Resume

Samenvatting Health Psychology Part 2: Biopsychological Interactions

Name: Health Psychology Part 2: Biopsychological Interactions
SKU: doc_1154452
Rating: 3.67 (3 reviews)
Author: michelledebelser1

3 revues

13 fois vendu

Cours
Health Psychology 2

Établissement
Katholieke Universiteit Leuven (KU Leuven)

Dit is een overzichtelijke samenvatting van het vak 'Health Psychology Part 2: Biopsychological Interactions' met alle powerpoints en zeer uitgebreide notities van tijdens alle lessen. Het vak werd gegeven in de richting Psychologie aan KULeuven in het schooljaar . Eerste examenpoging: 19/20

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Publié le 9 juin 2021
Nombre de pages 210
Écrit en 2019/2020
Type Resume

3 revues

Par: lisavanpee • 2 année de cela

Par: cloe_bocklandt • 2 année de cela

Par: marauyttebroek • 3 année de cela

michelledebelser1 Membre depuis 6 année 59 documents vendus

BIOPSYCHOLOGICAL
INTERACTIONS
Health psychology II

Michelle De Belser
2020-2021

,INTRODUCTION
• How do the mind and the body influence each other?
o Biopsychological Interactions: “mechanisms”
• Which psychological interventions can contribute to somatic health? How?
o Preventive: Psychology of Prevention and Health Promotion
o Curative: Psychologische thema's en behandelingen bij lichamelijk lijden

AIM S

• Thorough knowledge and insight into the basic processes of psychological stress. These imply:
o Homeostatic regulation & the autonomic nervous system
o Central integration of stress response
o Inhibition of stress responses
o Endocrine stress reactions
o Psychoneuroimmunology
o Genes, stress and behavior
o Individual differences in stress reactivity
• Knowledge of contemporary research topics regarding health effects of stress, with a special focus on the
(presumed) explaining mechanisms. Furthermore, students are able to relate these research topics with the
basic processes of psychological stress. The selected topics can change from year to year. Examples are:
psychological factors in the progression of cancer, chronic stress and the metabolic syndrome, influence of
prenatal stress from mother on child, psychoneuroimmunology and wound healing, medical unexplained
complaints, mental representation of pain, psychosocial factors in cardiovascular, gastrointestinal and
respiratory disease.
• Situating and critically evaluating research on effects of stress on health
• Developing an attitude to consult also scientific literature outside the field of Psychology (e.g., general
scientific or medical journals) and to relate these to psychological literature and models.
• Insight into the relevance of research findings for the setup or evaluation of clinical health psychology
interventions.

DISC IP LI NE S

• Psychology → Models on Behavior & Mental processes (learning, reasoning, perception)
• Neuroscience → How does the body function
• Medicine → How does the brain function

OVE R VIE W

• Psychophysiology of stress
o Homeostatic regulation
o Central integration of the psychological stress response
o Endocrine stress responses
o Psychoneuroimmunology
• Biopsychological interactions relevant to Health
o Biopsychosocial aspects of asthma
o Emotional and cognitive modulation of pain
o Biopsychosocial aspects of COPD
o Positive Psychology
o Gastrointestinal disorders
o Biopsychosocial aspects of dyspnea

1

,PSYCHOPHYSIOLOGY OF STRESS
HOM E OST AT IC RE G UL ATI ON

• Organism’s ability to keep its internal environment stable, despite changes in the external environment
o e.g., temperature,
o blood pH
o oxygen pressure
o blood glucose
• Central nervous system = Interface for interaction with
external environment
• ‘Stress’ = threat to homeostasis
o Stressor
▪ Physical (e.g. cold)
▪ Psychological (e.g. anticipation of pain,
exam)
o Compensatory stress response
▪ What the body is doing to get the
balance back

HOM E OST ASI S

FE E DBAC K C ONT RO L

• Temperature,
• Blood pressure,
• Blood pH levels (CO²)

TEMPERATURE

• 37° is normal
• Temperature high →nervous system signals: blood vessels dilate & sweat glands secrete→temperature drop
• Temperature low → blood vessels constrict & sweat glands stop → heat is conserved → temperature raise

2

, BLOOD PRESSURE

Baroreceptor detect changes in blood
(arterial) pressure. The
glossopharyngeal nerve sends
impulses to medulla oblongata →
impulses that adjust heart rate

(check video on ppt if not clear)

BLOOD P H LEVELS / ARTERIAL CARBON DIOXIDE PRESSURE (PACO²)

Increased blood pH levels (because of CO² drop; while hyperventilation for example) → decreased stimulation of
respiratory center in brain → respiratory muscles are stimulated less → reduction in ventilation (less fast / deep) →
increase of CO² and decrease of blood pH levels

Decreased blood pH levels (because of high CO²; for example while breathing into bag; feeling dizzy) → central and
peripheral chemoreceptors are stimulated → increased stimulation of respiratory center → breathing muscles work
harder to breath out the CO²; increase of blood pH levels

FE E DFORWA RD C O NTR OL

• Perturbations are being anticipated & corrected before they occur
• Classical conditioning as a viable mechanism
o e.g., “Exercise Hyperpnea”: breath (pnea) more (hyper) → increases in ventilating (breathing) and
heart rate; that occurs even before exercise has happened. Body prepares us before exercising
o Increases in ventilation and heart rate occur at the onset of physical exercise, even before an
increase in PaCO2

3

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