors. Common Sense/Self-Regulation Model Explains how individuals interpret and manage their health states through cognitive and emotional processes. Course Questions: What aspects should be considered when choosing a theory or model for working with clients/patients? What are the risks of each theory or model? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories and models of health behaviour
Description
Abstract: SWOT and SMART Analysis Discusses the use of SWOT (Strengths, Weaknesses, Opportunities, Threats) and SMART (Specific, Measurable, Achievable, Relevant, Time-bound) frameworks for evaluating and planning health strategies. Trans-Theoretical Model (Stages and Processes of Health Behavior Change) Explores the trans-theoretical model—the stages of behavior change from pre-contemplation to maintenance and adoption—and what facilitates transitions through these stages. Defensive Motivation Theory Examines how perceived vulnerability, efficacy, and self-efficacy motivate individuals to engage in defensive health behaviors. Health Belief Model Focuses on how perceived susceptibility, severity, benefits, and barriers influence health decisions and, consequently, behavior. Planned Behavior Theory Discusses how attitudes, subjective norms, and perceived behavioral control influence intentions and health behaviors. Health Behavior Model Explains health behaviors, emphasizing psychological and social factors. Health Behavior Model in Social Cognitive Theory Utilizes social cognitive theory, emphasizing observational learning, self-monitoring, and outcome expectations in understanding health behaviors. Common Sense/Self-Regulation Model Explains how individuals interpret and manage their health states through cognitive and emotional processes. Course Questions: What aspects should be considered when choosing a theory or model for working with clients/patients? What are the risks of each theory or model? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories and models of health behaviour
Description
Abstract: SWOT and SMART Analysis Discusses the use of SWOT (Strengths, Weaknesses, Opportunities, Threats) and SMART (Specific, Measurable, Achievable, Relevant, Time-bound) frameworks for evaluating and planning health strategies. Trans-Theoretical Model (Stages and Processes of Health Behavior Change) Explores the trans-theoretical model—the stages of behavior change from pre-contemplation to maintenance and adoption—and what facilitates transitions through these stages. Defensive Motivation Theory Examines how perceived vulnerability, efficacy, and self-efficacy motivate individuals to engage in defensive health behaviors. Health Belief Model Focuses on how perceived susceptibility, severity, benefits, and barriers influence health decisions and, consequently, behavior. Planned Behavior Theory Discusses how attitudes, subjective norms, and perceived behavioral control influence intentions and health behaviors. Health Behavior Model Explains health behaviors, emphasizing psychological and social factors. Health Behavior Model in Social Cognitive Theory Utilizes social cognitive theory, emphasizing observational learning, self-monitoring, and outcome expectations in understanding health behaviors. Common Sense/Self-Regulation Model Explains how individuals interpret and manage their health states through cognitive and emotional processes. Course Questions: What aspects should be considered when choosing a theory or model for working with clients/patients? What are the risks of each theory or model? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Factors influencing health and health behaviour
Description
Abstract: Biological, psychological, and social factors (Factors influencing mental health) Explores how biological, psychological, and social factors impact mental health, including those that promote or threaten well-being. Habits and lifestyle (Recommendations and benefits) Examines the impact of habits and lifestyle choices on health, emphasizing recommendations for healthy behaviors and their benefits. Control of emotional, behavioral, and motivational signals (Function of parasympathetic and sympathetic nervous systems, Loveheim emotion cube, Kübler-Ross model) Discusses the regulation of emotional, behavioral, and motivational signals, including the roles of the parasympathetic and sympathetic nervous systems, the Loveheim emotion cube, and the Kübler-Ross model. Impact of emotions on nervous system function (Effect of stress) Investigates how emotions influence the activity of the parasympathetic and sympathetic nervous systems, with a particular focus on the effects of stress. Lesson questions: What are the physical manifestations of an activated parasympathetic and sympathetic nervous system? How do emotions influence human physiological processes? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Factors influencing health and health behaviour
Description
