Complete Behavioral Science course for health science students.pptx

This document briefly discusses behavioral science for health science students

1. BEHAVIORAL SCIENCE COURSE Abdiweli Mohamed Abdi

2. Chapter 1. Introduction Behavioral science A branch of science (as psychology, sociology, or anthropology) that deals primarily with human action .

3. Categories of behavioural sciences Behavioural sciences includes two broad categories: neural — Information sciences and social — Relational sciences .

4. Why study behavioral science? By studying this you will be able professionally explore the activities of and interactions among organisms in the natural world . Basically if you love to investigate human behaviour, and why they do what they do, then this course is for you...

5. Bio- Psycho- Social Model of Health Care and the Systems Approach is a general model posessing that biological, psychological (which entails thoughts, emotions, and behaviors), and social factors, all play a significant role in human functioning in the context of disease or illness .

6. The biopsychosocial model implies that treatment of disease processes, for example type two diabetes and cancer, requires that the health care team address biological, psychological and social influences upon a patient's functioning

7. Model description and application T he biopsychosocial model states that the workings of the body can affect the mind, and the workings of the mind can affect the body The biopsychosocial model presumes that it is important to handle the three together

8. Implications Consider biological, psychological, and social factors Relationships are significant to health Patient and doctor Patient and family, friends, others

9. Challenges Poverty Lack of resources, Lack of education Behavior L ife style

10. Normality vs. Abnormality Normality The absence of illness and the presence of state of well being called normality. Abnormality A physical malformation; deformity ; Deviation from the usual ; deviation from commonly accepted patterns of behavior, emotion or thought".

11. NORMALITY As we have seen, normality means different things to different people at different times in different settings. If , as a soldier, we shoot someone in wartime we may receive a medal; if we shoot someone in peacetime we will be put in prison.

12. If we lose our job or someone close to us dies then it is normal for us to be unhappy and depressed. In fact if we were not unhappy and depressed it would be abnormal. Therefore we have to look at emotions and behavior in the context in which they occur

13. Characteristics of a normal mentality person 1 . Efficient perception of reality They have a realistic view of their strengths and weaknesses They know what they have the ability to do and what they cannot do. They have a realistic Perception of what is happening around them and their reactions to those events .

14. 2 . Self knowledge They have an understanding of WHY they do things and WHY they have certain emotions. None of us has complete Insight into our feelings and behavior but normal people have more Insight than the mentally ill .

15. 3. A bility to control behavior Occasionally normal people may act impulsively [Without thinking] but normally they can control DRIVES such as aggression

16. 4. Self-esteem They know their own value and feel happy with their achievements and abilities. They feel accepted by those around them. They may wish that they were more handsome or intelligent but they don't allow these ideas to rule their lives.

17. They know that they may not be handsome they have a nice personality or, that though they cannot be a president they are still doing a useful job which brings in money for the family to live on . Mentally disordered people often feel that they are worthless and not accepted by other people. They may blame society or other people for their feelings of worthlessness and Rejection

18. 5 . Able to form close relationships NORMAL people are able to form close and satisfying friendships and relationships. They are aware of other peoples feelings and beliefs and adapt to them .

19. Mentally disordered people often think only of their own problems and are unable to care about other peoples problems [they are often Self-centered]. Sometimes they do not want to form close friendships because at some time in the past they were emotionally hurt by the breakup of a relationship.

20. 6 . Productivity They are able to channel their energies into work' and social life. They are enthusiastic about their lives and enjoy activities . Mentally disordered people often feel chronically tired and each day is an obstacle to be suffered, not enjoyed.

21. Criteria often used in defining abnormality 1 . Deviation from social norms Every society has certain standards [or Norms] of behavior that it expects. Such things as the way we dress, politeness, bad language are subject to certain rules [often unwritten].

22. However , Social Norms are different in different societies. Eating in public during the day at Ramadan would be regarded as a deviation in the Muslim world and would be punished. It would not be a deviation in a non-Islamic country.

23. 2. Maladaptive behavior Behavior is abnormal if it is Maladaptive ie: it has an adverse [bad] effect on the well- being of the individual or society. For example a person who is so frightened of crowds that he cannot leave his home or a person who drinks so much alcohol that he cannot live a normal life.

24. Individuals who are violent and aggressive have a bad effect on society. They may release their aggression on the roads and cause traffic accidents or indulge in crime.

25. 3. Personal distress In this criteria one would look at the person's subjective [internal] feelings rather than their [external] behavior. They may feel unhappy, depressed and agitated. They may be unable to concentrate or sleep. They may hide these feelings from others and their behavior may appear normal.

