PSYC-314, Section 992 (Distance Learning) YOUR INSTRUCTOR

Health Psychology David King, MSc, PhD (he/him/his)

Please call me either David or Dr. King.
Email: [email protected]
Please email me directly, not via Canvas!
Office: Room 2406, 2136 West Mall

Dr. King’s Office Hours on Zoom: Wednesdays 10:00 AM – 12:00 PM (Jan. 15

— Apr. 16), or by appointment. Drop in any time during these hours for one-
on-one meetings, or email me to schedule a meeting. (See Appendix A.)

NOTE: Office hour drop-ins/meetings may have to be limited to 10 to 15 minutes per

student when others are waiting. Please be respectful of everyone’s time! I am NOT
available on Saturdays, Sundays, or holidays, or after 5 PM (PST) on any day.
UBC Vancouver Campus, Winter Term (Jan. – Apr., 2025)
For my website & blog, visit www.davidbking.net. Or follow me on Threads
UBC is located on the traditional, ancestral, and unceded territory of
(@dr_davidking) for random musings, more psych stuff, and cute dog pics.
the xʷməθkʷəy̓əm (Musqueam) people.

This course offers a general introduction to the theory and scientific research
in the field of health psychology. Topics include the biopsychosocial model;
YOUR TEACHING ASSISTANT
stress, coping, and stress management; social support and interpersonal Astin Tsai (he/him/his) Email: [email protected]
processes; social determinants of health and health disparities; health
behaviours (including addiction); health promotion and disease prevention; Please email your TA directly to schedule a meeting. Remember to treat your
patient-provider relations; pain management; management of chronic and TA with respect during all interactions and communications!
terminal illness; caregiving; death, dying, and grief; and aging. These topics
have been organized into three main units: (1) Stress & Social Processes, (2) NOTE: Your TA should be your first point of contact for grading-related inquires.
Health Behaviours, and (3) Illness Management. While these topics are
relevant to neighbouring disciplines, the purpose of this class is to provide a
psychosocial perspective. Students who successfully complete this course EMAIL ETIQUETTE When emailing us for any reason…
will be able to discuss current research in health psychology; compare and
contrast key theoretical perspectives in the field; describe associations PLEASE DO: PLEASE DON’T:
among physical, psychological, and social health; and apply theory and - Include a subject line, starting with - Email us through Canvas.
research to their daily lives. the course code AND section number. - Email us multiple times about
- Include prev. relevant correspondence. the same issue in a 48-hour period.
This section of the course is asynchronous and can be completed remotely. - Include your FULL name & student #. - Leave out important information.
- Be specific in your request (e.g., number - Provide unnecessary details about an
Course Prerequisites: It is strongly recommended that you have taken an of days needed for an extension). illness (e.g., bodily fluids).
intro psychology course and/or have some knowledge of research methods! - Give us at least 48 hours to respond! - Assume we can read your mind!
COURSE FORMAT YOUR TEXTBOOK (REQUIRED READING)
This course will be structured around textbook readings and lecture content, Health Psychology: Biopsychosocial Interactions
which is intended to summarize and expand upon textbook readings.
by Edward Sarafino, Timothy Smith, David King, & Anita DeLongis (2nd
PowerPoints will be posted online and should be read in addition to the
Canadian Edition, 2020, Wiley)
assigned textbook readings. Video files of PowerPoints with instructor voice-
over for each lecture will also be available. Both textbook readings and NOTE: You will NOT be responsible for reading Chapters 2 and 16.*
PowerPoint/lecture topics are indicated in the course schedule in this
syllabus. The course schedule should be your main resource for staying There are 2 formats of the book to choose from, depending on your needs…
organized in the course. You will be expected to complete 10 quizzes and 3
online exams (noncumulative, open-book, 1 per unit). You will also have the
option of submitting one written assignment. 1. Paperback (ISBN 9781119506942)
Course Website: This course uses Canvas (http://canvas.ubc.ca) to make 2. Electronic (ISBN 9781119506881)
important announcements, post lecture and video files, administer quizzes
and exams, publish grades, and provide other materials. Please ensure that
this course appears in your Canvas account and that you are set up to NOTE: All other purchasing/ordering
receive notifications. You are responsible for reading all announcements. options for the electronic edition of the
book (e.g., VitalSource) are also
Course Modules: Course content will be presented in 11 modules (see
schedule at end of syllabus), with Modules 1 through 10 lasting one week. In acceptable. Additional options are
Canvas, go to Modules to find everything you need for the week. available for renting the electronic version
of the textbook through the publisher’s
Recommended Discussions & Links: External links and discussions website. See the link below for more
recommended in Canvas are for your interest only and are NOT testable. information.
General Discussion Board: This should be used for general and non-urgent
questions and discussions related to the course.
Link to Publisher’s Website: www.wiley.com/en-
ca/Health+Psychology%3A+Biopsychosocial+Interactions%2C+2nd+Canadian
+Edition-p-9781119506881 (All format/purchasing options are available
COURSE EVALUATION Students are expected to complete…
through the publisher’s website.)
10 Module Quizzes (see deadlines on p. 9) — 10% of Grade (1% each)
See section on ‘Module Quizzes’ for more details. NOTE: Due to significant updates and revisions to this edition, no other
3 Unit Exams (noncumulative; see dates on p. 9) — 90% of Grade (30% each) edition (American or older) of the textbook should be used.
See section on ‘Unit Examinations’ for more details.
*You are not responsible for reading Chapter 2 of the textbook; however, a
1 Optional Paper (can substitute lowest exam score) — 30% of Grade
basic understanding of bodily systems/human physiology is expected. Use
See section on ‘Optional Written Assignment’ for more details.
this chapter as a refresher or reference as needed.
+ up to 3 points from HSP (optional; see section on ‘Extra Credit’)
MODULE QUIZZES UNIT EXAMINATIONS
There will be one quiz for each of the first 10 course modules, each worth All exams in this class will be completed remotely and electronically in
1% of your grade. (Note that there will be no quiz for Module 11.) Quizzes Canvas. There are 3 equally-weighted, non-cumulative exams. Each exam
will consist of 10 multiple choice questions addressing key concepts and corresponds to one course unit and will test only material from that unit.
material from course readings and lectures. They are intended to keep you See the course schedule at the end of this syllabus for the dates of Exams 1
on track with your reading, improve learning, and help you prepare for and 2. Exam 3 will be scheduled by the university (it is up to you to ensure
exams. Quizzes are timed; you will have 10 minutes to complete each quiz
that you are available during this period; final exam dates are announced
(an average of one minute per question).
mid-term). In all 3 cases (including the final exam), you will have the entire
Quizzes are “open book” and “open note” as you may refer to your notes 24-hour period on the day of the scheduled exam to write the exam, which
and/or book (either paper or electronic format) during quizzes; however, must be completed and submitted electronically in Canvas by 11:59 PM
you are strictly prohibited from recording questions in any way, consulting (PST) on the same day (see the Quizzes menu tab in Canvas). Each exam will
with anyone else during the exam, and sharing exam content with other consist of 40 multiple choice questions presented in random order. These
students (see section on Academic Integrity for more details). questions will be based on both textbook and lecture material from the
respective unit (excluding Module 1 content, which will only be tested in the
Completing Each Quiz: Each quiz will be available in Canvas (see Quizzes) first Module Quiz). Questions will be presented one at a time; however, you
and must be completed by the deadlines indicated (one week after the start will be able to move back and forth between questions and review/revise
date of each module). Times are in Pacific Standard Time (PST). previous responses as you wish within the allotted time. You will have a
specific amount of time to complete the exam (to be announced).
Missing a Quiz: If you do not complete a quiz by the deadline, you will
receive a grade of ‘0’ on the quiz. In cases of emergencies, concessions may All exams are “open book” and “open note,” allowing you to refer to your
be offered if you contact me within 24 hours. If approved, your quiz deadline notes and book (in any format) during exams; however, you are strictly
may be extended or your quiz grade re-weighted. Quizzes will be available prohibited from recording questions in any way, consulting with anyone
on published dates only. Exceptions will be made in cases of medical or else during an exam, and sharing exam content with other students (see
health-related issues, certain conflicting responsibilities, and other section on Academic Integrity for more details). Note that additional
emergency situations. For policies regarding in-term academic concessions,
measures (e.g., Lockdown Browser) may be required during exams.
