Topic G: Health psychology

7.1.1 Hypothalamic-Pituitary-Adrenal (HPA) Axis.

Use - hpa axis to connect the rule to the data and decision in the question.

This matters because - hpa axis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - hpa axis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - HPA axis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.2 Cortisol — the stress hormone.

Use - cortisol and stress to connect the rule to the data and decision in the question.

This matters because - cortisol and stress determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cortisol and stress to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Cortisol and stress is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.3 Brain regions associated with stress, including hippocampus, amygdala, prefrontal cortex.

Use - brain regions and stress to connect the rule to the data and decision in the question.

This matters because - brain regions and stress determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brain regions and stress to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brain regions and stress is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.4 Selye's General Adaptation Syndrome (GAS), including the alarm reaction.; Factors affecting stress.

Use - selye’s general adaptation syndrome to connect the rule to the data and decision in the question.

This matters because - selye’s general adaptation syndrome determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - selye’s general adaptation syndrome to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Selye’s General Adaptation Syndrome is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.5 Life events and daily hassles including the Holmes and Rahe stress scale.

Use - life events and daily hassles to connect the rule to the data and decision in the question.

This matters because - life events and daily hassles determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - life events and daily hassles to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Life events and daily hassles is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.6 Individual differences including, personality traits, Type A personality and links to stress.

Use - individual differences and stress to connect the rule to the data and decision in the question.

This matters because - individual differences and stress determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - individual differences and stress to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Individual differences and stress is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.7 Social support including family, friends and community.; Coping strategies.

Use - social support to connect the rule to the data and decision in the question.

This matters because - social support determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - social support to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Social support is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.8 Appraisal-focusing, problem-focusing, emotion-focusing.

Use - coping strategies to connect the rule to the data and decision in the question.

This matters because - coping strategies determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - coping strategies to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Coping strategies is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.9 Positive and negative techniques.; Treatment and therapy for anxiety (biological and psychological).

Use - positive and negative coping techniques to connect the rule to the data and decision in the question.

This matters because - positive and negative coping techniques determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - positive and negative coping techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Positive and negative coping techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.10 Selective serotonin reuptake inhibitors (SSRIs).

Use - ssris to connect the rule to the data and decision in the question.

This matters because - ssris determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - ssris to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - SSRIs is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.11 Serotonin and norepinephrine reuptake inhibitors (SNRIs).

Use - snris to connect the rule to the data and decision in the question.

This matters because - snris determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - snris to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - SNRIs is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.1.12 Cognitive Behavioural Therapy (CBT) for anxiety disorders and effectiveness of such treatment.

Use - cbt for anxiety disorders to connect the rule to the data and decision in the question.

This matters because - cbt for anxiety disorders determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - cbt for anxiety disorders to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - CBT for anxiety disorders is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.1 Brady (1958) Ulcers in executive monkeys.; Contemporary study.

Use - brady (1958) executive monkeys to connect the rule to the data and decision in the question.

This matters because - brady (1958) executive monkeys determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - brady (1958) executive monkeys to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Brady (1958) executive monkeys is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.2 Nakonz and Shik (2009) And all your problems are gone: religious coping strategies among Phillipine migrant workers in Hong Kong.; One contemporary study from the following two choices:.

Use - nakonz and shik (2009) religious coping to connect the rule to the data and decision in the question.

This matters because - nakonz and shik (2009) religious coping determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - nakonz and shik (2009) religious coping to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Nakonz and Shik (2009) religious coping is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.3 Avdagic et al. (2014) A randomised controlled trial of acceptance and commitment therapy (ACT) and cognitive- behavioural therapy (CBT) for generalised anxiety disorder.

Use - avdagic et al. (2014) act and cbt for anxiety to connect the rule to the data and decision in the question.

This matters because - avdagic et al. (2014) act and cbt for anxiety determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - avdagic et al. (2014) act and cbt for anxiety to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Avdagic et al. (2014) ACT and CBT for anxiety is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.2.4 Russell et al. (2015) Adaptation of an adolescence coping assessment for therapeutic recreation and outdoor adventure settings.

Use - russell et al. (2015) coping assessment adaptation to connect the rule to the data and decision in the question.

This matters because - russell et al. (2015) coping assessment adaptation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - russell et al. (2015) coping assessment adaptation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Russell et al. (2015) coping assessment adaptation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.3.1 The use of research methods in psychology when carrying out research in health psychology:; research methods from units 1 and 2 as appropriate, related to health psychology; use of standardised questionnaires, including Adolescent Lifestyle Questionnaire (ALQ) related to health psychology; use of focus groups.

Use - research methods in health psychology to connect the rule to the data and decision in the question.

This matters because - research methods in health psychology determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - research methods in health psychology to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Research methods in health psychology is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.3.2 Use of non-human animals in experiments in psychology practical and ethical issues and the Animals (Scientific Procedures) Act 1986.

Use - non-human animal research to connect the rule to the data and decision in the question.

This matters because - non-human animal research determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - non-human animal research to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Non-human animal research is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.3.3 Decision making and interpretation of data:; List A from Topic A as appropriate; List B from Topic B as appropriate.

Use - decision making and data interpretation to connect the rule to the data and decision in the question.

This matters because - decision making and data interpretation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - decision making and data interpretation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Decision making and data interpretation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

7.3.4 Evaluation of research in health psychology:; issues of reliability, validity, generalisability, credibility, objectivity, subjectivity, ethics and practical application of findings as appropriate.

Use - health psychology research evaluation to connect the rule to the data and decision in the question.

This matters because - health psychology research evaluation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - health psychology research evaluation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Health psychology research evaluation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.