26. There may be the "Smiling Depression" where an individual is very depressed but hides that depression from family and friends. Often the first that his family know of the depression is when he attempts to kill himself.

27. Perception The ability to see, hear, or become aware of something through the senses . The way you notice things, especially with the senses . The ability to understand the true nature of something

28. Perception: is a process by which individuals interpret their sensory impressions in order to give meaning to their environment.

29. Factors Influencing Perception: Perceiver Target Situation

30. Chapter 2; A ttention

31. SIMPLIFIED DEFINITION OF ATTENTION Attention : is a cognitive process whereby you direct and maintain awareness of stimuli detected by the senses .

32. DIMENSIONS OF ATTENTION width of attention (broad or narrow) broad focus would attend to a large number of stimuli at the same time narrow focus (e.g., golfer lining up a putt) direction of attention (internal or external) internal focus is directed inward on thoughts and feelings (e.g., monitor your body’s responses and mental skills). external focus is directed to events happening in the environment .

33. ATTENTIONAL CAPACITY 1. Controlled Processing Controlled processing is slow, conscious, deliberate, step- by- step and attention- demanding process.

34. 2. Automatic Processing – when you perform a skill without conscious attention thought . Automatic processing is fast, holistic, occurs below the conscious level, and is not attention demanding

35. SELECTIVE ATTENTION Selective Attention – is the process of attending to some information coming into our senses and ignoring other information .

36. CONCENTRATION : Concentration – is the ability to sustain attention on selected stimuli for a period of time. Concentration can easily be broken by . . . external distractions, our own thoughts and feelings ,

37. CONCENTRATION ROADBLOCKS Factors that interfere with quieting or “parking” the mind include . . . excessive thinking stress, pain, and fatigue.

38. CONCENTRATION IMPROVEMENT GUIDELINES learn to manage stress, recognize energy demands of concentration, practice concentrating 4. experience the skill 5. direct attention away from feelings 6. think non judgmentally

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40. Chapter 3. Memory Memory is the process in which information is encoded, stored, and retrieved (Recovered). From an information processing perspective there are three main stages in the formation and retrieval of memory :

41. Encoding or registration: receiving, processing and combining of received information Storage creation of a permanent record of the encoded information Retrieval , recall or recognition : calling back the stored information in response to some cue for use in a process or activity

42. Memory and Its Processes Memory - an active system that receives information from the senses, organizes and alters it as it stores it away, and then retrieves the information from storage. Processes of Memory: Encoding - the set of mental operations that people perform on sensory information to convert that information into a form that is usable in the brain’s storage systems . Storage - holding onto information for some period of time . Retrieval - getting information that is in storage into a form that can be used.

43. 54 Studying Memory: Keyboard (Encoding) Monitor (Retrieval) Disk (Storage) Sequential Process

44. Stages of Memory Sensory Memory Short- Term Memory Long- Term Memory

45. Sensory Memory Sensory memory - the very first stage of memory, the point at which information enters the nervous system through the sensory systems. Iconic memory - visual sensory memory, lasting only a fraction of a second. Capacity – everything that can be seen at one time. Duration - information that has just entered iconic memory will be pushed out very quickly by new information, a process called masking.

46. Short- Term Memory Short- term memory (STM) (working memory) - the memory system in which information is held for brief periods of time while being used. Selective attention – the ability to focus on only one stimulus from among all sensory input.

47. Short- Term Memory Maintenance rehearsal - practice of saying some information to be remembered over and over in one’s head in order to maintain it in short- term memory (STMs tend to be encoded in auditory form). Duration of STM - lasts from about 12 to 30 seconds without rehearsal. STM is susceptible to interference (e.g., if counting is interrupted, have to start over).

48. Long- Term Memory Long- term memory (LTM) - the system of memory into which all the information is placed to be kept more or less permanently . Elaborative rehearsal - a method of transferring information from STM into LTM by making that information meaningful in some way.

49. Amnesia The loss of memory is described as forgetfulness, or as a medical disorder, called amnesia Retrograde amnesia - loss of memory from the point of some injury or trauma backwards, or loss of memory for the past. Anterograde amnesia - loss of memory from the point of injury or trauma forward, or the inability to form new long- term memories (“senile dementia ”). Infantile amnesia - the inability to retrieve memories from much before age 3 .