please refer to the relevant UBC calendar entry:
www.calendar.ubc.ca/vancouver/index.cfm?tree=3,329,0,0. On Exam Day: All students must have uninterrupted access to a computer
in order to complete the exam. At any time during the 24-hour period of a
Other Accommodations: Accommodations will also be made for students scheduled exam date, simply log in to Canvas, click on the Quizzes tab in the
with religious obligations that conflict with a quiz deadline. Depending on course homepage, and then click on the link for the appropriate exam. Exam
the specific circumstances (as determined on a case-by-case basis), students
availability is scheduled according to Pacific Standard Time (PST, i.e.,
may be offered take the quiz at another time or re-weight their quiz grades
Vancouver time). Students in other time zones should make appropriate
based on other quizzes.
adjustments in order to ensure that the exam is completed by 11:59 PM
Quiz Grades: Each quiz grade will be made available in Canvas as soon as the (PST). If you experience technical issues during an exam, please email me
quiz is completed. For security purposes, correct quiz responses will ONLY immediately with as much information as possible. If you must close your
be visible *once* immediately following the completion of each quiz! browser or restart your computer during an exam, Canvas should
remember where you left off and save your progress.
Missing an Exam: Exams will be available to complete on published dates OPTION 1: LITERATURE REVIEW
only. Exceptions will be made in cases of medical or health-related issues,
The goal of this assignment is to examine and review a particular question
certain conflicting responsibilities, and other emergency situations. For
or area of research within the field of health psychology and make insightful
policies regarding in-term academic concessions, including a list of eligible
conclusions regarding this topic or line of inquiry. The goal is NOT to simply
circumstances, please refer to the relevant UBC calendar entry: summarize individual papers or studies, but instead to write a synthesized
www.calendar.ubc.ca/vancouver/index.cfm?tree=3,329,0,0. For health- review of the current state of the scientific literature on your topic of
related issues, no medical documentation is required for the first choice. Your topic can be as broad or narrow as you like, but narrower topics
occurrence; however, if you experience ongoing challenges during the term, often allow for more detailed examination of a topic of research. Your topic
you should seek support from your Academic Advising Office. If you are should also be one that has been the subject of recent research, so that you
unable to write an exam due to unforeseen events (illness or otherwise), can make conclusions about an area of study that is active and/or relevant to
you must contact me before the exam or within 24 hours following the health psychology today. You must review a minimum of 5 primary source
exam or risk being assigned a grade of ‘0’ on the exam. scholarly articles from peer-reviewed journals. These articles must be
relevant to the area/field of interest. Given that your goal is to address a
Other Accommodations: Accommodations will also be made for students current or recent topic of research, all or most of the research you review
with religious obligations that conflict with the exam. Depending on the should be relatively recent. In some cases, reviewing more than 5
specific circumstances (as determined on a case-by-case basis), students may studies/articles may be beneficial (but don’t overdo it). Primary source
be offered a make-up exam or some alternative accommodation. articles are those that present original findings for the first time (and do not
include review articles or meta-analyses, although these may be used in
Exam Grades: Grades will be made available in Canvas as soon as possible addition to your 5 primary sources).
(typically within one week of the scheduled exam date). Each exam will
account for 30% of your final grade in the course. Additional feedback Paper topics must be relevant to health psychology. Please confirm your
regarding exam performance can be provided upon request. topic with me or the TA if you are unsure of its suitability. As a starting point,
it may be wise to consider course content that you found especially
Exam Review: Exam review opportunities and required procedures will be interesting or intriguing and want to explore further. Importantly, however,
announced following each exam. Note that you may only be permitted to you must ensure that the studies reviewed in your paper have NOT already
view incorrectly answered questions on exams, and various security been reviewed in depth in a reading assignment or lecture from this class.
measures (such as Respondus Lockdown Browser, screensharing, and/or Paper Organization: The paper should be organized as follows: Start with an
turning your webcam on in Zoom) may be required. All requests for exam overview of the topic, including background information and definitions of
review must be made within 1 week of exam grades being posted. key terms. At the end, identify the goals or purpose of your paper in a thesis
statement. [Approx. 1/2 to 3/4 page for introduction.]
OPTIONAL WRITTEN ASSIGNMENT In the body of the paper, review the relevant research. Rather than simply
You have the option of submitting a final written assignment in this course listing summaries of studies, you should aim to organize the body of your
(double-spaced, 4 to 5 pages in length NOT including the title page and paper around key questions/issues/points. Only include brief discussions of
reference section). The written assignment may be EITHER a literature methods, participants, and analyses, unless these details are necessary.
review (of any area of study relevant to course content) OR an application of Focus more on study findings and their interpretation/implications. You
course content to a health crisis (e.g., COVID-19) of your choosing. It will should ensure that your review is thoughtful, in-depth, and integrated such
account for 30% of your final grade and substitute your lowest exam grade IF that you are demonstrating critical thinking, drawing connections, and
it improves your final grade (otherwise, it will not count). relating ideas throughout. [Approx. 3 pages for body of paper.]
Your conclusions on the topic should be based on the literature you OPTION 2: ANALYSIS OF HEALTH CRISIS
reviewed and discussed, revisiting and summarizing key findings, stating
conclusions (specific and general), and noting key implications (for research, The goal of this assignment is to apply course content to a public health crisis
clinical practice, and/or society), key limitations in the research reviewed or or challenge (past or present) of your choosing in order to inform our
in the area of study broadly, areas for improvement, and suggestions for understanding of it. You could examine the COVID-19 pandemic, some other
future research. In cases where topics involve controversy or debate, you disease threat (e.g., HIV/AIDS, Ebola, West Nile), a behavioural concern or
should also make a firm conclusion regarding which side is the strongest epidemic (e.g., obesity in North America, smoking in the Philippines), a
based on the research reviewed. Though you are welcome to touch on some health disparity (e.g., higher rates of diabetes in Indigenous Canadians), or
of these questions throughout the body of your paper, the discussion section some other threat to public health, such as climate change. You should
should demonstrate critical thinking about the research as a whole, in order choose a model, theory, concept(s), and/or research presented in the course
to offer some general conclusions and insights. These conclusions and (i.e., textbook readings or lectures) and apply it/them to the public health
insights should be clearly relevant to the thesis statement in your crisis or challenge in question.
introduction. [Approx. 1–1.5 pages for discussion.]
Your goal is to consider the selected course content within the context of
Paper Grading: Your paper should be at an advanced level and reflect a the health crisis or challenge and offer insights. You can focus on how the
high degree of critical thinking. The paper will be graded for content—that health crisis or challenge has unfolded, the causes of the crisis, relevant
is, how effectively you analyzed, summarized, and synthesized the research behaviours related to the crisis, the psychological or social response to the
findings reviewed. For example, did you provide a sufficient and accurate crisis, and/or the psychosocial impact of the crisis. For example, you could
review of key concepts or theories related to your topic? Did you accurately examine the role of stress, coping, and resilience in the COVID-19 pandemic;
interpret the research findings reviewed? Did you exhibit thoughtful, or, alternatively, you could examine the role of stigma in the spread of
independent thinking in your review? Did you connect similar ideas/findings HIV/AIDS. Whatever approach you take, your paper must clearly take a
in the research? Did you note the strengths and weaknesses of the studies health psychology perspective, such that something of a psychological,
reviewed? Did you identify common problems or limitations in the research, behavioural, and/or social nature related to the public health crisis is
make recommendations for future research, and come to some general considered. Given the length of the paper, you should strive to present a
conclusions about the topic or area of study? fairly cohesive and focused discussion.

