Social Psychology



Instructor InformationProfessor Gonzalo Bacigalupe, EdD, MPHEmail: gonzalo.bacigalupe@umb.edu Phone (W): 617.287.7631Course Schedule: Tuesdays 4-6:45 PM (Spring)Office Hours: Tuesdays 11 AM -1 PM & 7-8 PMWebpage: Course InformationCourse Title: CSP 752 - Health Psychology: Current Theory, Research, and Interventions Prerequisites: This is a course directed to Counseling, School, and Clinical Psychology, Public Policy, and Nursing doctoral level students. Advanced master post-master level students with permission of instructor may register for the course. Prerequisite Skills: Doctoral level student or advanced master student in counseling psychology. Course Description: Health psychology studies the intersection of psychological theory and intervention in health, illness, and healthcare. Traditionally it has been based on a biopsychosocial approach: a person’s health is determined by an interaction among biological (e.g., genetics), psychological (e.g., thoughts and behaviors) and social factors (e.g., culture, family, and social support). Health psychologists are involved in the promotion and maintenance of health, the prevention and management of illness, and the identification of psychological factors contributing to physical illness. This course adds current transdisciplinary developments addressing the question of health disparities and social determinants of health. This course is an elective for counseling and school psychology doctoral students. You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.Technical Requirements: Students will communicate and utilize digital technologies to analyze data, demonstrate and share knowledge in class, engage the public via social media, and to communicate throughout the course with faculty and peers. To document and share information, the software that we will use include email, WordPress, and TaskStream. Other publicly available social media platforms will be utilized for assignments, discussions, and class activities. Required Texts: Baum, A., Revenson, T.A.A., & Singer, J. (2012). Handbook of health psychology (2nd Edition). New York, NY: Psychology Press. ISBN: 978-0-8058-6461-8.Simons-Morton, B. G., McLeroy, K. R., & Wendel, M. L. (2012). Behavior theory in health promotion practice and research. Sudbury, MA: Jones & Bartlett Learning.Other Readings Assigned (see schedule): Ferguson, T. (2007). e-patients: how they can help us heal healthcare. Retrieved Dec, 8, 2008.Wilkinson, R., & Marmot, M. (Eds.). (2003). Social determinants of health: The solid facts (2nd ed.). Copenhagen, Denmark: World Health Organization.Recommended Texts:Blount, A. (1998). Integrated primary care: The future of medical and mental health collaboration (1st ed.). New York: Norton.Friedman, H. S. (2011). The Oxford handbook of health psychology. Oxford, New York: Oxford University Press.Marmot, M. G., & Wilkinson, R. G. (2006). Social determinants of health. Oxford ; New York: Oxford University Press.Morse, J. M. (2012). Qualitative health research: Creating a new discipline. Walnut Creek, Calif.: Left Coast Press.Ungar, M. (2012). The social ecology of resilience: A handbook of theory and practice. New York: Springer.Course Objectives: By fully participating in this course, you should be able to: 1. Compare the main dimensions of health psychology approaches, frameworks, and current research. 2. Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health3. Analyze original and/or publicly available health data and healthcare databases. 4. Assess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. 5. Work in a research team and mentor an undergraduate or master level student in a health disparities project. Core Competencies: This course will focus on the following core competency benchmarks (APA, 2012) [Number in parenthesis refers to competency in APA document]Individual and Cultural Diversity (2): Awareness, sensitivity and skills in working professionally with diverse individuals, groups and communities who represent various cultural and personal background and characteristics defined broadly and consistent with APA policy.Scientific Knowledge and Methods (6): Understanding of research, research methodology, techniques of data collection and analysis, biological bases of behavior, cognitive-affective bases of behavior, and development across the lifespan. Respect for scientifically derived knowledge.Research/Evaluation (7): Generating research that contributes to the professional knowledge base and/or evaluates the effectiveness of various professional activities.Evidence-Based Practice (8): Integration of research and clinical expertise in the context of patient factors.Intervention (10): Interventions designed to alleviate suffering