The course "Psychology of Health and Well-being" aims to provide students with a comprehensive understanding of the psychological factors that influence individual well-being and contribute to a healthy lifestyle. Through an exploration of various models, theories, and concepts related to health and well-being, students will gain insights into the intricate relationship between psychological processes and overall wellness. The course encompasses topics such as the bio-medical model, bio-psychosocial model, stress, coping strategies, health behaviors, addictive behaviors, and more.The course begins by examining the advantages and disadvantages of the bio-psychosocial model compared to the biomedical model. Students will gain an understanding of how these models shape our understanding of health and its determinants. Additionally, students will explore different models of healthy personality proposed by prominent psychologists such as Maslow, Fromm, Pearl, Vaillant, and Frankl. This exploration will deepen their comprehension of the principles and importance of holistic health.
Week 1: Introduction to Health and Well-Being
• Day 1: Health and Well-Being: This module introduces the course and explores the concept of health and well-being, highlighting their significance in individuals' lives.
• Day 2: Introduction to Bio-Medical Model and Its Assumptions: Students learn about the bio-medical model of health, its assumptions, and its implications for understanding health and illness.
• Day 3: Introduction to Bio-Psychosocial Model and Its Assumptions: This module introduces the bio-psychosocial model of health, emphasizing the interconnectedness of biological, psychological, and social factors in shaping health outcomes.
• Day 4: Advantages and Disadvantages of Bio Psychosocial Model, Biomedical Model V/S Bio-Psychosocial Model: Students explore the advantages and disadvantages of both the bio-psychosocial model and the biomedical model, comparing their strengths and limitations.
Week 2: Models of Healthy Personality and Holistic Health
• Day 1: Concept of Holistic Health, Its Principles, and Importance: Students delve into the concept of holistic health, understanding its principles and its importance in promoting overall well-being.
• Day 2: Maslow’s Model of Healthy Personality: This module explores Maslow's model of healthy personality, focusing on the hierarchy of needs and self-actualization.
• Day 3: Erich Fromm’s Model of Healthy Personality: Students learn about Erich Fromm's model of healthy personality, emphasizing the role of love, freedom, and humanistic values.
• Day 4: Fritz Pearl’s Model of Healthy Personality: This module explores Fritz Pearl's model of healthy personality, emphasizing the significance of authentic self-expression and self-acceptance.
Week 3: Stress and its Impact on Health
• Day 1: George Vaillant’s Model of Healthy Personality: Students examine George Vaillant's model of healthy personality, focusing on adaptive coping strategies and positive growth.
• Day 2: Victor Frankl’s Model of Healthy Personality: This module introduces Victor Frankl's model of healthy personality, emphasizing the search for meaning and purpose in life.
• Day 3: Nature and Concept of Stress: Students gain an understanding of the nature and concept of stress, exploring its physiological and psychological manifestations.
• Day 4: Sources of Stress and How Does Stress Cause Illness: This module explores various sources of stress and examines how chronic stress can lead to physical and mental health problems.
Week 4: Coping Strategies and Stress Management
• Day 1: Chronic Process and Acute Process: Students learn about the differences between chronic and acute stress processes and their impact on health outcomes.
• Day 2: Effect of Stress on Mental Health: This module explores the effects of stress on mental health, including anxiety, depression, and other psychological disorders.
• Day 3: Concept of Coping, Ways of Coping, and Stress Management: Students examine the concept of coping and learn about different coping strategies and stress management techniques.
• Day 4: Physiological and Psychological Stress: This module explores the physiological and psychological responses to stress and their implications for health and well-being.
Week 5: Stress as a Response, Stress as a Stimulus, and Stress as a Transaction
• Day 1: Stress as a Response, Stress as a Stimulus, and Stress as a Transaction: Students explore different perspectives on stress, understanding stress as a response, stimulus, and transaction between individuals and their environment.
• Day 2: Cardiovascular Diseases: This module focuses on the relationship between stress and cardiovascular diseases, examining the impact of chronic stress on heart health.
• Day 3: Cancer and Diabetes: Students explore the connection between stress and the development or exacerbation of cancer and diabetes, understanding the mechanisms through which stress can influence these conditions.
• Day 4: Stress Managing Techniques: This module introduces various stress management techniques, including relaxation exercises, mindfulness, and cognitive-behavioral strategies.