50. Whole Learning : Studying an entire package of information at once, like a poem Part Learning : Studying subparts of a larger body of information (like text chapters) Recitation : Summarizing aloud while you are learning Rehearsal : Reviewing information mentally (silently) Selection : Selecting most important concepts to memorize Spaced Practice : Alternating study sessions with brief rest periods Massed Practice : Studying for long periods without rest periods Lack of sleep decreases retention; sleep aids consolidation Hunger decreases retention Some Ways to Improve Memory

51. Chapter 4. Thinking Thinking can refer to the act of producing thoughts or the process of producing thoughts. Thought can refer to the ideas or arrangements of ideas that result from thinking, the act of producing thoughts, or the process of producing thoughts Thinking or cognition refers to a process that involves knowing, understanding , remembering and communicating.

52. Thinking allows humans to make sense of interpret, represent or model the world they experience, and to make predictions about that world . In spite of the fact that thought is a fundamental human activity familiar to everyone, there is no generally accepted agreement as to what thought is or how it is created.

53. Different Types of Thinking 1. Critical thinking - This is convergent thinking. It assesses the worth and validity of something existent. It involves precise, persistent, objective analysis. 2 . Implementation thinking is the ability to organize ideas and plans in a way that they will be effectively carried out . 3. Conceptual thinking consists of the ability to find connections or patterns between abstract ideas and then piece them together to form a complete picture

54. 4.Innovative thinking involves generating new ideas or new ways of approaching things to create possibilities and opportunities . 5.Intuitive thinking is the ability to take what you may sense or perceive to be true and, without knowledge or evidence, appropriately factor it in to the final decision.

55. Cognition The word cognition comes from the Latin verb cognosco (con 'with' + gnōscō 'know'), 'I know' so broadly, 'to conceptualize' or 'to recognize' The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment That which comes to be known, as through perception, reasoning, or intuition; knowledge In science cognition is a group of mental processes that includes attention, memory, producing and comprehending language, learning, reasoning, problem solving, and decision making

56. Cognition is a faculty for the processing of information , applying knowledge, and changing preferences Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious It encompasses the mental functions, mental processes (thoughts), and states of intelligent entities In cognitive psychology and cognitive engineering, cognition is typically assumed to be information processing in a participant’s or operator’s mind or brain

57. Stages of Processing Stages of Processing: The steps required to form, use, and modify mental representations in a cognitive task. Perhaps perceiving, encoding, remembering and retrieving

58. The mind is a complex machine –an information processing machine It uses Hardware (the brain) Software – (mental images or representations) Information input to the mind comes via bottom- up processing (from the sensory system ) Information is processed in the mind by top down processing via prestored information in the memory Output is in the form of behavior

59. Levels of Cognition Bloom's Taxonomy of Cognitive Domain Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation .

60. Knowledge is defined as remembering of previously learned material. Knowledge represents the lowest level of learning outcomes in the cognitive domain. Verbs : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. Comprehension is defined as the ability to grasp the meaning of material. Verbs : classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate Application refers to the ability to use learned material in new and concrete situations Verbs : apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write .

61. Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood Verbs: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication (theme or speech), a plan of operations (research proposal) Verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

62. Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. Verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

63. Copyright ©2005 by South- Western, a division of Thomson Learning. All rights reserved.

64. Chapter 5. Communication Communication (from Latin commūnicāre , meaning "to share" ) is the activity of conveying information through the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behavior . It is the meaningful exchange of information between two or more living creatures . One definition of communication is “any act by which one person gives to or receives from another person information about that person's needs, desires, perceptions, knowledge, or affective states.

65. Communication may be intentional or unintentional, may involve conventional or unconventional signals, may take linguistic or non-linguistic forms, and may occur through spoken or other modes Communication requires a sender, a message, and a recipient The communication process is complete once the receiver understands the sender's message

66. Characteristics of a good Communicator having good listening skills being able to communicate in a way that is clear and concise Effective communicators also know their audience . Good communicators are not afraid to ask for clarification if something was not clearly stated . They also are aware of the body language of their audience and keep eye contact with them as much as possible to make sure they are understanding.

67. Chapter 6. Personality

68. Personality is the particular combination of emotional, attitudinal, and behavioral response patterns of an individual Attractive qualities that make something unusual or interesting Personality" is a dynamic and organized set of characteristics possessed by a person that uniquely influences his or her cognitions, emotions, motivations, and behaviors in various situations Personality also refers to the pattern of thoughts, feelings, social adjustments, and behaviors consistently exhibited over time that strongly influences one's expectations, self- perceptions, values, and attitudes.