and to promote health and wellbeing of individuals, groups, and/or organizations.Interdisciplinary Systems (14): Knowledge of key issues and concepts in related disciplines. Identify and interact with professionals in multiple disciplines.Advocacy (16): Actions targeting the impact of social, political, economic or cultural factors to promote change at the individual (client), institutional, and/or systems level.Required Assignments: Participation (20 points) To facilitate your participation and ensure each student’s voice is heard, at the start of class each week you will submit a brief written reflection on one of the required readings for that class. In the reflection you may use any of the following questions as a guide, but do not let them restrict you. The reflection should be no more than a single page double-spaced.Discuss points with which you agree or disagree.What do you understand or find unclear? Articulate the confusion fully.Discuss any insights and any new questions that you have after completing reading.What do you think are the important concepts or facts of this reading? Explain.What did you find most interesting about this paper? Explain.The course has 15 sessions. 20 points will be given for 12 submissions. No late submissions will be accepted. Bring two copies, one for the instructor that includes your name and a blind copy (no name). I will distribute the blind copies for others to read in class and to provide feedback in a peer review format. Full points will be given for turning in the assignment on time and addressing each of the any applicable areas of reflection identified above. We will use the course blog for those wishing to share a revised version of the reflection notes. Letter to the Editor (15 points)Many academic journals (i.e., American Psychologist, The Lancet) accept letters to the editor. These letters often critically analyze one of the articles or whole set of them. For an example, see brief letter directed to the editor of American Psychologist commenting on a whole issue dedicated to positive psychology. Choose an article or a set of research articles (addressing questions of healthcare, health psychology, mental health disparities, social determinants of health) published in 2012-2013. Write a letter according to the criteria provided by the journal. Submit the letter to the editor. Submit by March 12:A copy of the article or articles you analyzed.A one single space page providing a rationale for why your letter to this journal is important.The letter to the editor (in the format required by the journal.A copy of the guidelines for letters to the editor.Proof of submission of letter to the journal. Analysis of a Community Based Health Program (25 points): Each student in the course will work with a team of undergraduates from the Minority Health Scholars Program (). Identify one community-based program (off-campus) that focuses on addressing health issues among vulnerable populations. The program may focus on behavior change, changing local environments for health, or developing new health policies. The program can be through a local (i.e., Boston, Lawrence, Lowell, etc.) health department or a non-profit organization. You may choose one that you already know or search the web ( is a great resource). You also have the option to explore a program located in another country. However, this is a team project and therefore, the choice should be reached by consensus with your team. Describe the purpose of the program, its target population, and major activities or components of the program. Additionally, reflect on your reactions to the program, which may be about the significance, approaches, or content of the program. You may have to visit or call the program to get some of these details. In the last paragraph of your analysis, summarize why you think the program should continue receiving funding or why it should discontinue functioning. Keep a dedicated journal of your activities and discussion with your team. The summary report is due by Session 11. Brief TED-Talk style presentations: of 6-9 minutes (alternatives to PowerPoint are highly encouraged) with a maximum of 12 slides. The summary should be 3 pages single-spaced (12 font, Optima or Times New Roman) and be distributed via email 24 hours in advance to the whole class. Scores: 40% Quality of the Report15% Your recommendation for funding or closing the program25% Quality of the presentation 20% Self-evaluation and evaluation by undergraduate of your teamwork.The quality of the report will be assessed using the following rubric:Thesis & Motive: Thesis: the paper’s main argument/s, presented clearly in the introduction and evolving throughout the paper. Motive: why the paper’s key question(s) and thesis are interesting and important—the motivation for the paper. 