The paper will also be graded for style, mechanics, and formatting—that is, Although it is not necessary that you use sources of information beyond the
how well your paper was written. For example, did your paper contain a lecture material and textbook for this paper option, the use of additional
clear statement of its purpose or objectives (i.e., thesis statement)? Was resources generally strengthens a paper. Accordingly, you are encouraged to
your writing clear, concise, and easily understood, with appropriate word cite additional resources (e.g., peer-reviewed studies, books). The audience
choice and university-level academic tone? Was your paper well organized, should be someone who has completed this course. As such, there should
characterized by effective transitions between ideas and a logical flow? be very little time spent restating course content. Instead, you should be
Were there errors in punctuation, grammar, or spelling? Did your paper demonstrating critical thinking by presenting original insight(s).
conform to the formatting requirements? Were all sources of information
referenced according to APA guidelines? Paper Organization: The paper should be organized as follows: Start with a
brief introduction to the health crisis, including important background
A sample paper and detailed grading rubric/feedback sheet that will be information. Where available and appropriate, the inclusion of statistics may
used when grading will be made available on the course website. be helpful. The introduction should end with a thesis statement outlining the
goals or purpose of the paper. [Approx. 1/2 to 3/4 page for intro.]
You will then evaluate some aspect(s) of the health crisis, applying course OPTIONAL PAPER REQUIREMENTS (applicable to both options)
content (i.e., a model, theory, concept, research findings, etc.) but avoiding
lengthy reiterations of course content. Ensure that your analysis is The written assignment must be typed, double-spaced, in 12-point Times
thoughtful and in-depth. If you focus on applying research, you should New Roman or similar font, and between 4 and 5 pages in length (NOT
ensure that your review of the research is integrated (in other words, avoid including the title page and reference section), with 1-inch margins. Your
simply listing summaries of studies). You should also be demonstrating paper must also include a title page and a reference section, but not an
critical thinking about the health crisis, drawing connections and providing abstract. Headings are optional but should be used somewhat sparingly.
insights/conclusions throughout [Approx. 3 pages for body of paper.] Extra spacing should not be included between paragraphs or after headings.
First-person perspective and direct-quoting are acceptable but should be
You should end by making some concrete conclusions, in which you used appropriately, while the tone should remain formal and non-colloquial
integrate and connect your analyses and insights, formulate broader (i.e., non-conversational). All sources of information that are referred to in
conclusions about the health crisis or some aspect(s) of it, discuss any key your paper should be referenced accordingly and adhere to APA formatting
limitations of the course content you applied, and offer recommendations guidelines as outlined in the Publication Manual of the APA, 7th Edition
for future research. [Approx. 1 to 1.5 pages for discussion/conclusions.] (APA, 2019): https://guides.library.ubc.ca/apacitationstyle; or see this link:
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_int
Paper Grading: Your paper should be at an advanced level and reflect a roduction.html. If citing lecture content, use the following formatting:
high degree of critical thinking. The paper will be graded for content—that
is, how effectively you analyzed the health crisis. For example, did you Example of in-text citation: As was noted in class (King, 2025a), chronic stress ….
provide a focused analysis of an aspect or aspects of the crisis? Did you apply
Example of reference section: King, D. (2025a). Lecture 5 [PowerPoint slides].
course content that was relevant to the focus of your analysis? Did you
Retrieved from http://canvas.ubc.ca.
accurately interpret the theories, models, and/or research findings in your
analysis of the health crisis? Did you support your claims with appropriate You should use lower case letters to distinguish among different lectures in both the
and sufficient evidence? Did you exhibit thoughtful, independent thinking in in-text citation and reference section.
your analysis? Were you creative, demonstrating new ways to think about
the health crisis or course content? Did you connect conclusions and
insights, providing an integrative analysis of the crisis in question? OPTIONAL PAPER SUBMISSION (applicable to both options)