Week 6: Health-Enhancing Behaviors and Health-Compromising Behaviors
• Day 1: Health Enhancing Behaviors: Exercise and Weight Control: Students learn about the importance of exercise and weight control in promoting physical and mental health, understanding their role in disease prevention and overall well-being.
• Day 2: Nutrition: This module focuses on the impact of nutrition on health, exploring the relationship between diet and physical and mental well-being.
• Day 3: Accident Prevention: Students learn about strategies for accident prevention and the promotion of safety behaviors to reduce the risk of injuries and accidents.
• Day 4: Health-Compromising Behaviors: Alcoholism, Smoking: This module examines the detrimental effects of alcoholism and smoking on health, understanding the psychological and physiological consequences of these behaviors.
Week 7: Substance Abuse and Health Behavior Modification
• Day 1: Substance Abuse: Students explore the psychological aspects of substance abuse, understanding the factors contributing to addiction and the impact of substance abuse on physical and mental health.
• Day 2: Sedentary Lifestyle: This module examines the consequences of a sedentary lifestyle on health, including the increased risk of chronic diseases and mental health issues.
• Day 3: Health Behavior Modification: Self-Observation and Self-Monitoring: Students learn about self-observation and self-monitoring techniques as effective strategies for modifying health behaviors and promoting positive changes.
• Day 4: Operant Conditioning: This module introduces the principles of operant conditioning as applied to health behavior modification, understanding the role of reinforcement and punishment in shaping behaviors.
Week 8: Human Strengths and Virtues
• Day 1: Modeling: Students explore the concept of modeling, understanding how observing and imitating positive health behaviors can promote well-being.
• Day 2: Stimulus Control and Relapse Prevention: This module focuses on stimulus control techniques and relapse prevention strategies in the context of maintaining healthy behaviors and preventing relapses.
• Day 3: Classification of Human Strengths and Virtues: Physical Strengths and Virtues: Students examine the classification of human strengths and virtues, with a focus on physical strengths and virtues that contribute to well-being.
• Day 4: Mental Strengths and Virtues, Hope, Optimism: This module explores mental strengths and virtues, including hope and optimism, and their impact on health and well-being.
Week 9: Gainful Employment, Resilience, and Self-Introspection
• Day 1: Gainful Employment: Me/We Balance: Students explore the concept of gainful employment and the importance of maintaining a healthy balance between personal and professional lives.
• Day 2: Resilience: This module focuses on resilience as a psychological construct, understanding its role in overcoming adversity and promoting mental health.
• Day 3: Meditation and Self-Introspection: Students learn about the benefits of meditation and self-introspection in promoting relaxation, self-awareness, and overall well-being.
• Day 4: Beliefs: This module explores the influence of beliefs on health and well-being, examining the impact of positive beliefs and cognitive restructuring techniques.
Week 10: Social Networks, Sense of Purpose, and Pro-Social Behaviors
• Day 1: Social Networks and Support: Students explore the role of social networks in promoting health and well-being, understanding the importance of social support and connection.
• Day 2: Sense of Purpose: This module focuses on the significance of having a sense of purpose in life and how it contributes to overall well-being and psychological health.
• Day 3: Pro-Social Behaviors: Students learn about the positive impact of engaging in pro-social behaviors, such as acts of kindness and altruism, on individual well-being and the well-being of others.
• Day 4: Post-Traumatic Growth (PTG): This module explores the concept of post-traumatic growth, understanding how individuals can experience positive psychological changes and personal growth following traumatic events.
Week 11: Categories of Substance Use Disorders and Addiction Counseling
• Day 1: Categories of Substance Use Disorders (DSM-5 Criteria): Students learn about the categorization of substance use disorders according to the criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5).
• Day 2: Addiction: This module delves into the concept of addiction, exploring the psychological and physiological aspects of addiction and the impact it has on individuals' lives.
• Day 3: Addictive Behaviors: Students examine various addictive behaviors, such as gambling, internet addiction, and compulsive shopping, understanding their underlying psychological mechanisms.
• Day 4: Addictions Counseling: This module introduces the principles and approaches of addiction counseling, including assessment, treatment planning, and therapeutic interventions.
Week 12: Alcohol Use Disorder, Aging, and Addiction
• Day 1: Alcohol Use Disorder: Students focus on alcohol use disorder, understanding the psychological and physical consequences of alcohol abuse and dependence.
• Day 2: Aging and Addiction: This module explores the unique challenges and considerations regarding addiction in older adults, addressing the impact of aging on addictive behaviors and treatment approaches.