20% Evidence: The core data of your paper. The evidence/data used should support your thesis and analysis, be the best available, and include precise and well-cited examples and quotations. 25% Analysis: Takes the evidence beyond mere description or reporting; explores the evidence in insightful ways to support the paper’s claims; pushes the initial argument forward to develop new or more complex claims; makes the paper interesting and exciting to read. 25%Structure: The organization and logic of the presentation of the paper, including introduction, body sections, conclusion, and appropriate transitions. 15% Style: The writing, including: 1) formatting (grammar, punctuation, title, citations, works cited page, careful proofreading, appropriate length), 2) clarity (clear, easily understandable prose; a clear thesis or point for each paragraph that is directly relevant to the paper’s thesis and helps move the paper’s overall project and argument forward; ideally, most paragraphs will begin and/or end with a clear topic statement conveying the paragraph’s main point), and3) creativity (varying, engrossing and sophisticated prose). 15%The presentation will be assessed using the following rubric:Criterion1234ContentNo reference is made to literature or theory. Listeners gain no new insights.??Explanations of concepts and/or theories are inaccurate or incomplete. Little attempt is made to tie theory to practice. Listeners gain little from the presentation For the most part, explanations of concepts and theories are accurate and complete.? Listeners gain some knowledge of the topic. Speaker provides an accurate and complete explanation of key concepts and theories, drawing upon relevant literature. Listeners able to develop an understanding of the material.? OrganizationAudience cannot understand presentation because there is no consistent flow of information.Audience has difficulty following presentation because it jumps around. Few supportive examples. Speaker presents information in logical sequence which audience can follow. Could more examples to support ideas.?Speaker presents information in logical, interesting sequence which audience can follow. Ideas well reinforced with examples from the literature.Graphics / Visual AidsSpeaker uses superfluous graphics or no graphics. Speaker occasionally uses graphics that rarely support text and presentation. Speaker's graphics relate to text and presentation.?Speaker's graphics explain and reinforce screen text and presentation.?Speaking SkillsInaudible or too loud; no eye contact; rate too slow/fast; disinterested/ monotone.Some mumbling; little eye contact; uneven rate; little or no expression.??Clear articulation but not as polished. Either inconsistent volume or rate.? Some mispronounced words.Poised, articulate; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence.? All terms pronounced properly. DocumentationNo sources of facts and examples documented and mentioned in the talk.?Some sources of facts and examples documented and mentioned in the talk.Most sources of facts and examples documented and mentioned in the talk.All sources of facts and examples fully documented and mentioned in the talk.?Final Paper (40 points): The purpose of the research paper is to allow students to synthesize research about and apply the biopsychosocial and social determinants health model to a specific health issue. Your paper involves choosing a specific health issue, researching how that situation/disease develops and the factors that contribute to it, and current clinical/counseling interventions, education, or prevention approaches. Focus on a specific population and narrow the topic to make the literature as exhaustive as possible. The paper should include at least 10 original peer review research references (not textbooks, popular magazines, etc.). As a class, we may decide to pursue a shared theme, conceptual approach, illness, or idea that will help us shape a “special issue” of a journal or a set of chapters for an edited book.Follow the guidelines of the Publication Manual of the American Psychological Association (6th Edition). A good site to guide you through these guidelines is: . Include a letter directed to the editor of the journal where you wish to submit your paper. Due on May 14. Brief 10 minutes presentations followed by peer feedback and discussions with the class will be scheduled on sessions 14 & 15.The paper should be between 6000-6500 words not including references. Please include the number of words under the abstract. The title should be specific and compelling. Abstract should provide a succinct and exhaustive summary of your paper. What is the