Psychology for Nurses and the Caring Professions 2nd Edition (Social Science for Nurses Caring Professions)

232 Pages·2004·1.71 MB·English

by  Jan Walker

Psychology for nurses… 6/30/04 2:57 PM Page 1
SOCIAL SCIENCE FOR NURSES AND THE CARING PROFESSIONS
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PSYCHOLOGY FOR NURSES AND THE CARING PROFESSIONS Y
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Second Edition
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• In what ways does psychology contribute to health and health care? L
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• How can psychology be applied in different health and social care
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contexts? Y PSYCHOLOGY for
• What are the current psychological approaches used in health and social f
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care? r
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This book introduces students and practitioners to psychological knowledge U
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and understanding, and helps them to apply sound psychological principles R
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in clinical contexts. E
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The text retains the emphasis of the previous edition on the application of
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fundamental psychological principles in health and social care settings, but is n
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extensively revised to give increased attention to the developing evidence

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base within the psychology of health and illness.New to this edition are: h
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• Key questions for each chapter C Second Edition
• Research-based applications to practice A
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• Inclusion of a family scenario, used throughout the book to focus on
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professional, patient and carer perspectives
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• Revised glossary explaining important terms P Jan Walker, Sheila Payne, Paula Smith
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The book provides clear and concise descriptions of psychological theories,
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research-based evidence, and practical examples of applications across the F and Nikki Jarrett
lifespan in different health and social care settings. E
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Psychology for Nurses and the Caring Professionsis essential reading for all S
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students undertaking diploma or degree level courses in nursing and health O
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care, including nurses, midwives, occupational therapists, physiotherapists
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and radiographers.It is also a useful introduction to the application of

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psychology to health for professionals working in social care. e
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Jan Walkeris Senior Lecturer at the University of Southampton. d

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Her research interests focus on chronic pain and wellbeing, particularly d
in later life. itio
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Sheila Payneis Professor of Palliative Care at the University of Sheffield.
Her research focuses on psychological aspects of palliative and end-of-life W
care for older people, loss and bereavement. a
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Paula Smithis Lecturer at the University of Sheffield.Her research interests r
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are in psychological aspects of family caregiving in end-of-life situations P
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within the community. y
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Nikki Jarrettlectures at the University of Southampton, teaching psychology ,

