Instructor: Dr. Jennifer Heisz Teaching Assistants: Hanna Fang Class Meetings: Mondays 3:30-4:20pm, Tuesdays 4:30-5:20pm, Thursdays 3:30-4:20 in CNH 104 Course Description: This course will introduce you to the important influence of psychology on health. We will examine the interplay between psychology and biology, emphasizing the complexity of maintaining health and preventing disease. I have selected research articles to complement the text so that we may explore general issues of research methods and develop your ability to design and critically evaluate research on health and the application of that research to clinical practice. Learning Objectives: After taking this course, you will:

1. Recognize the reciprocal relationship between mental and physical health 2. Describe individual differences in biological, psychological and social factors that need to be

considered in the promotion of health and the treatment of disease 3. Critically evaluate research on the psychological factors that influence health and disease

Course Requirements: • Tool: Please purchase an iClicker and bring it to every class. iClickers can be purchased at the Campus

Store and must be registered online with your name and McMaster student ID in order to receive participation credit for your iClicker responses, visit http://www.bookstore.mcmaster.ca/textbooks/iclicker-faq.html.

• Readings: Students are required to read the following scientific articles. All articles are freely available from the McMaster library. • Article #1: Rimmele et al. (2007). Trained men show lower cortisol, heart rate and psychological

responses to psychosocial stress compared to untrained men. Psychoneuroendocrinology, 32, 627-635. • Article #2: Minkel et al. (2014). Sleep deprivation potentiates HPA axis stress reactivity in healthy adults.

Health Psychology, 33(11), 1430. • Article #3: Kraft, T. L., & Pressman, S. D. (2012). Grin and bear it the influence of manipulated facial

expression on the stress response. Psychological Science, 23 (11), 1372-1378. Optional: • Text: The Psychobiological Processes in Health and Illness by Kate Hamilton-West Assessment: Test #1 20% Test #2 20% Test #3 20% Final exam (cumulative) 40% Participation Bonus: Every class will start with an iClicker quiz, including two questions on key concepts from prior lectures and assigned readings. You will receive one point for participating and an extra point for each question you answer correctly. The table below indicates the number of points needed to get the specific bonus. The percentage will be added to your final grade. Bonus Points required How to get there

3% 104+ Must participate and answer at least 95% Qs correctly 2% 97+ Must participate and answer at least 85% Qs correctly 1% 89+ Must participate and answer at least 75% Qs correctly 0% < 89

KIN 2G03 Health Psychology Department of Kinesiology, McMaster University

DATE TOPIC SUPPLEMENTARY READING 04-Jan All in the mind: The placebo effect in medical treatment Pages 1-6 05-Jan How does the mind communicate with the body? Pages 8-20, Box 2.4 07-Jan Obesity: Isn't there a pill for that? Pages 6-8, Box 1.2 11-Jan How to read a scientific article and study like a psychologist. 12-Jan Understanding mechanism: Does stress cause ulcers? Pages 175-177, Box 8.2 14-Jan Can psychological stress affect your susceptibility to infectious

diseases? P 22-33, 45-48, Boxes 2.1, 2.2, 2.3, 2.6

18-Jan What factors determine your stress set point? Pages 40-45, 48-49 19-Jan What is the difference between immediate versus anticipated

stress? Research in focus Box 2.1, Box 2.5, Pages 151-153

21-Jan Can stress shrink your brain? Lessons from PTSD Box 2.7 25-Jan The positive effects of stress on memory: Timing is everything 26-Jan How to make stress your friend Pages 33-40 28-Jan REVIEW 01-Feb TEST#1 Article #1 02-Feb Is positive thinking always healthy? Pages 52-59, research in focus Box 3.1, Box 3.1, 04-Feb Is there a genetic basis to addiction? Pages 72-77, Box 4.1, 4.2 08-Feb Learning to be an addict 09-Feb What contributes more to addiction, genes or environment? Pages 77-84, 86-87 11-Feb The importance of psychology in preventing drug abuse 22-Feb Sleep stages 23-Feb The impact of sleep deprivation on the health of the body and

mind

25-Feb Treating sleep disturbances 29-Mar REVIEW 01-Mar TEST #2 Article #2 03-Mar Do neonates feel pain? Pages 96-101, Box 5.1 07-Mar Perceiving pain from the bottom-up Pages 106-109 08-Mar Perceiving pain from the top-down Pages 109-113 10-Mar Painful illusions 14-Mar Does social pain hurt the same as physical pain? 15-Mar Why does pain linger? Pages 102-106, Box 5.2; Porreca, F., & Price, T.