nature of the topic or its definition? What are the factors that contribute to the development of this illness or behavior (be specific)?What is the population your paper focuses on? To what extend is this topic more relevant in specific nations or regions of the world?What are the interventions (preventive, clinical, community) that are studied?What approach in health psychology informs the research in this area?At least half of the references should have been published in the last two years (2012-2013).Summary of the research you reviewed.What dimension has not been studied and needs further research? What hypothesis would you explore in further research? Assignment/Deliverable (as defined above)Grade %Analysis of a Community Based Health Program 25Letter to the Editor15Final Paper40Participation & Attendance 20Total:100Course Policies: Participation: Students will be expected to complete required readings prior to class and be prepared to participate in discussions. Participating in class discussions is an opportunity for you to synthesize what you have learned from the readings and lectures and apply it to a current topic in health psychology. Your participation in these theory, research, and intervention discussions should reflect your understanding of the course materials thus far. Students are expected to contribute meaningfully in each class and at times via online entries through our course blog. Students are also responsible for being part of the facilitation process, for making the class a secure, exciting, and learning environment. You are expected to respond to other students’ communications, ask questions, contribute excerpts from the readings, stories, etc. Be respectful but don’t be afraid to be provocative. Be willing to listen and incorporate what others say. Make discussions a compelling conversation. Attendance: If you are unable to attend a class, let the instructor know so that I can let the rest of your peers know that you will not be present. Please email instructor a one single space page detailed report of what you read and the materials available for that class. Your participation should be timely and integrate the readings in a creative and innovative way. If you have not read the required readings, your participation and understanding will impact not only your learning but the whole class. You are welcome to use electronic equipment in class but I will often ask you to share what sort of information you are gathering online. Hopefully your work online is connected to the course. Multitasking is already required in the course, therefore, trying to accomplish other tasks will make it difficult to be fully present and use the rich class process experience as part of your learning.GradingGrading: Grade type for the course is a whole or partial letter grade. (Please see table below)Note: the lowest passing grade for a graduate student is a “C”. Grades lower than a “C” that are submitted by faculty will automatically be recorded as an “F”. Please see the Graduate Catalog for more detailed information on the University’s grading policy.UMass Boston Graduate Grading PolicyLetter GradePercentageQuality PointsA93-100%4.00A-90-92%3.75B+87-89%3.25B83-86%3.00B-80-82%2.75C+77-79%2.25C73-76%2.00F0-72%0.0INCGiven under very restricted terms and only when satisfactory work has been accomplished in majority of coursework. Contract of completion terms is required.N/AIFReceived for failure to comply with contracted completion terms.N/AWReceived if withdrawal occurs before the withdrawal deadline.N/AAUAudit (only permitted on space-available basis) N/ANANot Attending (student appeared on roster, but never attended class. Student is still responsible for tuition and fee charges unless withdrawal form is submitted before deadline. NA has no effect on cumulative GPA.)N/AMethods of InstructionMethods: The course is structured around readings, reflections on those readings, research related class projects, and group discussion and activities. Doctoral and advanced master level students will also engage in mentoring and working in teams with undergraduate students. The course seeks to build clear bridges between theoretical/research perspectives and practice in health psychology, the social sciences, healthcare research, and global and public health. This seminar will work on shared projects depending on students’ interests. Raw data from the instructor’s ongoing research will be analyzed as part of the course.AccommodationsThe University of Massachusetts Boston is committed to providing reasonable academic accommodations for all students with disabilities. This syllabus is available in alternate format upon request. If you have a disability and feel you will need accommodations