69. Components of Personality So what exactly makes up a personality? As described in the definitions above, you would expect that patterns of thought and emotion make up an important part. Some of the other fundamental characteristics of personality include: Consistency - There is generally a recognizable order and regularity to behaviors. Essentially , people act in the same ways or similar ways in a variety of situations. Psychological and physiological - Personality is a psychological construct, but research suggests that it is also influenced by biological processes and needs.

70. It impacts behaviors and actions - Personality does not just influence how we move and respond in our environment; it also causes us to act in certain ways . Multiple expressions - Personality is displayed in more than just behavior. It can also be seen in our thoughts, feelings, close relationships and other social interactions . What are the Factors Affecting Personality Development?? The important factors in which the origin of personality lies

71. ( I) Heredity Hereditary factors may be summed as constitutional biological and physiological factors: 1.Constitutional Factors The constitution of an individual is an effective factor in determining the type of his Personality. There can be 3 bodily types of personality- (1) short and stout, (2) tall and thin, (3) muscular and well Proportioned. We are always impressed by an individual who has a muscular and a well proportioned body. Height, Weight, physical defects, health and strength affect Personality. 2. Biological Factors The working of the nervous system, glands and blood chemistry determines our characteristics and habitual modes of behaviour. These factors form the biological basis of our personality.

72. 3 . Intelligence Intelligence is mainly hereditary. Persons who are very intelligent can make better adjustment in home, school and society than those who are less intelligent. 4. Sex Differences Sex differences play a vital role in the development of personality of individual. Boys are generally more assertive and vigorous. They prefer adventures. Girls are quieter and more injured by personal, emotional and social problems. 5. Nervous System Development of personality is influenced by the nature of nervous system.

73. (II) Environment The sociologists emphasize that the personality of the individual develops in a social environment. It is in the social environment, that he comes to have moral ideas, social attitudes and interests. This enables him to develop a social 'self which is another term for personality. The important aspects of the environment are as follows: (1) Physical Environment (2) Social Environment (3) Family Environment (4) Cultural Environment (5) School Environment

74. How personality can be assessed? Assessment methods The interview Rating scales Self- report tests Influence of personality in determining reactions during health, disease, hospitalization, stress Individuals differ dramatically in their response to a problem or a stressor. Some people are born with a temperament that predisposes them to higher or lower levels of tolerance to stress. Your cognitive reaction to a situation plays a role in determining how stressful a situation is to you

75. ⚫ ⚫ Intelligence

76. Chapter 7. Intelligence Intelligence has been defined in many different ways including logic, abstract thought, understanding, self- awareness, communication, learning, having emotional knowledge, retaining, planning, and problem solving. A very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test- taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings—"catching on," "making sense" of things, or "figuring out" what to do

77. Types of Intelligence Linguistic Logical/ Mathematical Spatial Bodily/ Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

78. Linguistic Intelligence Skilled with words “The Word Player ”

79. Logical/ Mathematical Intelligence Skilled with numbers & reasoning “The Questioner”

80. Spatial Intelligence Skilled with pictures & images “The Visualizer”

81. Bodily/ Kinesthetic Intelligence Physical skill “The Mover”

82. Musical Intelligence Skilled with melody & rhythm “The Music Lover”

83. Interpersonal Intelligence Skills of social understanding “The Socializer”

84. Intrapersonal Intelligence Skills of self-knowledge “The Individual ”

85. Naturalistic Intelligence Skills of making connection to elements in nature “The Outdoorsman”

86. Factors Affecting Intelligence 1) Heredity and Environment 2) Age 3) Race and Nationality 4) Culture 5) Health and Physical Development 6) Sex differences 7) Social and Economic Conditions

87. Chapter 8 . Motivation

88. Chapter 9 . Learning

89. How to Become a More Effective Learner/Strategies to improve learning skills 1. Memory Improvement Basics some of the best ways to improve memory . Basic tips such as improving your focus, avoiding cram sessions, and structuring your study time are a good place to start .

90. 2. Keep Learning (and Practicing) New Things Learning and practicing new skills helps your brain retain new information

91. 3. Learn in Multiple Ways

92. 4. Teach What You've Learned to Another Person

93. 5. Utilize Previous Learning to Promote New Learning

94. 6. Gain Practical Experience

95. 7. Look Up Answers Rather Than Struggle to Remember

96. 8. Understand How You Learn Best

97. 9. Use Testing to Boost Learning

98. 10. Stop Multitasking ⚫

99. Chapter 10: Stress

100. Questions ?