(2009). When pain lingers. Scientific American Mind, 20(5), 34-41.

17-Mar The psychological impact of chronic pain Porreca, F., & Price, T. (2009). When pain lingers. Scientific American Mind, 20(5), 34-41.

21-Mar Why are some more resilient than others? Southwick S & Charney D. (2013). Ready for anything. Scientific American Mind, 24,32.

22-Mar Building self regulation with mental exercises Pages 151-159; Southwick S & Charney D. (2013). Ready for anything. Scientific American Mind, 24,32.

24-Mar Building self regulation with physical exercises 28-Mar REVIEW 29-Mar TEST #3 Article #3 31-Mar Step into a healthier brain Hertzog et al. (2009). Fit Body, Fit Mind? Scientific

American Mind, 20(4), 24-31. 04-Apr Physical activity for Alzheimer's disease 05-Apr Neurophysiology of Fitness Lab Research Talks 07-Apr Health Psychology: the course review

TBD FINAL EXAM Articles #1, 2 and 3

Policy regarding deferred tests and exams: Students who miss a term test for legitimate reasons such as illness will have the percentage of that missed test added to their final exam. In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar “Requests for Relief for Missed Academic Term Work”. Please note these regulations have changed beginning Fall 2015. In all instances, appropriate documentation must be submitted to the Office of the Associate Dean, Faculty of Science. If you are absent from the university for a minor medical reason, lasting fewer than 5 days, you may report your absence, without documentation, using the McMaster Student Absence Form (as long as the missed work is worth less than 25% of the final course grade). The MSAF can only be used once per term. Absences for a longer duration or for other reasons (e.g., religious, personal) must be reported to the Faculty of Science Associate Dean’s office, with documentation, and relief from term work may not necessarily be granted. After submitting the MSAF, you must also report your absence to the course instructor within 2-4 working days to learn what relief may be granted for the work you have missed, and relevant details such as revised deadlines. Students may not use the MSAF to report missing the Registrar‐scheduled final exam. If the scheduled final exam is missed, students can apply to the Associate Dean’s office, Faculty of Science for permission to write in the deferred final exam schedule. Under no circumstances will the instructor re‐schedule a final exam for individual students. Academic integrity: Academic dishonesty consists of misrepresentation by deception or by other fraudulent means and can result in serious consequences (e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript reading "Grade of F assigned for academic dishonesty", and/or suspension or expulsion from the university). It is your responsibility to understand what constitutes academic dishonesty. For information on the various kinds of academic dishonesty please refer to McMaster’s Academic Integrity website, located at: https://www.mcmaster.ca/academicintegrity/ On-line learning resources: Students should be aware that, when they access the electronic components of this course (e.g., through Avenue to Learn), private information such as first and last names, user names for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure please discuss this with the course instructor. Use of course material: Course materials provided by the instructor are for use by students registered in this class only. Under no circumstances are these materials to be shared, posted or sold to a third party without permission from the instructor. This includes, but is not limited to, online posting of instructor provided lecture/lab notes, online lectures, recordings of lectures, or any lab materials on a website other than the Avenue site designed for the course. Modifications to course: The instructor and university reserve the right to modify elements of the course during the term. The university may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification becomes necessary, reasonable notice and communication with the students will be given with explanation and the opportunity to comment on changes. It is the responsibility of the student to check their McMaster email and course websites (Avenue to Learn) weekly during the term and to note any changes. Feedback: It really helps us improve our services when we hear from our students, faculty and staff about what we can do better. A feedback process brings to our attention situations in which we may not have adequately considered accessibility and allows us to better plan for accessibility in the future.