• Day 3: Drugs and Behavior: Students gain an understanding of the relationship between drugs and behavior, examining the effects of psychoactive substances on cognitive, emotional, and behavioral processes.
• Day 4: Evaluation and Treatment of Addictive Behaviors: This module covers the evaluation and treatment approaches for addictive behaviors, including individual and group therapy, pharmacotherapy, and relapse prevention strategies.
Week 13: Legal and Ethical Aspects of Addictions Counseling and Psychology of Addiction
• Day 1: Legal and Ethical Aspects of Addictions Counseling: Students explore the legal and ethical considerations in addiction counseling, understanding the importance of confidentiality, informed consent, and professional boundaries.
• Day 2: Psychology of Addiction: This module delves deeper into the psychology of addiction, examining the underlying psychological processes, risk factors, and theories of addiction.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Inc.
Baum, A., Revenson, T. A., & Singer, J. E. (2012). Handbook of Health Psychology. New York, NY: Psychology Press.
Bierhoff, H.W. (2002). Prosocial Behavior. New York: Psychology Press.
Brannon, L., & Feist, J. (2007). Health Psychology: An Introduction to Behaviour and Health (6th ed.). United State of America: Thomspon Wadsworth Publisher.
Brannon, L., & Feist, J. (2017). Health Psychology: An Introduction to Behavior and Health (9th ed.). Boston, MA: Cengage Learning.
Bronk, K. C. (2013). Purpose in life: A Critical Component of Optimal Youth Development. Springer Science & Business Media.
Lazarus, R. S. (1966). Psychological Stress and the Coping Process. New York, NY: McGraw-Hill.
Marks, D. F., Murray, M., Evans, B., & Willig, C. (2018). Health Psychology: Theory, Research, and Practice (5th ed.). London, UK: SAGE Publications Ltd.
Ogden, J. (2017). Health Psychology: A Textbook (6th ed.). Maidenhead, UK: Open University Press.
Sarafino, E. P. (2011). Health Psychology: Biopsychosocial Interactions (7th ed.). Hoboken, NJ: Wiley.
Sarafino, E. P., & Smith, T. W. (2017). Health Psychology: Biopsychosocial Interactions (9th ed.). Hoboken, NJ: Wiley.
Schultz, D. (1977). Growth Psychology: Models of the Healthy Personality. New York: Van Nostrand Reinhold Co.
Straub, R. O. (2014). Health Psychology: A Biopsychosocial Approach. New York, NY: Worth Publishers.
Taylor, S. E. (2018). Health Psychology (10th ed.). New York, NY: McGraw-Hill Education.
Assistant Professor, Department of Psychology
University of Kashmir
Hazratbal, Srinagar, J&K
Email: yasu8001@gmail.com/bhatyasir@uok.edu.in
Mobile: +919864222243
Education Qualification
1. Completed PhD from Centre of Social Medicine & Community Health, Jawaharlal Nehru University, New Delhi in “Experiences of Long-Term Illness in an Armed Conflict Area: A Study of Tuberculosis Patients in Kashmir” in 2015.
2. Completed M.Phil from Centre of Social Medicine & Community Health, Jawaharlal Nehru University, New Delhi in “Sources of stress and its Effects on Mental health of BSF personnel: A Case Study from Jammu & Kashmir” in 2010.
3. Completed MA in Psychology from University of Kashmir, Srinagar, Jammu & Kashmir.
Teaching Experience
1. Currently working as an Assistant Professor in Department of Psychology, University of Kashmir Since April 22, 2017.
2. Worked as an Assistant Professor at Amar Singh College, Srinagar with a specialization in Psychology from January 2, 2017, to April 21, 2017.
3. Served as the Chairperson for the Centre for Counseling at Tata Institute of Social Sciences, Guwahati.
4. Worked as an Assistant Professor at Tata Institute of Social Sciences, Guwahati Campus from July 30, 2015, to December 21, 2018.
5. Worked as a Trainer for Early Childhood Development at School of Vocational Education (SVE), TISS in partnership with All India Counsel for Technical Education from July 1, 2015, to June 30, 2018.
30 Marks will be allocated for Internal Assessment and 70 Marks will be allocated for end term proctored examination
Securing 40% in both separately is mandatory to pass the course and get Credit Certificate.
DOWNLOAD APP
FOLLOW US