Abstract: Biological, psychological, and social factors (Factors influencing mental health) Explores how biological, psychological, and social factors impact mental health, including those that promote or threaten well-being. Habits and lifestyle (Recommendations and benefits) Examines the impact of habits and lifestyle choices on health, emphasizing recommendations for healthy behaviors and their benefits. Control of emotional, behavioral, and motivational signals (Function of parasympathetic and sympathetic nervous systems, Loveheim emotion cube, Kübler-Ross model) Discusses the regulation of emotional, behavioral, and motivational signals, including the roles of the parasympathetic and sympathetic nervous systems, the Loveheim emotion cube, and the Kübler-Ross model. Impact of emotions on nervous system function (Effect of stress) Investigates how emotions influence the activity of the parasympathetic and sympathetic nervous systems, with a particular focus on the effects of stress. Lesson questions: What are the physical manifestations of an activated parasympathetic and sympathetic nervous system? How do emotions influence human physiological processes? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Factors influencing health and health behaviour
Description
Abstract: Biological, psychological, and social factors (Factors influencing mental health) Explores how biological, psychological, and social factors impact mental health, including those that promote or threaten well-being. Habits and lifestyle (Recommendations and benefits) Examines the impact of habits and lifestyle choices on health, emphasizing recommendations for healthy behaviors and their benefits. Control of emotional, behavioral, and motivational signals (Function of parasympathetic and sympathetic nervous systems, Loveheim emotion cube, Kübler-Ross model) Discusses the regulation of emotional, behavioral, and motivational signals, including the roles of the parasympathetic and sympathetic nervous systems, the Loveheim emotion cube, and the Kübler-Ross model. Impact of emotions on nervous system function (Effect of stress) Investigates how emotions influence the activity of the parasympathetic and sympathetic nervous systems, with a particular focus on the effects of stress. Lesson questions: What are the physical manifestations of an activated parasympathetic and sympathetic nervous system? How do emotions influence human physiological processes? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health-promoting behaviour and change of health behaviour
Description
Abstract: Stress coping strategies (Problem-focused and emotion-focused coping strategies) This section outlines various stress coping strategies. It includes problem-focused coping strategies, which involve addressing and eliminating the source of stress, as well as emotion-focused coping strategies, which involve managing and regulating emotional responses. Methods for promoting changes in health behavior (Problem-solving therapy model) This part examines various methods designed to promote changes in health behavior. It highlights the Problem-solving therapy model, a structured approach aimed at helping individuals identify, analyze, and resolve problems that hinder changes in health behavior. Lesson questions: What are the stress coping strategies? What factors should be considered when using methods from the Problem-solving theory? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health-promoting behaviour and change of health behaviour
Description
Abstract: Stress coping strategies (Problem-focused and emotion-focused coping strategies) This section outlines various stress coping strategies. It includes problem-focused coping strategies, which involve addressing and eliminating the source of stress, as well as emotion-focused coping strategies, which involve managing and regulating emotional responses. Methods for promoting changes in health behavior (Problem-solving therapy model) This part examines various methods designed to promote changes in health behavior. It highlights the Problem-solving therapy model, a structured approach aimed at helping individuals identify, analyze, and resolve problems that hinder changes in health behavior. Lesson questions: What are the stress coping strategies? What factors should be considered when using methods from the Problem-solving theory? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health-promoting behaviour and change of health behaviour
Description
Abstract: Stress coping strategies (Problem-focused and emotion-focused coping strategies) This section outlines various stress coping strategies. It includes problem-focused coping strategies, which involve addressing and eliminating the source of stress, as well as emotion-focused coping strategies, which involve managing and regulating emotional responses. Methods for promoting changes in health behavior (Problem-solving therapy model) This part examines various methods designed to promote changes in health behavior. It highlights the Problem-solving therapy model, a structured approach aimed at helping individuals identify, analyze, and resolve problems that hinder changes in health behavior. Lesson questions: What are the stress coping strategies? What factors should be considered when using methods from the Problem-solving theory? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Motivational interviewing and self-regulation methods
Description
Abstract: Motivational interviewing. Methods of exploring contradictions. Techniques and strategies. CBT scale questions, CBT miracle question. Self-regulation 7-step model. Stress regulation techniques. Lesson questions: When should motivational interviewing be used? What are the limitations of various stress coping techniques? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Motivational interviewing and self-regulation methods