The paper will also be graded for style, mechanics, and formatting—that is, (1) Papers must be uploaded directly to Canvas by 11:59 PM (PST) on the
how well your paper was written. For example, did your paper contain a due date indicated (see course schedule). In Canvas, go to Assignments and
clear statement of its purpose or objectives (i.e., thesis statement)? Was click on the appropriate link to upload the assignment. All assignments
your writing clear, concise, and easily understood, with appropriate word should be submitted in PDF format. (2) Papers must ALSO be uploaded to
choice and university-level academic tone? Was your paper well organized, “TurnItIn” by 11:59 PM on the day of submission (see further details
characterized by effective transitions between ideas and a logical flow? below). If you do not upload your assignment to BOTH places by the
Were there errors in punctuation, grammar, or spelling? Did your paper deadline, you will receive a grade of ‘0’ for the assignment. In cases of
conform to the formatting requirements? Were all sources of information medical emergencies or unforeseen circumstances, concessions may be
referenced according to APA guidelines? offered (see UBC’s policy on in-term concessions), but you must contact me
within 24 hours of the deadline. If your concession is approved, a late
A sample paper and detailed grading rubric/feedback sheet that will be submission may be accepted or your paper grade may be re-weighted.
used when grading will be made available on the course website.
TURNITIN: TurnItIn is a service designed to detect and deter plagiarism. ACADEMIC INTEGRITY
Through this service, students’ papers are scanned and compared to over 5
billion pages of content located on the Internet or in TurnItIn’s own Cheating, plagiarism, and other forms of academic misconduct are very
proprietary databases. The results of comparisons are compiled into serious concerns of the University, and the Department of Psychology has
customized “Originality Reports” that are forwarded to instructors and taken steps to alleviate them, including the use of software and online
contain several measures of plagiarism. Papers that have not been scanned platforms to detect cheating and plagiarism. In cases of suspected academic
by TurnItIn by the deadline will not be graded and will receive a grade of “0.” misconduct, the parties involved will be pursued to the fullest extent as
dictated by the guidelines of the University. If you have any questions as to
Turnitin Submission: Please submit your paper in the exact same form as the whether or not what you are doing is a case of academic misconduct, please
hardcopy submission (i.e., do not remove your title page or reference consult UBC’s policies on Academic Honesty and Standards / Misconduct
section, if applicable). Originality reports of 30–40% or higher should be of here: www.calendar.ubc.ca/vancouver (see Campus-Wide Policies). What
concern. If you are worried about potential plagiarism in an assignment, it is does academic integrity mean for this class? Here are some tips:
strongly advised that you submit your paper early to TurnItIn and, in the case
that an assignment demonstrates significant overlap, make appropriate 1. Do your own work!
changes before the final submission. Students will be able to view their
All graded work in this course is to be original work done independently by
originality reports and resubmit before the respective deadlines.
you! It is unacceptable to: buy/sell/share exam questions or answers on any
Turnitin Information: Please visit www.turnitin.com and use the following platform; misrepresent your identity; use someone else to complete an
Turnitin information to submit your assignment: Class ID: 46661136; assignment or exam; help someone else cheat; complete someone else’s
Enrolment Key: health2025. Note that you must first set up an account if work. Generative A.I. tools like ChatGPT are not permitted for any stage of
you do not already have one. If you are concerned about security issues work in this class. Importantly, any submitted written work must consist of
involving the use of identifying information (e.g., being stored on U.S. your own writing. Generative A.I. programs are not a replacement for
servers), you have the option of creating an alias to use when uploading your human creativity, originality, and critical thinking. Using these tools to
assignments. In such instances, please note your Turnitin alias in the heading complete work in this class is strictly prohibited and will be considered an
of the assignment or in the assignment comments in Canvas. act of academic misconduct (and reported as such). A grade of ‘0’ will be
assigned to any work completed using A.I. or ChatGPT. A.I. detection
software may be used in investigations of academic misconduct.
WRITING SUPPORT
2. Avoid unintentional plagiarism.
UBC students may obtain assistance with writing through the UBC Centre for
Writing and Scholarly Communication (learningcommons.ubc.ca/improve- The ideas of others should always be acknowledged! Visit this guide to
your-writing). The UBC Library (www.library.ubc.ca) also provides online preventing plagiarism in your writing: learningcommons.ubc.ca/resource-
information to assist students in research and writing. guides/avoiding-plagiarism/

