Psychology 4250 – Psychology of Chronic Illness



Psychology 4250 – Psychology of Chronic Illness

Instructors:

Anne Bowen Joe Gieck

Office: 127 Bio Science Office: 313 Bio Science (Health Psych Lab)

Telephone: 766-4327 Telephone: 766-6303

E-mail: abowen@uwyo.edu Email: jg@uwyo.edu

Office Hours: T 8-9, Th. 11-12 Office Hours: Mon 12-2

Class meets: Tuesday & Thursday, 9:35-10:50 in Ag. 2018

Readings:

Book: Lubkin & Larsen (2002). Chronic Illness: Impact and Interventions, 5th Ed.

Additional readings will be assigned throughout the semester (see class requirements).

Course Objectives:

This course is designed to meet the following objectives:

1) To understand how learning, memory, perception, and cognition can influence health and health behavior.

2) To understand how emotions and motivations can influence health and health behavior.

3) To understand behavioral aspects of health, help-seeking behavior, response to illness and treatment, and prevention, as well as how development and individual differences may interact with cognitive, affective, and behavioral components.

4) To understand social and cultural factors in the development of health problems, access to health care, help-seeking behavior, adherence to medical regimens, and prevention.

Course Activities to meet objectives:

1) Treatment Plan Activity (DUE Sept. 21: 25 points / 10% of course grade)

The goal of this activity is to help you understand what having a chronic illness is all about. In the second week of class you will choose a chronic illness (from a list) and you will be given a treatment plan. You are responsible for adhering to this regimen for one week and recording relevant behaviors in a log. You will turn in the adherence log attached to a description of your thoughts/feelings and other observations concerning this activity (no more than 2 pages). Please be sure to keep notes of your experience with regard to issues of adhering to the treatment and how it affects your quality of life. We will discuss your experience in class.

2) Class Presentation (70 points / 30% of course grade)

Each week, 2 students will be responsible for preparing one 45 minute presentation and a 20 minute discussion of presentation. During the second week of class the team will choose a presentation day and a chronic illness (see disease list and possible areas to cover, below). You may organize the presentation in any way you wish. You may work very closely with your partner or you may divide up the presentation and be somewhat independent.

One week prior to your presentation, your team MUST provide two relevant readings for the class to read. These readings will be put on reserve in the Science Library by Joe or Anne. Students are required to copy and read these articles in preparation for class.

Grades for your presentation will be based on an appraisal of the background reading you have done, your identification of relevant reference material, your selection of relevant readings, your critical and careful consideration of the topic, and stewardship of the class discussion. An additional handout detailing specific criteria will be provided during week 2. Generally, presentations should consist of the following information:

• Symptoms/characteristics (e.g., how detected/diagnosed, age of onset, prevalence, etc.)

• Etiology

• Course of disease

• Impact on affective, cognitive, and behavioral functioning

• Effects on family and close others

• Social/cultural issues relevant to the disease (e.g., stigma and quality of life issues)

• Traditional medical treatment/management of disease

• Treatment/management from a psychological perspective – what is psychology’s role?

CHRONIC ILLNESSES

1. Diabetes Mellitus

2. Cardiovascular Disease (Hypertension)

3. Asthma

4. Irritable Bowel Syndrome

5. Cancers

6. Chronic Pain

7. Hemophilia

8. Rheumatoid arthritis

9. Sickle Cell Anemia

10. AIDS/HIV

11. Cystic Fibrosis

12. Multiple Sclerosis

13. Hepatitis

14. COPD

15. Chronic Renal Failure

16. Chronic Liver Disease

3) Paper (Due 1 week after presentation: 70 points / 30% of course grade)

Each student will be required to provide an independent write-up of their presentation. This assignment is expected to be a completely formatted paper – a copy of your presentation will not be allowed. Papers should be 10-15 pages in length (double spaced), and will be expected to follow standard APA publication format. Similar to your presentation, you will be expected to provide basic information about symptoms/characteristics, etiology, course of the disease, etc. It is also important to address issues related to the impact and management of this disease/illness from a psychological perspective. When discussing the impact of the disease, it may be helpful to include information about how this disease affects cognitive, affective, and behavioral functioning. Issues of stigma, psychological/physiological side effects, and quality of life are just a few ideas that may be important in this part of your discussion. With regard to treatment it will be important to discuss evidence for psychologically-based treatment, and how psychology can play an important role in management of the disease (e.g., treatment adherence, assessment, client/family education, etc.). FYI, please be specific when discussing the impact and management of your disease from a psychological perspective – that is, avoid general statements and provide evidence based on empirical literature. Papers are due 1 week following your presentation date.

