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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 351"
COURSE NAME: "Health Psychology"
SEMESTER & YEAR:
Fall 2025
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SYLLABUS
INSTRUCTOR:
Nicola Petrocchi
EMAIL: [email protected]
HOURS:
MW 11:30 AM 12:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: PS 101
OFFICE HOURS:
Before or after class or by appointment
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COURSE DESCRIPTION:
This course will examine five broad areas: the foundations of health psychology including health research; stress, pain and coping; behavioral factors in cardiovascular disease and chronic disease; tobacco, alcohol, drugs, eating, and exercise; and challenges in health psychology.
Satisfies "Applied Psychology" core course requirement for Psychological Science majors.
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SUMMARY OF COURSE CONTENT:
The purpose of this course is to help students develop an understanding of how cognitive, emotional, behavioral, social and biological factors contribute to physical health and illness. Current research and examples across a number of health concerns will be examined and students will have opportunities to evaluate, synthesize and apply this information to case studies and to consider this information for management of their own health. One of the aims of the course is to prepare the student to read psychological literature with a critical eye, considering the difficulties involved in studying human psychological processes in an objective way.
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LEARNING OUTCOMES:
At the end of this course in Health Psychology, students should have an understanding and appreciation of common health concerns and current evidence relating the role of physiology, emotions, cognition, and behavior choices to the prevention and treatment of illness and to the promotion and maintenance of health.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Health Psychology, 7 edition | Jane Ogden | McGraw-Hill Education | ISBN-10: 0335251862 ISBN-13:978-0335251865 | | | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| 2 Midterm tests | Each midterm will consist of a combination of multiple-choice questions (to test your understanding of key concepts and terminology) and short essay questions (to assess your ability to apply concepts and think critically). The questions will be based on the readings, lecture materials, and class discussions covered up to that point in the course. These tests are designed to check both your factual knowledge and your ability to reason and explain ideas in your own words. | 25 % each |
| Final examination | The final exam will also include multiple-choice questions and short essay questions. It will not be cumulative, meaning it will only cover material introduced after the second midterm. Like the midterms, it is intended to evaluate both your retention of information and your ability to analyze, apply, and synthesize course content. | 25% |
| Presentation | As part of the course requirements, each student will complete a 1,000-word paper, written in APA style, that presents an informed reflection on Health Psychology. The paper should connect a book of their choice (selected from a list available on Moodle) with themes discussed in the course, demonstrating both critical engagement and personal reflection. In addition, Students will deliver a 10-minute in-class presentation on a specific topic they have explored through the reading of two scientific research articles. This component emphasizes the ability to synthesize research, present complex ideas clearly, and engage peers in discussion. Detailed guidelines will be available on Moodle. | 15% |
| Participation in class activities and discussions | You are expected to actively participate in the course by contributing regularly to the weekly discussion forums on Moodle. This means sharing your reflections on course topics, responding thoughtfully to classmates’ posts, and engaging with questions or activities proposed each week. This component encourages critical thinking, collaboration, and active engagement with the learning community. | 10% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
Attendance and participation, although not mandatory, are essential to earn a good grade for this course. Students are strongly invited to attend every class meeting, and to come to class prepared and ready to participate in discussions.
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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| Session | Session Focus | Reading Assignment | Other Assignment | Meeting Place/Exam Dates |
| WEEK 1 | 1) INTRODUCING HEALTH PSYCHOLOGY
2) BACKGROUND, AIMS AND JOBS IN HEALTH PSYCHOLOGY | TEXTBOOK: CHAPTER 1 & MATERIAL ON MOODLE | | |
| WEEK 2 | 1) HEALTH INEQUALITIES: VARIABILITY IN HEALTH AND ILLNESS;
2) HEALTH BELIEVES AND RISK PERCEPTION
| TEXTBOOK: CHAPTER "HEALTH INEQUALITIES ON MOODLE"; SECOND PART OF CHAPTER 14, CHAPTER 2 & MATERIAL ON MOODLE | | |
| WEEK 3 | 1) MOTIVATION AND SELF-DETERMINATION THEORY: THE SOCIAL COGNITION MODEL; 2) ADDICTING BEHAVIORS | TEXTBOOK: CHAPTER 3 & MATERIAL ON MOODLE | | |
| WEEK 4 | 1) TREATING ADDICTIONS
2) DIET AND HEALTH: MODELS OF EATING BEHAVIOR | TEXTBOOK: CHAPTER 4 & MATERIAL ON MOODLE | | |
| WEEK 5 | 1) BODY DISSATISFACTION
2) THE PSYCHOLOGY OF DIETING
| TEXTBOOK: CHAPTER 5 & MATERIAL ON MOODLE | | |
| WEEK 6 | 1) EXERCISE: MOTIVATION AND BEHAVIOR
2) HISTORY OF RESEARCH ON SEX BEHAVIOUR; POSITIVE SEX EDUCATION | TEXTBOOK: CHAPTER 6 & MATERIAL ON MOODLE | | |
| WEEK 7 | 1) CHANGING HEALTH BEHAVIOUR
2) CREATING A SCIENCE OF BEHAVIOURAL CHANGE INTERVENTIONS | TEXTBOOK: CHAPTER 7 & MATERIAL ON MOODLE | | |
| WEEK 8 | 1) BECOMING ILL: ILLNESS COGNITIONS
2) SELF-REGULATORY MODEL | TEXTBOOK: CHAPTER 8 & MATERIAL ON MOODLE | | |
| WEEK 9 | 1) POST TRAUMATIC GROWTH
2) ACCESSING HEALTH CARE & ADHERENCE AND THE MEDICAL CONSULTATION; | TEXTBOOK: CHAPTER 9 & MATERIAL ON MOODLE | | |
| WEEK 10 | 1) ADHERENCE
2) INTRODUCTION TO STRESS AND ITS FUNCTIONS | TEXTBOOK: CHAPTER 9 & MATERIAL ON MOODLE | | |
| WEEK 11 | 1)STRESS : HOW DOES STRESS CAUSE ILLNESS? THE ROLE OF COPING BEHAVIORS
2) BEING ILL: PAIN AND THE PLACEBO EFFECT | TEXTBOOK: CHAPTER 10 & 11 & MATERIAL ON MOODLE | | |
| WEEK 12 | 1) CHRONIC ILLNESS AND PSYCHOLOGY: HIV; 2) CANCER: PSYCHOLOGICAL FACTORS | TEXTBOOK: CHAPTER 12 & MATERIAL ON MOODLE | | |
| WEEK 13 | 1) OBESITY;
2) PSYCHOLOGICAL AND BEHAVIORAL FACTORS IN CARDIOVASCULAR DISEASE; | TEXTBOOK: CHAPTER 13 (TILL THE END) & MATERIAL ON MOODLE | | |
| WEEK 14 | 1) GENDER AND HEALTH; 2) TRANSGENDER HEALTH | TEXTBOOK: CHAPTER 15 & MATERIAL ON MOODLE | | |
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