in this course, please contact the Ross Center for Disability Services, Campus Center, Upper Level, Room 211 at 617.287.7430. After registration with the Ross Center, a student should present and discuss the accommodations with the professor. Although a student can request accommodations at any time, we recommend that students inform the professor of the need for accommodations by the end of the Drop/Add period to ensure that accommodations are available for the entirety of the course. Academic Integrity and the Code of Student ConductSyllabi should contain information about expectations around academic honesty. If your course includes group projects, the syllabus should make clear your expectation for group work versus individual work. Syllabi for courses that include fieldwork should also make clear any ethical obligations to the site. The following is standard language on academic honesty – Code of Conduct and Academic IntegrityIt is the expressed policy of the University that every aspect of academic life--not only formal coursework situations, but all relationships and interactions connected to the educational process--shall be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of work for academic credit is the student’s own and is in compliance with University policies, including its policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and relevant program student handbook(s). UMB Code of Student ConductYou are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism: Pertinent and Important InformationClass Environment: Dialogue and conversations can lead to conflict or dissatisfaction. If you felt disrespected by your instructor or your fellow students, please share your concerns as soon as possible. Addressing course climate issues sooner than later will help us all learn from each other and be better listeners. If you need to speak individually, please set an appointment via email. Treat the personal stories shared by your peers with care, often, students and faculty share information that it is very personal, check if the information can be shared outside the classroom context. Coursework Difficulties: Please discuss all coursework matters with me sooner than later.Withdrawing From This Course: Please refer to the written policies and procedures on formal withdrawal and add/change dates listed in the Graduate Studies Bulletin.You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees, certification, licensure, or transfer of credit.Course ScheduleClass 1: January 29, 2013Core Topic(s)Defining health psychology. Unpacking the boundaries: Healthcare, Medicine, Public Health, e-HealthLearning ObjectivesCompare the main dimensions of health psychology approaches, frameworks, and current research- an introduction to the field.Reading AssignmentBaum et al. (2012): IntroductionSimons-Morton, et al (2012) Chapter 1, 2, & 3. Class ActivitiesIntroduction to Course: Review course goal & objectivesPlanning of research activitiesIntro to technology tools to be utilized in courseDesign of the course.Assignment(s) DueBrief written reflection Class 2: February 5, 2013Core Topic(s)Frameworks Part I:The commonsense model PsychophysiologyStress, Health and IllnessLearning ObjectivesCompare the main dimensions of health psychology approaches, frameworks, and current researchReading AssignmentBaum et al. (2012): Chapter 1, 2, & 3Class ActivitiesDiscussion of required readings.Viewing of segment of Documentary “I AM”Prepare a team blog entry in class.Assignment(s) Due Brief written reflection Class 3: February 12, 2013Core Topic(s)Frameworks Part II:Behavioral Self-RegulationHealth Behavior ChangeExpectancyRisk and Protective Health BehaviorLearning ObjectivesCompare the main dimensions of health psychology approaches, frameworks, and current research.Assess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Reading AssignmentBaum et al. (2012): Chapter 4, 5, 6Simmons Morton et al. (2012): Chapter 4 & 5Class ActivitiesAnalyze a health news and the research Discussion of required readings Assignment(s) Brief written reflectionClass 4: February 19, 2013Core Topic(s)Chronic Pain Psychology and PhysiologyCopingDisclosureLearning ObjectivesUnderstand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in healthReading AssignmentBaum et al. (2012): Chapters 7, 8, 9, 10Huber, M., Knottnerus, J. A., Green, L., Horst, H., Jadad, A. R., Kromhout, D., Leonard, B., Lorig, K., Loureiro, M.L., . . . . Meer, J. W. M. Schnabel, P., Smichdt, P, van Weel, C., Smid, H. (2011). How should we define health? BMJ, 343, d4163 doi: 10.1136/bmj.d4163Class ActivitiesDiscussion of required readingsAssignment(s) Brief written reflectionClass 5: February 26, 2013Core Topic(s)Adherence, CaregivingLearning