State of Complete Physical and Well-Being - Essay Example

Logbook Health Psychology Health Psychology is a science that not many people know exist. I, for one, did not see the connection between health and psychology until I was made aware of it in this lecture. The following chronicles the learning process I derived from taking this course, specifically, the lecture on Health Psychology. The World Health Organization (1946) defines good health as the “state of complete physical, mental and social well-being, not merely the absence of disease or infirmity”. Initially, my concept of health was limited to physical health. Ever since I was young, as long as I cleaned myself, ate nutritious and balanced meals, exercised, slept enough, I was healthy. I held on to the biomedical perspective. Now, I realize there is more to it than just physical health. This, I realized as I mature, because I encounter several stressful moments that affect my well-being not only physically but also mentally and emotionally. Such stress makes me unable to think well. I also realize that when I harbor negative emotions, it somehow translates to physical symptoms. Now, I adhere to the biopsychosocial philosophy of health. The discussions with my peers facilitated this belief because we all had our own notions and definitions of health, but the common ground is well-being. Many factors affect the health of a person and that includes social and environmental factors. The individual is also responsible for caring for himself, and his own illness prevention. This matter falls under the area of Health Psychology. This course has defined Health Psychology as “a branch of psychology that deals with how people cope and manage illness and health behaviour” (Course Notes, Psy 4101).. The person responsible for this is called a health psychologist. He is not a medical doctor but his field of expertise lies more on psychology and how to help people manage a healthier life. I also realized that health psychologists belong to a bigger group of psychologists that do research and development in this specialized field. This, I learned when I went to the site of the British Psychological Society (2010) and they included several areas where psychological research and methods apply: “the promotion and maintenance of health; the prevention and management of illness; the identification of psychological factors contributing to physical illness; the improvement of the health care system; the formulation of health policy.” (taken from http://www.health-psychology.org.uk/) I know that in each area enumerated above, there fall numerous sub-areas that contribute to the wide scope of Health Psychology, and it is amazing how it still grows upon discovery of more information. The first area, the promotion and maintenance of health involves dissemination of health education. In line with the World Health Organisation’s definition of health, a good health programme takes into account all dimensions of a person’s development. Ewles & Simnett (2004) summarize the various aspects that need to be addressed in health promotion. The programme should include the physical aspect or how the body functions as well as the mental aspect or how the person thinks and makes judgments. Not to be neglected are the social aspect or how one maintains relationships and emotional aspect or how a person manages his emotions and how he expresses it appropriately. Add to the holistic perspective, the spiritual aspect or a person’s religious and personal beliefs, principles and ways of being at peace with oneself; sexual aspect or the acceptance of and ability to achieve a satisfactory expression of one’s sexuality. Finally, the programme should also address the societal aspect or how a person relates to his society in terms of shelter, peace, food, income and his own contribution to society and the environmental aspect or his physical environment which includes his housing, transport, sanitation, availability of clean water, pollution control (Ewles & Simnett, 2004). The foregoing has validated French (1990) in saying that health education is “enabling – supporting people to set their own health agendas, agendas they can implement in ways decided by themselves collectively or as individuals" (p. 5). Apparently, health education leaves much to the decision of individuals whether they want to achieve optimum health or not, depending on the lifestyle they choose. The health psychologist serves as a resource person who provides the necessary information for people to base their decisions on. Myers (1995) has outlined how a person’s coping mechanisms in response to certain life events lead him to either health or illness. If a person’s appraisal of the life event is a challenge; and his personality type is easygoing, non-depressed or optimistic; he has healthy personal habits; and enjoys close and enduring social support, then he has a tendency towards health. On the other hand, if his appraisal of the life event is a threat, his personality type is hostile, depressed or pessimistic; he has poor health habits such as smoking, not enough exercise and has poor nutrition; he lacks in social support, then he has a tendency towards illness. Health psychologists address such perceptions of individuals and gear their beliefs towards the attainment of good health. I believe that personality variables have effects on one’s health or illness. There are people whose moods are always on high gear, easily stressed out but keep pushing themselves to succeed. Such persons were often impatient and in a hurry, seeing goals and challenges everywhere and are concerned with more productivity in less time. These are considered “Type A” people. Directly opposite this type is the Type B personality describing calmer, more relaxed and less-stressed, mellow and laid back people (Friedman, Hall, and Harris,1985). Type A also believe that self-esteem is to be measured by their accomplishments They usually have low self-esteem and feelings of inadequacy although they are highly motivated