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to both pre- and post-qualified student nurses.Her research interests are in
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cancer and palliative care and communication in the health care setting. it
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Cover design:Barker/Hilsdon n
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PSYCHOLOGY FOR
NURSES AND THE
CARING PROFESSIONS
SOCIAL SCIENCE FOR NURSES AND THE CARING PROFESSIONS
Series Editor: Professor Pamela Abbott
Pro-Vice-Chancellor, Glasgow Caledonian University, Glasgow, Scotland
Current and forthcoming titles
Community Care for Nurses and the Caring Professions
Nigel Malin et al.
Epidemiology: An Introduction
Graham Moon, Myles Gould et al.
Nursing People in Psychiatric Systems
Chris Stevenson
Research Methods for Nurses and the Caring Professions
(2nd edn)
Pamela Abbott and Roger Sapsford
Research into Practice (2nd edn)
Edited by Pamela Abbott and Roger Sapsford
Social Perspectives on Pregnancy and Childbirth for Midwives,
Nurses and the Caring Professions
Julie Kent
Social Policy for Nurses and the Caring Professions
Louise Ackers and Pamela Abbott
PSYCHOLOGY FOR
NURSES AND THE
CARING PROFESSIONS
2nd edition
Jan Walker, Sheila Payne,
Paula Smith and Nikki Jarrett
Open University Press
Open University Press
McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL
email: [email protected]
world wide web: www.openup.co.uk
and Two Penn Plaza, New York, NY 10121-2289, USA
First published 1996. Reprinted 1997, 1998, 1999, 2000, 2001 (twice), 2002
First published in this second edition, 2004 © Jan Walker, Sheila Payne, Paula Smith
and Nikki Jarrett 2004
All rights reserved. Except for the quotation of short passages for the purposes of
criticism and review, no part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form, or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the
publisher or a licence from the Copyright Licensing Agency Limited. Details of
such licences (for reprographic reproduction) may be obtained from the Copyright
Licensing Agency Ltd of 90 Tottenham Court Road, London, W1T 4LP.
A catalogue record of this book is available from the British Library
ISBN 0335 214622 (pb) 0 335 215017 (hb)
Library of Congress Cataloging-in-Publication Data
CIP data has been applied for
Typeset by RefineCatch Ltd, Bungay, Suffolk
Printed in the UK by Bell & Bain Ltd, Glasgow
CONTENTS
Series editor’s preface xi
Preface xii
Chapter1 What is psychology? 1
Key questions 1
Introduction 1
What is psychology and why is it important in health care? 1
Different perspectives in psychology 2
The development of psychology 3
Schools of thought in psychology 5
Cognitive science 5
Behavioural psychology 6
Psychodynamic psychology 7
Humanistic psychology 8
Social psychology 10
Psychological facts versus psychological theory 10
What is a theory? 10
Research methods in psychology 11
Quantitative methods 11
Qualitative methods 13
Pop psychology and pseudoscience 13
Psychology in practice: Introduction to scenario 14
Applying psychology to explain Anna’s anxiety 15
Cognitive approaches to Anna’s anxiety 15
Behavioural and social learning approaches to Anna’ anxiety 16
Psychodynamic approaches to Anna’s anxiety 16
Humanistic approaches to Anna’s anxiety 17
Social psychological approaches to Anna’s anxiety 17
Comparing different psychological approaches to Anna’s anxiety 17
Professionals involved in the prevention, management and
treatment of psychological problems 18
Summary of key points 19
Further reading 20
Chapter2 The perception of self and others 21
Key questions 21
Introduction 21
The self concept 21
The looking-glass self 22
Self defined by social comparison 22
George Kelly’s personal construct theory 23
Self and narrative 25
vi Psychology for nurses and the caring professions
Narrative therapy 25
Self-esteem 26
Body image 27
Social roles 29
Goffman’s dramaturgical model 29
Impression management 30
Changing roles 30
Stigma 31
The stigma of facial disfigurement 33
Attitudes 34
Stereotyping, prejudice and discrimination 34
The self-fulfilling prophecy 35
Attribution theory 36
The fundamental attribution error 37
Trait theory 38
Stability and change in personality 39
Personality and physical health 40
Personality and mental health 41
Problems with personality theory 41
Summary of key points 42
Further reading 42
Chapter3 Memory, understanding and information-giving 43
Key questions 43
Memory 43
Arousal and attention 43
Short-term memory 44
Familiarity, salience and selective attention 46
Primacy and recency effects 46
Conveying useful information 47
Long-term memory 48
Understanding 48
Mental schemas and scripts 49
Recognition, false memories and context-specific memories 50
Forgetting 51
Memory loss 52
Dementias 53
Brain injury 54
Communicating effectively with patients 55
Breaking bad news 57
Forgetting bad news 58
Individualized information-giving 58
Summary of key points 59
Further reading 59
Chapter4 Learning and social learning 60
Key questions 60
Introduction 60
Types of learning 60
Background to the development of learning theory 61
Contents vii
Conditioning theories 62
Classical conditioning 62
Conditioned emotional responses 64
The importance of fear reduction in hospital settings 65
Fear and avoidance 66
Systematic desensitization 67
Operant (instrumental) conditioning 67
Context and cues 68
Schedules of reinforcement or punishment 69
The subjective nature of reinforcement and punishment 69
The immediacy of the consequence 70
The certainty of the consequences 71
Lifestyle and behaviour 71
Behaviour modification 72
Functional analysis of behaviour 73
Self-modification 73
Illness behaviours 74
Reinforcement or control? 75
Learned helplessness, uncontrollability and depression 76
Undoing learned helplessness 78
Social learning theory 78
Observational learning 79
Self-efficacy 80
Locus of control 80
Cognitive behavioural therapy 82
Applying behavioural principles to designing a health education
programme 83
Summary of key points 84
Further reading 85
Chapter5 Development and change across the lifespan 86
Key questions 86
Introduction 86
The development of thinking and understanding 86
Piaget’s theory of cognitive development 87
Vygotsky’s sociocultural theory of cognitive development 89
Children’s knowledge of their bodies 90
Children’s understanding of health and illness 91
Children’s understanding of death and dying 92
The importance of play 93
Children’s social development 93
Attachment 93
Separation 94
Types of attachment 95
Moral reasoning and development 97
Parenting styles 98
Development across the lifespan 99
Later life 100
Theories of ageing 101
The life review 101
viii Psychology for nurses and the caring professions
Loss 102
Traditional theories of loss and grief 103
Recent perspectives of loss and grief 106
Hope 109
Summary of key points 109
Recommended reading 109
Chapter6 Social processes in health care 111
Key questions 111
Introduction 111
Persuasion 111
The source or sender of the message 112
The nature of the message 113
Cognitive dissonance 114
Complexity and presentation of the message 115
Immediacy of action and endurance of the message 116
Audience influences and effects 116
Selective attention 116
Self-esteem and compliance 117
In summary 117
Obedience to authority 118
Conformity 119
Social desirability 122
Helping others 122
Taking responsibility in an emergency 123
Non-verbal communication 124
Managing conflict 125
The importance of individualized care 126
Psychological perspectives on leadership 127
Groups and group interactions 127
Summary of key points 129
Further reading 130
Chapter7 Stress and coping 131
Key questions 131
Introduction 131
Definitions of stress 132
The transactional model of stress and coping 133
Appraisal 134
Demographic influences on appraisal and coping 135
Coping 136
Review of the transactional model of stress 137
Physiological responses to stress 138
Stress and immune function 139
Control and controllability 140
Controllable situations 140
Uncontrollable situations 141
Effort and controllability 141
Promoting control 142
Contents ix
Social Support 144
Social support and health outcomes 145
Negative aspects of social support 146
The spiritual dimension of support 146
Emotional responses to stress 147
Confidence and pleasure 147
Anxiety 148
Depression 148
Who gets anxious and depressed? 149
Individual differences in responses to stress 150
Optimism versus pessimism 150
Type A and Type C personalities 151
Hardy personality 151
The ‘Big Five’ 151
Locus of control 151
Sense of coherence 152
Individual differences and stress-related illness 152
Review of personality and stress 152
Stress in different contexts 153
Illness and hospitalization 153
Life events 154
Daily hassles 154
Traumatic events and post-traumatic stress disorder 155
Organizational stress 156
The management of stress 157
Summary of key points 158
Further reading 158
Chapter8 Psychology applied to health and well-being 159
Key questions 159
Introduction 159
Defining health, illness and disease 160
Promoting health and preventing ill health 161
Social cognition 162
Social cognition and prevention 162
The health belief model (HBM) 162
The Theory of Planned Behaviour (TPB) 165
Critique of the HBM and TPB 167
Stages of change 168
Self-regulation and health-related behaviour change 170
Medical help-seeking 171
Psychological perspectives on illness 172
Adherence to or concordance with medical advice 174
Adherence and health professionals 175
Self management in chronic disease 176
Peer teaching 179
Evaluating health outcomes 180
Measuring health outcomes 181
Professionally determined outcome measurement 182
User-led outcome measurement 183