ObjectivesAnalyze original and/or publicly available health data and healthcare databasesCompare the main dimensions of health psychology approaches, frameworks, and current research.Reading AssignmentBaum et al. (2012): Chapters 12, 13 Simmons Morton et al. (2012): Chapter 6 & 9Class ActivitiesDiscussion of required readingsAssignment(s) Brief written reflection Class 6: March 5, 2013Core Topic(s)Risk and Protective FactorsObesity TobaccoPhysical ActivityPersonalityLearning ObjectivesUnderstand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health Compare the main dimensions of health psychology approaches, frameworks, and current researchReading AssignmentBaum et al. (2012): Chapters 14, 15, 16, 17Simmons Morton et al. (2012): Chapter 10Class Activities Discussion of required readingsAssignment(s) Brief written reflection Class 7: March 12, 2013Core Topic(s) Illness and Health in ContextFamily Health and Social NetworksLearning ObjectivesUnderstand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health. Compare the main dimensions of health psychology approaches, frameworks, and current research. Reading Assignment Baum et al. (2012): Chapters 18,19, 20, 21Class Activities Discussion of required readingsAssignment(s) Brief written reflection Letter to the Editor (15 points)SPRING BREAK March 19Class 8: March 26, 2013 Core Topic(s):Intersectionality in Health Part 1ClassRaceLearning Objectives:Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading AssignmentBaum et al. (2012): Chapters 23, 24Wilkinson, R., & Marmot, M. (Eds.). (2003). Social determinants of health: The solid facts (2nd ed.). Copenhagen, Denmark: World Health Organization.Class ActivitiesDiscussion of required readingsAssignment(s) Brief written reflection Class 9: April 2, 2013Core Topic(s): Intersectionality in Health Part 2Gender & SexualityAgeLearning Objectives:Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading Assignment Baum et al. (2012): Chapters 11, 22, 25, 26 Class ActivitiesDiscussion of required readings.Assignment(s) Brief written reflectionClass 10: April 9, 2013Core Topic(s):Cardiovascular DiseaseLearning Objectives:Assess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Analyze original and/or publicly available health data and healthcare databases Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading Assignment Baum et al. (2012): Chapters 27, 28, 29Class Activities Discussion of required readingsAssignment(s) Brief written reflection Class 11: April 16, 2013Core Topic(s)CancerLearning ObjectivesAssess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Analyze original and/or publicly available health data and healthcare databases Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading AssignmentBaum et al. (2012): Chapters 30Class ActivitiesDiscussion of required readings Assignment(s) Brief written reflectionClass 12: April 23, 2013Core Topic(s) Chronic Illness: Applications in Health PsychologyRespiratoryRheumaticLearning Objectives:Assess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Analyze original and/or publicly available health data and healthcare databases Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading Assignment Baum et al. (2012): Chapters 31, 32 Class ActivitiesDiscussion of required readingsAssignment(s)Brief written reflection Class 13: April 30, 2013Core Topic(s) HIV/AIDSLearning ObjectivesAssess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Analyze original and/or publicly available health data and healthcare databases Understand the impact of social determinants of health on individual, family, and community health; and, critically analyze the roles of oppression, culture, and social identities in health.Reading Assignment Baum et al. (2012): Chapters 33, 34 Simmons Morton et al. (2012): Chapter 11 & 12Class ActivitiesDiscussion of required readingsAssignment(s) Brief written reflection Class 14: May 7, 2013 Core Topic(s)Community-Based Participatory Action Research for HealthLearning ObjectivesCompare the main dimensions of health psychology approaches, frameworks, and current research. Reading Assignment Simmons Morton et al. (2012): Chapter 13 & 14Class ActivitiesDiscussion of required readingsCommunity Based Health Programs Presentations: Brief TED-Talk style presentations: of 6-9 minutes (alternatives to PowerPoint are highly encouraged).Assignment(s)Brief Written ReflectionStudents Research Paper Presentations Class 15: May 14, 2013Core Topic(s) e-Health and the e-PatientLearning ObjectivesCompare the main dimensions of health psychology approaches, frameworks, and current research. Analyze original and/or publicly available health data and healthcare databases.Assess the credibility of health information disseminated within