not to show it. They have a stronger need than Type B to prove themselves. With the fast pace of today’s lifestyles, people need to adapt their personalities to the various situations they come across. It is possible that one so calm and composed as a youth may turn into an aggressive, ambition-driven Type A as an adult working in a high stress work environment. Or the reverse may also be possible… one known to be a go-getter as a youth, demanding much of self and others in terms of work and achievement may turn mellow and carefree as an adult contently living in the country. Such major changes directly affect one’s health (Friedman, Hall, and Harris, 1985). Knowing all these, one is encouraged to reflect upon how he is living his life so far. I believe a health psychologist can help an individual examine the following: how one views life events- are they seen as challenges to be won or threats to one’s security? what kind of personality he has and the lifestyle he leads? his current health habits – does he maintain a healthy lifestyle of eating a balanced nutrition, exercising enough, having enough sleep or does he indulge in unhealthy habits such as smoking, sleeping late, drinking alcohol in excessive sums, etc.? his social support – does he nurture fulfilling family relationships? Stable friendships? Healthy work relations? Reassessing the above-mentioned factors will reveal much about one’s personal tendencies towards good health or illness. The lecture on Health Psychology has made me realize so many things that I usually take for granted. Life is what we make it. While we have the chance, let us strive to live a healthy and happy life by striving to maintain good health habits and positive personalities. References British Psychological Society (2010) The Division of Health Psychology, http://www.health-psychology.org.uk/ Course Notes, Psy 4101, Health Psychology. Ewles, L. & Simnett, I. (2004) Promoting Health - A Practical Guide. 5th Edition. Bailliere Tindall: London French, J. (1990). Boundaries and Horizons - the role of Health Education within Health Promotion. Health Education Journal, 49 (1), 7-12. Friedman, H.S., Hall, J.A., & Harris, M.J. (1985). “Type A behavior, nonverbal expressive style, and health.” Journal of Personality and Social Psychology, 48, 1299-1315. Myers, D.G. (1995) Psychology. New York: Worth Publishers Logbook 2: Children’s Understanding of Health and Illness I have always loved children. I see them always happy and carefree and healthy. However, I usually do not see children at their worst when they are ill. I prefer it that way because I could not stand the sight of sick children and just want them cheerful and happy in my mind all the time. However, that is being blind to reality. I am aware that there are very sick children out there. How do children really view health and illness? This is what I wanted to learn in this topic of the course so I would know how to deal with a sick child in case I find myself in such a situation. Dr Sevasti-Melissa Nolas’ lecture on children’s understanding of health and illness broadened my knowledge horizons again as I learned how to deal with children’s physical and psychological health. The lecture made me aware of the many health professionals committed to the health and well-being of children and even specialized in fields that directly address children’s health concerns and issues. Paediatricians and psychologists have joined forces to understand the causes and effects of children’s illness and disability, as well as parental illness and other stressful situations’ effects on children. Children are usually thought of as immature to understand the concept of illness and parents come up with various excuses to defer from telling them the real situation. Mayall (2006) has studied the way society views children. According to her, children are not considered as part of society, but only inhabit a preparatory stage before they are considered contributing members, as adults. Such a view places children at an inferior place, ruled by adults who “know what’s best” for them. Mayall argues that it is about time society shift this traditional belief into thinking of children as capable human beings. However, the long history of this sociological view makes it difficult to do. Mayall says, “Perhaps the greatest barrier to re-thinking childhood is the set of labels we are taught to associate with the idea of childhood. To take a few terms applied to them – children are termed incompetent, unstable, credulous, unreliable, emotional. Implicitly, and sometimes explicitly, we adults ascribe to adults the opposite virtues: that they are competent, stable, well informed, reliable and rational. All the more reason, then, for us reasoning adults to protect children in the kindergarten, until they reach the age of reason.” (Mayall, 2000). One reason is that they are still in the stage when their cognitive functions cannot handle complicated reasoning, according to Piagetian theory. However, other theorists like Vygotsky claim that with rational reasoning, children’s perception of health and illness are altered. Vygotsky’s zone of proximal development allows children to understand a difficult concept like illness and imminent death if an able adult could help them understand it more clearly. In many ways, children have proven that they indeed are capable of many things originally unexpected of them. Constructivists are consistent in their belief that children’s capabilities in terms of learning can even match that of adult’s. Because of their clarity of thinking, unobstructed by pressures put on by society, they may even surpass the learning abilities of adults. “Children are seen as active and competent in their own learning, fully participatory in co-constructing their learning through social interactions, as opposed to this somehow being shaped by more knowledgeable others.” (Mitchell & Wild, 2004) The growing awareness that children are indeed capable of becoming contributing members of society has prompted the UK