4) Weekly outlines of assigned book readings (STARTING THIS THURSDAY WITH CHAPTER 2!!!!: 70 points / 30% of course grade)

Prior to discussing each assigned chapter from the required text (Lubkin & Larsen, 2002), students are to arrive at class with an outline, summary, or notes demonstrating they have completed the readings for that day. This assignment will be used for class discussion and lecture. Following that day’s class, the outline/notes should be turned in and will be handed back at the beginning of the next class. You are responsible for turning in 14 of the 18 possible outlines over the course of the semester. If you turn in more than 14, the additional will be considered extra credit. Each outline will be worth a maximum of 5 points using the following criteria:

0 points = did not do assignment

3 points = provided cursory outline/notes with little depth/detail

5 points = provided detailed outline/notes

A&S - Students and Teachers Working Together

“Civility is not a sign of weakness.” John F. Kennedy

At a good university, good student/teacher relationships come from mutual respect, trust, and honesty. Learning takes place when teachers and students treat each other with politeness and civility, rather than with anger, ridicule, or confrontation. Indeed, a classroom conducive to teaching and learning is the right of all University of Wyoming students and faculty, and it is the responsibility of both parties to achieve and maintain it even though specifics will vary from course to course. This document, Students and Teachers Working Together, provides some guidelines for carrying out that responsibility.

A teacher (that is, anyone who teaches) should do his or her best to provide a disciplined yet comfortable and supportive classroom environment. Teachers’ materials should be well organized, their procedures clear and fair. They should encourage questions and questioning, although students should remember that insight often comes from struggling with a problem rather than being given the answer.

The ultimate responsibility for learning lies with the individual student. Although faculty members will teach and guide and university staff will assist and encourage, learning is the responsibility of the student. Learning is hard work, and full-time students should consider “studenting” to be a full-time job.

For information that details the expectations of the University of Wyoming regarding both students and faculty on:

• The development of course syllabus,

• Course attendance,

• Classroom deportment,

• Phone/email,

• Office hours,

• Grading and assessment,

• Academic honesty,

• and Advising.

Please visit the following website: (7-29-05).doc

If you have a physical, learning, or psychological disability and require accommodations, please let me know as soon as possible.  You will need to register with, and provide documentation of your disability to, University Disability Support Services (UDSS) in SEO, room 330 Knight Hall, 766-6189, TTY: 766-3073.

Tentative Class Schedule

Week 1

Aug 30 - Introduction/course plan Chapter 1: What is Chronicity?

Sept 1 – Chapter 2: Illness Roles (CHAPTER 2 OUTLINE DUE)

Week 2

Sept 6 - Chapter 3: Stigma (Develop teams, pick topics, start treatment plan)

Sept 8 - Chapter 5 – Social Isolation

Week 3

Sept 13 - Chapter 7: Quality of life

Sept 15 - Chapter 8: Compliance

Week 4

Sept 21 - Chapter 6: Altered Mobility and Fatigue (Report Due on Treatment Plan)

Sept 22 - Chapter 11: Sexuality

Week 5

Sept 27 - Presentation 1 –

DIABETES – TYPE 1.

Sept 29 - Chapter 10: Body Image

Week 6

Oct 4 - Presentation 2 –

MULTIPLE SCLEROSIS

Oct 6 - Chapter 12: Powerlessness

Week 7

Oct 11 - Presentation 3

CARDIOVASCULAR DISEASE.

Oct 13 - Chapter 9: Family Caregivers

Week 8

Oct 18 - Presentation 4 –

CANCER.

Oct 20 - Chapter 14: Client & Family Education

Week 9

Oct 25 - Presentation 5

PAIN.

Oct 27 - Chapter 13: Change Agent

Week 10

Nov 1 - Presentation 6 –

RHEUMATOID ARTHRITIS.

Nov 3 - Chapter 15: Advocacy

Week 11

Nov 8 - Presentation 7 –

SICKLE CELL ANEMIA.

Nov 10 - Chapter 17: Ethics in Chronic Illness

Week 12

Nov 15 - Presentation 8

IRRITABLE BOWEL SYNDROME.

Nov 17 - Chapter 20: Financial Impact

Week 13

Nov 22 - Shared Experience of Illness (BOOK)

Nov 25 (THANKSGIVING BREAK)

Week 15

Nov 30 - Presentation 9 –

HIV/AIDS.

Dec 2 – Chapter 21: Politics and Policy

Week 16

Dec 6 - Presentation 10

Dec 8 - Chapter 23: Long-term Care (LAST DAY OF CLASS)

*** topics are subject to change***

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