Did you know you can receive FREE WRITING CONSULTATIONS through the 3. DO NOT share course materials.
UBC Library? Have a consultant review your written work here: All course materials, including PowerPoint files and exam questions, are the
writing.library.ubc.ca/undergraduates/writing-consultations/ copyrighted intellectual property of David King. You may not share these
materials outside of this course (e.g., on CourseHero).
Remember, feedback on your written work is always beneficial, even if it’s
hard to take at first! Please try to approach all critical feedback with We appreciate your attention to these matters and trust that you
HUMILITY, and do not take it personally! will uphold these expectations at all times!
EXTRA CREDIT (HSP) DEPARTMENTAL POLICY ON GRADE DISTRIBUTIONS
You can earn bonus credits in this course by participating in the Psychology In Psychology at UBC-V, we employ department-wide grading standards to
Department’s Human Subject Pool (HSP). promote equitable alignment, supporting students and course instructors as
they learn and teach across many diverse courses and sections.
HSP allows you to gain research experience by serving as a participant in one
For each Course Section, instructors should aim for a grade average in the
of the many different psychological studies that are being conducted by the
following Target Ranges (before any bonus HSP points are added, but
department. For each hour of experimental participation, you can earn one including any mandatory HSP points): B- (68-71%) in Introductory 100-level
credit towards your final grade, to a maximum of 3 ‘bonus’ credits in this and 200-level courses; B (72-75%) in Intermediate 300-level courses; B+ (76-
course. Each credit is added to your final grade in the course as a bonus 79%) for Advanced 400-level courses and Selective-Entry lower-level courses
percentage point. Note that currently, there is no limit on the number of (e.g., PSYC 277, 278, 312, 370, 371, 349, 359, 365). Ranges are intended to
credits that can be earned from online studies. provide some flexibility to instructors and account for differences that can
occur between classes. Ranges increase across year levels to account for
Create an account and sign up for studies here: https://hsp.psych.ubc.ca. improvements in student learning, and students’ ability to self-select into
Once registered in the system, you will be able to browse through and select more specialized courses.
which studies you wish to participate in, sign up for an available timeslot,
and confirm your accumulated credits afterward. Or, if you prefer, you can During the course, instructors may choose to adjust grades and/or difficulty
earn the same credits by completing a library-writing project. Find more of the assessments, to align with the Target Range. At the end of the course,
information at the above link or in the Canvas announcement regarding the if the average falls outside the Target Range (either direction), instructors
HSP system, which includes further details. will typically be expected to use a linear transformation to adjust final grades
(i.e., add or subtract the same number of points to all students’ marks, while
IMPORTANT: As instructors, we do not have direct access to the HSP ensuring no student fails the course due to this transformation). If a course
system. Any issues with HSP should be resolved directly with HSP Admin mean falls in within one +/- letter grade band above the Target Range (e.g.,
([email protected]). in the B+ range for Intermediate courses), and the instructor believes these
grades to be justified, the instructor may submit a justification request using
Please also keep in mind that the HSP system is NOT connected to Canvas. At
the departmental approval final grades submission form, and the grades may
the end of the term, we will receive a spreadsheet from HSP Admin stand. This Upper Range is intended to inspire further excellence in learning
containing a list of participating students and the credits assigned to them. and teaching, and allow for the possibility that some classes select for higher
At that time, we will enter HSP credits in to Canvas so that you can check performing students. Courses with means exceeding the Upper Range will be
that they are accurate. The only thing you need to ensure is that you have expected to provide justification as well as use a linear transformation to fall
assigned your HSP credits to the class(es) of your choice, in your HSP within the Upper Range.
account, before the system closes on the last day of classes. (Note that
submissions for the alternative library option must be submitted no later Grades are not official until they appear on your academic record. You will
than 10 days before the last day of classes.) Once the system closes, you will receive both a percent and a letter grade for this course. At UBC, letter
no longer have access to your HSP account! grades convert according to the key below:

NOTE: This will be the only way to earn bonus points in this course. It is A+ 90–100% B+ 76–79% C+ 64–67% D 50–59%
highly recommended that you take advantage of this option! A 85–89% B 72–75% C 60–63% F 0–49%
A- 80–84% B- 68–71% C- 55–59%
PARTICIPATION & ATTENDANCE SUPPORTING STUDENT SUCCESS
I strongly encourage and appreciate student participation. Participation in UBC provides resources to support student learning and to maintain healthy
this class may be in the form of questions or comments posed during any lifestyles but recognizes that sometimes crises do arise, and so there are
online discussions or during one-on-one discussions with me. You are additional resources available should you need them, including those for
welcome to talk to me during my virtual office hours or by appointment. In survivors of violence. UBC values the safety of all individuals and respects
order to encourage and facilitate participation, I ask that all students support
the ideas of all members of the academic community. Harassment and
their classmates’ efforts to contribute to any posted class discussions.
discrimination are not tolerated nor is suppression of academic freedom.
General course policies can be obtained from the UBC Calendar on academic
UBC also provides appropriate accommodation for students with disabilities
regulations. Attendance will not be taken for any components of this course.
and for religious and cultural observances. Details of these policies and how
to access these services are available here: senate.ubc.ca/policiesresources-
support-student-success. You can find further details below:
RESPECT & DECENCY
ACADEMIC ACCOMMODATIONS
I will only ever tolerate an inclusive, respectful, and safe learning
environment (which includes all online discussions and interactions). The UBC accommodates students with disabilities who have registered with the
opinions and perspectives of all individuals are valued and respected, no Centre for Accessibility (students.ubc.ca/about/access). If you are registered
matter their age, sex, ability, ethnicity, culture, religion, sexual orientation, with the CfA and have an accommodation for this class, please notify me as
or gender identity. To this end, and in support of UBC’s Positive Space soon as possible. If you have a time accommodation for exams, I will be
campaign, I am dedicated to fostering a learning atmosphere that is
adding those accommodations manually in Canvas. As such, I ask that you
receptive to and welcoming of 2SLGBTQIA+ people and
issues (see positivespace.ubc.ca). All individuals in the NOT apply for these accommodations through the Centre for Accessibility.
classroom should feel safe to express their thoughts and
ACADEMIC CONCESSIONS
opinions without judgment, ridicule, or discrimination. As
such, thoughts and opinions should only ever be shared in a If you encounter medical, emotional, or personal problems that affect your
respectful and polite manner. Yes, Intellectual discourse attendance or performance, please notify me as you may be eligible for a
and debate CAN happen politely and respectfully! In regards to more
concession. For more information, please consult Policies and Regulations in
sensitive issues, it is advisable that you “think before you speak.” If a
the UBC Calendar (www.calendar.ubc.ca/vancouver/index.cfm).
statement or behaviour might offend someone or make an individual feel
alienated or threatened, it should be reworded to be more polite or not LEARNING RESOURCES
shared at all. Educated and respectful opinions, on the other hand, are
always welcome. Students should familiarize themselves with UBC’s policy Learning Commons (learningcommons.ubc.ca) is an online resource
on maintaining a Respectful Environment on campus and in the classroom: designed to provide students with learning and study support. They also
www.hr.ubc.ca/respectful-environment offer advice for online classes here: learningcommons.ubc.ca/resource-
guides/online-learners/. For more help with online learning, UBC Distance
Unsure of What It Means to Be Respectful? Learning has made available a variety of Online Learning Resources,
Here are some basic tips on how to communicate respectfully: including help with exam prep: distancelearning.ubc.ca/students/online-
www.wikihow.com/Be-Respectful#Communicating_Respectfully_sub. learning-resources/. And Student Services offers tips for Navigating Online
Remember to treat your Instructor and TA(s) with the same respect! Learning here: students.ubc.ca/ubclife/series/navigating-online-learning.
HEALTH & WELLNESS RESOURCES
You may at some point find yourself struggling to manage your health (mental or physical) Off Campus Services…
while in school. Below is a list of health-related resources on and off campus that you may
wish to utilize. If concerns about your well-being arise during the term, or if you reach out to BC Bereavement Helpline: Non-profit, free, and confidential service that connects the public
us asking for help, we may also submit an Early Alert on your behalf in order to get you help. to grief support services in BC. Website: www.bcbh.ca| Phone: 1-877-779-2223