by mass media and engage critically with researchers and the public through academic writing and social media. Reading AssignmentFerguson, T. (2007). e-patients: how they can help us heal healthcare. Retrieved Dec, 8, 2008. Simmons Morton et al. (2012): Chapter 7Class ActivitiesDiscussion of required readings Assignment(s)Students Research Paper Presentations Final Paper (40 points)BibliographyUpdated links at the course blog: Links Health psychology: Scoop.It: Social determinants & health disparities: ReferencesBartholomew, L. K. (2006). Planning health promotion programs : an intervention mapping approach (1st ed.). San Francisco: Jossey-Bass.Bartholomew, L. K. (2011). Planning health promotion programs : an intervention mapping approach (3rd ed.). San Francisco, CA: Jossey-Bass.Baum, A., Revenson, T. A., & Singer, J. E. (2012). Handbook of health psychology (2nd ed.). New York: Psychology Press.Berkman, L. F., & Kawachi, I. (2000). Social epidemiology. New York: Oxford University Press.Blount, A. (1998). Integrated primary care: The future of medical and mental health collaboration (1st ed.). New York: Norton.Boyer, B. A., & Paharia, M. I. (2008). Comprehensive handbook of clinical health psychology. Hoboken, N.J.: John Wiley & Sons.Candib, L. M. (1995). Medicine and the family: a feminist perspective. New York: Basic Books.Daniels, N. (2008). Just health : meeting health needs fairly. Cambridge ; New York: Cambridge University Press.Dingwall, R. (2008). Qualitative health research. Los Angeles: Sage.Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York, NY: The Noonday Press.Farmer, P. (2004). Pathologies of power : health, human rights, and the new war on the poor : with a new preface by the author. Berkeley: University of California Press.Ferguson, T. (2007). e-patients: how they can help us heal healthcare. Retrieved Dec, 8, 2008. Frank, A. W. (1995). The wounded storyteller: Body, illnes, and ethics. Chicago: The University of Chicago Press.Friedman, H. S. (2011). The Oxford handbook of health psychology. Oxford ; New York: Oxford University Press.Gawande, A. (2002a). Complications : a surgeon's notes on an imperfect science (1st ed.). New York: Metropolitan Books.Gawande, A. (2002b). Complications : notes from the life of a young surgeon. New Delhi ; New York, NY: Penguin Books.Gawande, A. (2007). Better : a surgeon's notes on performance (1st ed.). New York: Metropolitan.Gawande, A. (2010). The checklist manifesto : how to get things right (1st ed.). New York: Metropolitan Books.Gluckman, P. D., & Hanson, M. (2005). The fetal matrix : evolution, development, and disease / Peter Gluckman, Mark Hanson. New York: Cambridge University Press.Groopman, J. E. (2000). Second opinions : stories of intuition and choice in a changing world of medicine. New York: Viking.Groopman, J. E. (2004). The anatomy of hope : how people prevail in the face of illness (1st ed.). New York: Random House.Groopman, J. E. (2007). How doctors think. Boston: Houghton Mifflin.Groopman, J. E., & Hartzband, P. (2011). Your medical mind : how to decide what is right for you. New York: Penguin Press.Hunter, C. L., & American Psychological Association. (2009). Integrated behavioral health in primary care : step-by-step guidance for assessment and intervention (1st ed.). Washington, DC: American Psychological Association.Kawachi, I., & Berkman, L. F. (2003). Neighborhoods and health. Oxford ; New York: Oxford University Press.Kawachi, I., & Kennedy, B. P. (2002). The health of nations : why inequality is harmful to your health. New York: New Press.Kawachi, I., Subramanian, S. V., & Kim, D. (2008). Social capital and health. New York ; London: Springer.Kawachi, I., & Wamala, S. P. (2007). Globalization and health. Oxford ; New York: Oxford University Press.Koh, H. K., Oppenheimer, S. C., Massin-Short, S. B., Emmons, K. M., Geller, A. C., & Viswanath, K. (2010). Translating research evidence into practice to reduce health disparities: a social determinants approach. [Research Support, N.I.H., Extramural]. American Journal of Public Health, 100 Suppl 1, S72-80. doi: 10.2105/AJPH.2009.167353LaVeist, T. A. (2002). Race, ethnicity, and health : a public health reader (1st ed.). San Francisco: Jossey-Bass.LaVeist, T. A. (2005). Minority populations and health : an introduction to health disparities in the United States (1st ed.). San Francisco: Jossey-Bass.LaVeist, T. A., & Isaac, L. A. (2013). Race, ethnicity, and health : a public health reader (2nd ed.). San Francisco: Jossey-Bass.Marmot, M. G., & Wilkinson, R. G. (2006). Social determinants of health. Oxford ; New York: Oxford University Press.McDaniel, S. H., Hepworth, J., & Doherty, W. J. (Eds.). (1997). 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