Description
Abstract: Motivational interviewing. Methods of exploring contradictions. Techniques and strategies. CBT scale questions, CBT miracle question. Self-regulation 7-step model. Stress regulation techniques. Lesson questions: When should motivational interviewing be used? What are the limitations of various stress coping techniques? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
E-Studies platform
|
2
|
Topics
|
Motivational interviewing and self-regulation methods
Description
Abstract: Motivational interviewing. Methods of exploring contradictions. Techniques and strategies. CBT scale questions, CBT miracle question. Self-regulation 7-step model. Stress regulation techniques. Lesson questions: When should motivational interviewing be used? What are the limitations of various stress coping techniques? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Presentation of the final work
Description
Annotation: Students will present their final projects in the order they have agreed upon among themselves. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Presentation of the final work
Description
Annotation: Students will present their final projects in the order they have agreed upon among themselves. |
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The concept of health and disease
Description
Abstract: The aim, structure, requirements and evaluation criteria of the study course Historical perspectives on the relationship between health and disease: This section examines historical perspectives on the relationship between health and disease, focusing on various ancient civilizations, including Ancient Egypt, Ancient China, Ancient India, Mesopotamia and Ancient Greece. Understanding of health from the Middle Ages to the 19th century: The course outlines the development of understanding of health from the Middle Ages to the 19th century. It includes discussions about notable figures such as Harun al-Rashid and Abu Ali al-Husain, as well as the influence of the Church and folk medicine on the Middle Ages in Europe. Additionally, it analyzes three main approaches to health and disease issues in the European Renaissance. Health promoting and risk factors: Discussion of factors that promote health and those that threaten health. Lesson questions: How do prehistoric, medieval and modern views on health and disease differ? What directions of health theories developed during the Renaissance? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health behaviour and related concepts
Description
Abstract: Concepts of health and disease Basic definitions and interpretations of health and disease, exploring how these concepts have evolved over time. It examines various theoretical frameworks that shape our understanding of what constitutes health and what characterizes disease. Categories of disease This section analyzes the classification of diseases, discussing different categories based on history. It includes both traditional and modern approaches to disease classification, including infectious, chronic, genetic, and lifestyle-related diseases. Health behavior and related concepts Behavior that influences lifestyle choices, habits, and activities that affect an individual's well-being. It also examines psychological, social, and environmental factors that drive these behaviors and their impact on public health. Health-promoting and health-threatening health behaviors, aspects, and causes Here, the focus is on the distinctions between behaviors that promote health and those that pose risks. The section discusses the influence of psychological, social, and cultural dimensions on behavior. Preventive health behavior Actions aimed at preventing diseases and maintaining health. It covers individual and collective efforts to adopt preventive measures such as vaccination, regular health check-ups, and healthy lifestyle choices, and assesses their effectiveness in reducing disease prevalence. The concept of illness and behavior in the role of the sick Explores the conceptualization and experience of illness when one becomes sick. Psychological and social roles associated with illness, including how individuals perceive and respond to illness, patient expectations, and interactions between patients, specialists, and family members Lesson questions: What are the categories of diseases? What types of health behaviors are included in preventive health behavior? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theories and models of health behaviour
Description
Abstract: SWOT and SMART Analysis Discusses the use of SWOT (Strengths, Weaknesses, Opportunities, Threats) and SMART (Specific, Measurable, Achievable, Relevant, Time-bound) frameworks for evaluating and planning health strategies. Trans-Theoretical Model (Stages and Processes of Health Behavior Change) Explores the trans-theoretical model—the stages of behavior change from pre-contemplation to maintenance and adoption—and what facilitates transitions through these stages. Defensive Motivation Theory Examines how perceived vulnerability, efficacy, and self-efficacy motivate individuals to engage in defensive health behaviors. Health Belief Model Focuses on how perceived susceptibility, severity, benefits, and barriers influence health decisions and, consequently, behavior. Planned Behavior Theory Discusses how attitudes, subjective norms, and perceived behavioral control influence intentions and health behaviors. Health Behavior Model Explains health behaviors, emphasizing psychological and social factors. Health Behavior Model in Social Cognitive Theory Utilizes social cognitive theory, emphasizing observational learning, self-monitoring, and outcome expectations in understanding health behaviors. Common Sense/Self-Regulation Model Explains how individuals interpret and manage their health states through cognitive and emotional processes. Course Questions: What aspects should be considered when choosing a theory or model for working with clients/patients? What are the risks of each theory or model? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Factors influencing health and health behaviour
