Designing A Health Promotion Campaign


Your task is to design a health promotion campaign that is research based and grounded in empirically supported models and theories of health promotion (this is a Health Psych Learning outcome)

Your Requirements and resulting procedure is as follows:

  1.  What element of wellness do you want to promote!?
  2. Who is your “target population”?
  3. Which social cognition model (TRA, HBM, SET=>TPB or PHA)  or health promotion strategy does your campaign leverage? 
  4. Explain how your promotion campaign is related to the aforementioned model or strategy. What element of the model or strategy does your campaign leverage in order to be successful?
  5. Design a plan of implementation
  6. Explain why you think this plan would work!
  7. Create 1 artifact…POSTER; plan for commercial; print ad; banner add online, brochure.

Metacognition and Coping with Stress

School is stressful–senior year is stressful!  But of course it doesn’t HAVE to be. As we’ve learned in class, stress (the physiological response) is largely cognitive in nature. The activity below will help you to identify some of your own cognitive biases and uncover how you may be exacerbating your stress levels!  It will also require that you engage in research around coping strategies.


Buddhist Brains: Understanding cognition’s affect on physiology


Read the article below summarizing the work of Dr. Richard Davidson of the University of Wisconsin (GO BADGERS!!!!!)


You can see a published summary of Davidson’s studies here:

After reading the above, consider the following: 

  1. How does Davidson’s statement, “The best way to activate positive emotion circuits in the brain is through generosity” relate to the research discussed by Kelly McGonigal in her Ted Talk on Stress? 
  2. What is the cognitive change that Davidson investigates? 
  3. What is the physiological change that results from the the aforementioned cognitive change? 
  4. What are some possible implications for his findings? 

Understanding CBT


We’ve discussed CBT (cognitive behavior therapy) at length in class! However we’ve mostly discussed the theory behind it as well as discussed the ways in which CBT dovetails with cognitive psychologist’s views of mood and anxiety disorder etiology. 

But, you need to understand what CBT looks like in practice in order to better understand this treatment technique as well as better understand what it means to have depression. Comprehending both of these lucidly will also further facilitate your understanding of etiology. 

Watch the following excerpts of CBT in action and then answer the following questions on a word document:


Ohio State on Socratic Questioning:



  1. In the first video, the word “examine” is used frequently. How does the first video’s use of the word “examine” connect to the Socratic questioning employed by the researchers at Ohio State? 
  2. What behavioral change is agreed upon during the second video’s session? 
  3. Why might this method of questioning be superior to more traditional prescriptive methods of therapy? 
  4. What was the the goal of the session in the second video? It is never stated, but you should be able to identify it. 
  5. How does the quote at the top of this post by socrates relate to CBT? 
  6. Explain the relationship between cognitive etiology and the treatment of CBT? 


Investigating Social Etiology of Depression



As you know, the etiology of depression is a nuanced and complicated thing.  This post will require you to analyze the social and environmental etiological elements of the disorder.

Brown and Harris (1978) developed the vulnerability model after their research found that those with certain environmental “vulnerabilities” were more likely to suffer from depression.

Your job is to triangulate these findings with other research. 

Consider the following: 

After reading the above pieces, answer the following questions: 

  1. How does Sapolsky’s work support the anthropological findings of Dr. Luhrmann?
  2. What environmental causes of mental illness does Dr. Luhrmann allude to?
  3. How do both researchers findings support the vulnerability hypothesis?
  4. Does Sapolsky’s work support a social etiology of depression or biological or both?

Add Sapolsky to your “study guide to studies” for abnormal under whichever level of analysis you see fit.

Want to be smarter? Take a test?


Read the piece in the NY Times below elucidating research conducted by researchers at Purdue University regarding the role of test taking in moving information from short to long term memory.

While reading the piece, and at the conclusion of reading, consider the following:

  1. What are the strengths of the researcher’s methodology?
  2. What are the weaknesses of the researcher’s methodology?
  3. Can you think of why these results could have occurred?  How would you explain the results?
  4. Does this mean we (teachers) should test you (students) more frequently? What are some possible implications for these findings?