Instructor Manual
Brannon, Updegraff & Feist, Health Psychology, 10th Edition, ; Chapter 1: Introducing Health
Psychology
Table of Contents
Purpose and Perspective of the Chapter..................................................................................... 2
Supplements .................................................................................................................. 2
Learning Objectives ....................................................................................................................... 2
Complete List of Chapter Activities and Assessments ............................................................... 2
Key Terms ....................................................................................................................................... 3
What's New in This Chapter .......................................................................................................... 4
Chapter Outline ............................................................................................................................. 4
Discussion Questions .................................................................................................................... 7
Additional Activities and Assignments ......................................................................................... 7
Additional Resources..................................................................................................................... 9
External Videos or Playlist ......................................................................................................................... 9
Internet Resources .................................................................................................................................. 16
What If Scenarios .................................................................................................................................... 17
Appendix ...................................................................................................................................... 19
Generic Rubrics ....................................................................................................................................... 19
Standard Writing Rubric .......................................................................................................................... 19
Standard Discussion Rubric ..................................................................................................................... 20
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website, in whole or in part.
,Purpose and Perspective of the Chapter
The purpose of this chapter is to introduce students to the practice of health psychology
and help them to understand its beginnings, the changing field of health, the relevance of
psychology in health care, what the profession of health psychologist does, and where
health psychologists work.
Supplements
The following product-level supplements provide additional information that may help you
in preparing your course. They are available in the Instructor Resource Center.
• PowerPoint
• Test Bank
• Educator Guide
• Transition Guide
Learning Objectives
The following objectives are addressed in this chapter:
1.1 The Changing Field of Health
• Recognize how the major causes of deaths have changed over the last century
• Understand how factors such as age, ethnicity, and income relate now to risk of
disease and death
• Contrast the biomedical model with the biopsychosocial model of health
1.2 Psychology’s Relevance for Health
• Trace the expanding role of psychology in understanding physical health, from its
roots in psychosomatic medicine and behavioral medicine to its current role in the
field of health psychology (2.1, PPT Slides 3−9)
1.3 The Profession of Health Psychology
• Familiarize yourself with the profession of health psychology, including how health
psychologists are trained and the varied types of work that they do
Complete List of Online Chapter Activities and Assessments
For additional guidance refer to the Teaching Online Guide.
Activity Where It Is (Location) What It Is Why It Matters Seat
Name Time
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
, Start: Check At the start of chapter Based on the “Check The Check Your 3
Your Health learning paths (course Your Health Risks” Health Risks activity minutes
orientation, 2, 3, 4, 5, 6, feature in the text, engages students and
7, 8, 9, 10, 12, 13, 14, students select health- introduces them to
15, 16). related behaviors or chapter topics
attitudes that apply to BEFORE they start to
them, becoming more read the chapter. It
familiar with the prepares them for the
chapter’s material in the chapter content and
process. helps them navigate
the chapter and topics
in a more informed
manner.
Learn It: Below the reading of Students watch videos Students apply course 5−8
Video Quiz select chapters’ (4, 6, 7, to learn about health concepts to daily life minutes
10, and 15) learning psychology research and careers by
path. and answer questions responding to these
about the related short video cases
studies. using their own
experience.
Study It: Below the reading Mastery Training is an Students build 5−15
Mastery and/or video quizzes on adaptive learning familiarity with minutes
Training the learning path. technology based on important key terms
principles of learning and concepts from
science. The patented each chapter prior to
technology uses the delving into the
scientific method of reading.
spaced rehearsal as the
basis for memory
retention.
Apply It: Below the Master Summative These activities test 20
Chapter Quiz Training activity on the assessments that students’ minutes
learning path. provide Check My Work comprehension of
feedback, allow for chapter content,
unlimited takes, and giving both the
record the student’s student and the
best response. instructor insight into
learning achievement.
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Key Terms
Life expectancy—average age at which individuals in a given sex and geographic area can
expect to live
Chronic diseases—ongoing illnesses such as heart disease, cancer, and stroke
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
website, in whole or in part.
, Biomedical model—traditional view of western medicine, which defines health as the
absence of disease
Pathogen—disease-causing organism
Biopsychosocial model—approach to health that includes biological, psychological, and
social influences
Behavioral medicine—interdisciplinary field concerned with the development and
integration of behavioral and biomedical science knowledge and techniques relevant to
health and illness and the application of this knowledge and these techniques to
prevention, diagnosis, treatment, and rehabilitation
Health psychology—branch of psychology that considers how individual behaviors and
lifestyles affect a person’s physical health
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What's New in This Chapter
The following elements are improvements in this chapter from the previous edition:
• The Real-World Profile of COVID-19 Pandemic
• Updated Apply What You’ve Learned questions
• Additional information on Angela Bryan
• Updated Learning Goals
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Chapter Outline
I. 1.1 The Changing Field of Health (1.1, PPT Slide 4)
The field of health psychology developed relatively recently—the 1970s, to be exact—to
address the challenges presented by the changing field of health and health care. A century
ago, the average life expectancy in the United States was approximately 50 years of age.
In that time, we’ve added 30 years to average lifespan. In the United States, people died
largely of infectious diseases such as pneumonia, tuberculosis, diarrhea, and enteritis
(Figure 1.1). Improvements in the prevention and treatment of infectious disease allowed
for a different class of disease to emerge as the new century’s killers: chronic diseases,
which develop and then persist or recur, affecting people over long periods of time. These
changing patterns of disease have influenced the cost of medical care and even the
definition of health, making it necessary to have a biopsychosocial model—a broad view of
health that includes physical and psychological factors.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
website, in whole or in part.