Description
Abstract: Biological, psychological, and social factors (Factors influencing mental health) Explores how biological, psychological, and social factors impact mental health, including those that promote or threaten well-being. Habits and lifestyle (Recommendations and benefits) Examines the impact of habits and lifestyle choices on health, emphasizing recommendations for healthy behaviors and their benefits. Control of emotional, behavioral, and motivational signals (Function of parasympathetic and sympathetic nervous systems, Loveheim emotion cube, Kübler-Ross model) Discusses the regulation of emotional, behavioral, and motivational signals, including the roles of the parasympathetic and sympathetic nervous systems, the Loveheim emotion cube, and the Kübler-Ross model. Impact of emotions on nervous system function (Effect of stress) Investigates how emotions influence the activity of the parasympathetic and sympathetic nervous systems, with a particular focus on the effects of stress. Lesson questions: What are the physical manifestations of an activated parasympathetic and sympathetic nervous system? How do emotions influence human physiological processes? Literature:
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health-promoting behaviour and change of health behaviour
Description
Abstract: Stress coping strategies (Problem-focused and emotion-focused coping strategies) This section outlines various stress coping strategies. It includes problem-focused coping strategies, which involve addressing and eliminating the source of stress, as well as emotion-focused coping strategies, which involve managing and regulating emotional responses. Methods for promoting changes in health behavior (Problem-solving therapy model) This part examines various methods designed to promote changes in health behavior. It highlights the Problem-solving therapy model, a structured approach aimed at helping individuals identify, analyze, and resolve problems that hinder changes in health behavior. Lesson questions: What are the stress coping strategies? What factors should be considered when using methods from the Problem-solving theory? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Motivational interviewing and self-regulation methods
Description
Abstract: Motivational interviewing. Methods of exploring contradictions. Techniques and strategies. CBT scale questions, CBT miracle question. Self-regulation 7-step model. Stress regulation techniques. Lesson questions: When should motivational interviewing be used? What are the limitations of various stress coping techniques? Literature:
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Presentation of the final work
Description
Annotation: Students will present their final projects in the order they have agreed upon among themselves. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Presentation of the final work
Description
Annotation: Students will present their final projects in the order they have agreed upon among themselves. |
Total ECTS (Creditpoints):
3.00
Contact hours:
16 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Mārtinsone K., Sudraba V. (zin.red.) (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva.
2.
Mārtinsone K., Sudraba V. (red.) (2016). Veselības psiholoģija. Kolektīvajā monogrāfijā.
3.
Mārtinsone, K., Šmits, D., Mihailovs, I. J., Mārtinsone, A., Ruža, A., Vanadziņš, I., ... & Paičs, I. (2021). Pašpalīdzības un pašvadības iespēju arsenāls krīzes un transformāciju laikā: Metodes ikvienam.
Additional Reading
1.
Glanz, K., Rimer, B. K., Viswanath. (2015). Health Behavior : Theory, Research, and Practice (5th edition). Jossey - Bass, A Wiley Brand
2.
Mārtinsone K., Miltuze A. (red.). (2015). Psiholoģija 1: Pamatjautājumi – teorijas un pētījumi. Zvaigzne ABC.
3.
Mārtinsone K., Miltuze A. (red.). (2015). Psiholoģija 2: Personība, grupa, sabiedrība, kultūra (13.nodaļa: Veselība un slimība psiholoģijā). Zvaigzne ABC.
4.
Mārtinsone K., Miltuze A. (red.). (2015). Psiholoģija 3: lietišķās jomas. Zvaigzne ABC.
5.
Sanderson C.A. (2013). Health psychology (2nd ed.). NY: Wiley.
6.
Bite, I., Mārtinsone K., Sudraba V. (red.). (2016). Konsultēšanas un psihoterapijas teorija un prakse. Zvaigzne ABC.
7.
Ļevina J., Mārtinsone K. (2016). Konsultēšana un konsultatīvā psiholoģija. Rīga: RSU.
Other Information Sources
1.
British Journal of Health Psychology
2.
Journal of Epidemiology of Community Health
3.
Journal of Health Psychology
4.
Psychology and Health
5.
Publikāciju bibliogrāfiskās un citēšanas informācijas datubāzes: Scopus, Web of Science.
6.
E-žurnālu datubāzes: Academic Search Complete, Cambridge journals, Wiley-Blackwell, ScienceDirect.