government to consult children themselves, of things that matter to them most in order to be the basis of proposals for change. These key outcomes—being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being are detailed in the Every Child Matters report and represent a considerable shift in focus for staff providing public services for children. (Baxter & Frederickson, 2005). The UN Convention on the Rights of the Child (UNCRC) is often discussed in terms of its participation and protection rights. Yet, there are also important provision rights. These recognise, for example, rights to ‘the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health’ (Article 24), to ‘a standard of living adequate for the child’s physical, mental, spiritual, moral and social development’ (Article 27) and to education (Article 28). Full implementation of substantive as well as procedural rights would do much to improve the lives of sick and abused children. (Hallett, 2000). The UNCRC (1989) thus gives children the right to form his own views and opinions and the right of his voice be heard. Practitioners need to respect that right and allow for developmentally-appropriate explanations of health situations of the child, his or her parents or any family member or significant other. Brewer (2001) advocates health education in schools and suggests that a significant portion should be taught as daily routines are established. Routines such as washing hands before eating, changing soiled clothing after outdoor play and rest time may be taught with reminders of why these activities are important. She adds that “although young children are not able to understand the causal relationships between germs and disease, they can understand that regular hygiene routines contribute to their staying well and feeling healthy” (p. 456). Planning the curriculum on health awareness for children should integrate the various subject and developmental areas (Krogh, 1995), as children naturally learn by making sense of the relationships of things, and not by compartmentalizing them. Hence, even if the unit on health is predominantly a science topic, it also traverses the social sciences because it involves other people in society. It includes the language arts because of the need to communicate the knowledge about health through reading, writing, listening and speaking about health issues. Nowadays, the prevalence of illnesses such as cancer, HIV, and other deadly diseases make children aware that illness can lead to death. What is heartbreaking is the fact that many children are stricken with such illnesses, and it becomes difficult for families and the child himself to deal with such pain. That is why health psychologists render their services to explain the situation well to families and children as well. I believe that when one understands something even if it causes much pain, it helps the individual deal more productively with the situation. Acceptance is the next step to understanding. When one is accepting of a situation, he becomes more open to various options and also empowered to make his own decisions. It should be remembered that children’s voices in such matters should be heard and their views, respected. Growing up healthy is a right children should claim. Understanding health issues and concerns is another right they have and adults around them should make sure they are not left out in such matters just because they are children. References Baxter, J. & Frederickson, N., (2005) “Every Child Matters: Can educational psychology contribute to radical reform?” Educational Psychology in Practice, Vol 21, No. 2 Brewer, J. (2001) Introduction to Early Childhood Education. Allyn and Bacon. Course Notes, Psy 4101, Children’s Understanding of Health and Illness Hallett, C., (2000) “Children’s Rights”, Child Abuse Review Vol. 9: 389–393 Krogh, S.L. (1995) The Integrated Early Childhood Curriculum. McGraw-Hill, Inc. Mayall, B. (2000) “The sociology of childhood in relation to children’s rights”. The International Journal of Children’s Rights 8: 243–259, Mayall, B. (2006) “Values and Assumptions Underpinning Policy for Children and Young People in England” Children’s Geographies, Vol. 4, No. 1, 9–17 Mitchell, H. & Wild, M. (2004) “Placing the child in childhood. “British Educational Research Journal Vol. 30, No. 5 United Nations (1989) Convention on the rights of the child (Geneva, United Nations). Logbook 3: Alcohol and Problem Drinking Nowadays, society is beset with many problems stemming from the abuse of alcohol and other dangerous substances. As a psychologist, it is important to know how to address such problems, as most of the time, such problems have roots in an individual’s psychological background and current circumstances. The lecture delivered by Mr. Brian Evans on Alcohol and Drinking was very interesting. It traced the history of how the uncontrolled consumption of alcohol became a problem the past century. Prohibition of alcohol for those who have gone beyond the line of moderate drinking into heavy drinking on a regular basis has become a controversial issue, as many argue for the benefits of going back to moderate drinking. However, diagnosed “alcoholics” who have been treated and cleared of alcohol in their system will deal with great risks of going back to the habit of drinking when they get to taste alcohol and its accompanying “buzz” and pleasurable feelings. Alcoholism has grown into a global health problem as the World Health Organisation enumerated the statistics of diseases, social, family, interpersonal and work problems, fetal risks and consequences, violence and crimes and even death attributed to alcohol consumption (WHO, 2007). The numbers were alarmingly high and so are the acknowledged risks. The lecture acknowledged the benefits of light to moderate drinking on one’s health, as well as the controversy of endorsing it publicly. Many individuals may take advantage of such information that they may begin the habit of drinking lightly to moderately for health purposes. However, this may progress to heavy drinking if they are not careful. Aside from altering one’s perception when intoxicated, they lose control of their motor coordination, become free of inhibitions and become prone to accidents or inappropriate behaviour (Course Notes, Psy 4101, Alcohol & Problem Drinking). Koob (2000) even attribute certain mental disorders to heavy alcohol use since it directly affects brain function and alters its chemical and hormonal systems. The lecture also discussed the psychosocial effects of alcoholism. It is not surprising that many violent rages that lead to homicide, marital violence and marital breakdown, child abuse, impaired work performance, depression and even suicide stem from heavy alcohol use (Anderson and Baumberg, 2006). The alcoholic is aware of the consequences of such heavy drinking but he does not seem to have control over it. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). “the user has a choice: he/she uses in spite of illegal, unsafe consequences, or inappropriateness of the drinking/drugging experience.” (DSM-IV-TR, 2002). The debate between the reasoning of drinking to forget life’s problems and drinking causes life’s problems is ongoing. The saying, ‘If you drink because you have a problem, then you will end up with two problems.’ is quite wise and worth remembering as a warning. Various theories related to alcohol use were explained in the lecture, some of which are Genetic theories, Addiction theories, Disease theories and learning theories. These theories are evidences that people now take the issue of alcoholism seriously since more and more people are being affected by this social problem (Course Notes, Psy 4101, Alcohol & Problem Drinking). . Treatment approaches have also been developed to suit the different needs of people with alcohol problems. The treatments include in-patient treatment, or being confined to rehabilitation centres to be “dried out” and avail of counseling and therapy to prevent relapse upon discharge. The popular Alcoholics Anonymous is a self-help organisation facilitated by former alcoholics using the ‘twelve step facilitation programme’ to maintain lifelong abstinence. It is usually populated by alcoholics who go on their own due to their desires to be rid of their alcoholism. Counselling and psychotherapy is another famous intervention to help clients gain insight of the causes and effects of their problem drinking and the repercussions of such. Realizing it becomes the foundation to change. Cognitive behavioural therapies include motivational interviewing to help clients reduce and eventually remove their drinking habits. The basic premise of Cognitive Behavior Therapy is the clients’ erratic or exaggerated beliefs that it is their fault why they came to such a dreadful state. The goal of therapy is to help the client realize that reorganizing the way they view situations will call for a corresponding reorganization in behavior (Corey, 2005) – sort of marrying the concepts of “mind over matter” and “self-fulfilling prophecy”. As an example, a recovering alcoholic will think that he has mustered enough discipline over alcohol. (mind over matter), hence, he strives to be strong and sober enough to resist a drink offered to him at a party (self-fulfilling prophecy). Other brief interventions such as ‘opportunistic interventions’ or giving treatments to clients at primary care facilities are likewise included in the repertoire of treatment alternatives for alcohol-related problems. The controversy that media brings into the problem of alcohol consumption spurs various arguments from different sectors, specifically the population-based prevention experts and the drinks industry. Policies that aim to reduce alcohol consumption in general include higher levels of taxation on alcoholic drinks, restrictions on advertising and sponsorship, limiting opening hours for bars and imposing tight controls on which shops can sell alcohol and the hours during which they can do so. Of course this adversely affects the profits of the drinking industry and they argue that people need to learn to regulate their drinking on their own and be sensible drinkers and not penalize the majority for the irresponsibility of a few (Course Notes, Psy 4101, Alcohol & Problem Drinking).. This lecture has brought a lot of learning for me in terms of one social problem that besets many families. I remember one family friend that I used to know as a kind and considerate man who fell into the drinking habit due to work and peer pressure. Because he did not like disappointing people, he would give in to their invitations to go on a drinking spree until he became an alcoholic himself. This greatly affected his marital and family life and eventually, he was fired from work for being inefficient due to his hangovers. He is one prime example of why one should not fall into the seduction of alcohol addiction. I am aware that it would give temporary pleasure, but in uncontrolled amounts, will bring about repercussions one would regret. I firmly believe in ‘clean living’ and the benefits it promises. Being aware of the ills of alcohol addiction prevents me from starting on the habit of drinking, no matter if they say a glass of wine a day is good for the heart. In the long run, it’s better to be safe than sorry. References Anderson, P., & Baumberg, B. (2006). Alcohol in Europe: A Public Health Perspective – A Report for the European Commission. London: Institute of Alcohol Studies (available at http://ec.europa.eu/health-eu/news_alcoholineurope_en.htm ) Corey, G. (2005) Theory and Practice of Counseling and Psychotherapy, 7th ed. Brooks/Cole, a division of Thomson Learning Inc. Course Notes, Psy 4101, Alcohol & Problem Drinking. DSM-IV-TR (text revision of 2002) Substance abuse, Retrieved on December 29, 2010 From:http://allpsych.com/disorders/substance/substanceabuse.html; http://dsmivtr.org/2-3changes.cfm Koob, G.F.(2000) Neurobiology of addiction. Toward the development of new therapies. Annals of the New York Academy of Sciences 909:170–185 Read More