Early Alert allows faculty, staff, and TAs to identify concerns about students early and in a BC Crisis Centre: Non-profit, volunteer-driven organization that provides emotional support
coordinated fashion. It is a confidential system in which student challenges can be reported to to youth, adults, and seniors in crisis in BC. Crisis line available 24/7. Website:
Student Services, who will refer you to appropriate resources. As an instructor, it is my crisiscentre.bc.ca | Phone: 604-872-3311
responsibility to submit an Early Alert for you if concerns arise about your health or safety. BC Grief Support Network: This is a student-led organization that provides bereavement
resources to students and youth experiencing grief. They hold grief discussion groups at
On Campus Services… various locations in the province. Website: https://bcgsn.ca

Centre for Accessibility: The CfA provides accommodations for UBC students living with Crisis Line: If you find yourself in distress or are worried about someone in distress who may
physical or mental disabilities. Website: https://students.ubc.ca/about-student- hurt themselves, you should call 1-800-SUICIDE 24 hours a day to connect to a BC crisis line.
services/centre-for-accessibility | Phone: 604-822-5844 Crisis Services Canada: For crisis support across Canada, call 1-833-456-4566 or visit
Counselling Services at UBC: Counselling offers a variety of resources to help you maintain http://www.crisisservicescanada.ca
your mental health while in school. You may see a counsellor on an individual basis, attend
group counselling, or to document an illness if you require academic concession. Website: Health Initiative for Men (HIM): HIM provides HIV/STI prevention/treatment services and
https://students.ubc.ca/health/counselling-services | Phone: 604-822-3811 mental health support to GBQ men and gender diverse people. Visit https://checkhimout.ca

Kaleidoscope: A confidential peer-run mental health support group that takes place on Here2Talk: Previously the Student Assistance Program, Here2Talk is a BC organization that
campus at least once a week. Website: www.the-kaleidoscope.com that connects postsecondary students with mental health support when they need it. Free,
confidential counselling and referral services are available 24/7 via app, phone, and web. Visit
Mental Health Awareness Club: A club that offers opportunities to speak about mental health https://here2talk.ca or call 1-877-857-3397 (outside of Canada: 1-604-642-5212).
with others and strives to promote mental health awareness throughout the UBC community.
Website: http://blogs.ubc.ca/ubcmhac/ Hope for Wellness Helpline for Indigenous People: Hope for Wellness Helpline is available
24/7 to all Indigenous people across Canada. Website: https://www.hopeforwellness.ca |
Mood Disorders Centre at UBC: A psychiatric program designed specifically to treat Phone: 1-855-242-3310.
individuals living with depression or bipolar disorder. Website:
www.centreforbrainhealth.ca/clinics/clinic-information/mood-disorders LGBT Youth Line: YouthLine offers confidential and non-judgmental 2SLGBTQIA+ peer support
through their text and chat services. Call 1-800-268-9688 or Text 647-694-4275. Website:
Psychology Clinic at UBC: Professional psychological services provided to the community, https://www.youthline.ca
including assessment & treatment for children, adults & families by clinical psychology
trainees. Website: clinic.psych.ubc.ca Mental Health Lifeline: For mental health support across Canada, call or text 988 24 hours a
day (365 days a year) or visit http://www.crisisservicescanada.ca
Student Health Services at UBC: UBC provides students with a variety of healthcare services
to help you maintain your health, including access to doctors and nurses. Website: Pacific Spirit Addiction Services: A free and confidential service for youth and young adults up
students.ubc.ca/health/student-health-service | Phone: 604- 822-7011 to the age of 24. Services include counselling, access to an addiction physician, and a drug
education series. Phone: 604-267-3970
Thrive at UBC: Thrive is a mindset and a week-long series of events focused on helping
everyone at UBC explore their path to mental health. Website: wellbeing.ubc.ca/wellbeing- Talk Suicide Canada: Connect to a crisis responder to get help without judgement. Call 1-833-
campaigns-and-initiatives/thrive 456-4566 toll-free from anywhere in Canada, 24 hours/day, 7 days/week, 365 days/year; or
Text/SMS 45645 4PM to Midnight ET.
Wellness Centre at UBC: Speak with other UBC students about tips for managing stress,
keeping healthy sleep and eating patterns, concerns about safe sex, etc. Website: Trans Lifeline: YouthLine offers confidential and non-judgmental 2SLGBTQIA+ peer support
students.ubc.ca/health/wellness-centre through text and chat. Website: https://www.translifeline.ca | Phone 1-877-330-6366
COURSE SCHEDULE & ASSIGNED READINGS
Start Date: Module/Lecture & Topics: Readings: Start Date: Module/Lecture & Topics: Readings:

UNIT 1 → STRESS, COPING, & SOCIAL PROCESSES UNIT 3 → MANAGING CHRONIC & TERMINAL ILLNESS

Jan. 6 1. Introduction to Health Psychology* Chs. 1,* 2* Mar. 17 8. Dissecting Pain: Measurement to Management Chs. 11, 12
Syllabus Review; The Biopsychosocial Model Defining Pain; Factors in Pain; Pain Coping

Jan. 13 2. Fight or Flight, or Frenzy? Understanding Stress Chs. 3, 4† Mar. 24 9. Managing Chronic & Terminal Illness Chs. 13, 14
Quiz 1 Due! Defining Stress; Impacts of Stress; Trauma & PTSD Quiz 8 Due! Coping with Illness; Quality of Life; Caregiving

Jan. 20 3. Means to Success: Coping & Stress Management Chs. 4, 5 Mar. 31 10. An End in Sight: Factors in Aging & Dying Ch. 15
Quiz 2 Due! Coping; Social Support; HAI, Nature; Mindfulness Quiz 9 Due! Death, Dying, & Grief; Factors in Aging; “Success”

Jan. 27 4. Widening Our Lens: Social Determinants of Health Chs. 3, 4, 5 Apr. 7 11. Our Health/Our Future: Challenges Aheadα
Quiz 3 Due! Health Disparities; Indigenous Health; Minority Stress Quiz 10 Due! (Watch this lecture any time before the final exam.)

Feb. 3 No new module this week! Apr. 11 Optional Paper Due — Upload to Canvas & Turnitin by 11:59 PM!
Quiz 4 Due! Use the time to work on your application exercise.
Apr. 12–27 Unit 3 Exam Due—to be completed in Canvas by 11:59 PM (PST) on
Feb. 7 Unit 1 Exam Due —to be completed in Canvas by 11:59 PM (PST)! the date scheduled by the university!

†
Content from Ch. 3 will appear on the Module 2 Quiz, while content from Chs. 4 and 5 will
appear on the Module 3 Quiz. Content from Chs 3, 4, and 5 that is specifically relevant to
UNIT 2 → HEALTH BEHAVIOURS & HEALTH BEHAVIOUR CHANGE sociocultural factors in health will appear on the Module 4 Quiz. αThe concluding lecture,
Lecture 11, can be watched any time at the end of the term and before the Unit 3 Exam.
Feb. 10 5. From Habits to Health: The Study of Behaviour Ch. 6
Content from this lecture will only be tested on the Unit 3 Exam (i.e., there will be no quiz).
Health Behaviours & Key Factors; Disease Threat

Feb. 17–21 University Midterm Break – No new module this week!

NOTICE: Online Learning for International Students
Feb. 24 6. Promoting Good Behaviour: Factors in Change Chs. 6, 7, 8
Quiz 5 Due! Methods to Promote Change; Substance Use; Obesity Please keep in mind that some UBC courses might cover topics that are censored or considered
illegal by non-Canadian governments. This may include, but is not limited to, human rights,
Mar. 3 7. Treatment/Care Context: Using Health Services Chs. 9, 10 representative government, defamation, obscenity, gender or sexuality, and historical or current
Quiz 6 Due! Illness-Related Behaviours; Provider Relations; CAM geopolitical controversies. If you are a student living abroad, you will be subject to the laws of your
local jurisdiction, and your local authorities might limit your access to course material or take
Mar. 10 No new module this week! punitive action against you. UBC is strongly committed to academic freedom, but has no control
Quiz 7 Due! Use the time to work on your application exercise. over foreign authorities for an articulation of the values of the University conveyed in the Senate
Statement on Academic Freedom). Thus, we recognize that students will have legitimate reason to
Mar. 14 Unit 2 Exam Due—to be completed in Canvas by 11:59 PM (PST)! exercise caution in studying certain subjects. If you have concerns regarding your personal
situation, consider postponing taking a course with manifest risks, until you are back on campus or
* Content from Ch. 1 and Lecture 1 will only appear on the Module 1 Quiz reach out to your academic advisor to find substitute courses. For further information and support,
please visit: academic.ubc.ca/support-resources/freedom-expression
(i.e., NOT on the Final Exam). You will not be tested on Ch. 2.
TIPS FOR COURSE NAVIGATION & MANAGEMENT FREQUENTLY ASKED QUESTIONS

The course is organized into the following 3 units: 1. Why do quiz and exam questions appear one at a time?

• Unit 1 includes 4 lectures/modules (Modules 1—4) and 4 chapters While I am fully aware that this format is not ideal from a test-taking perspective, there is a
of the textbook (Chs. 1, 3—5). very important reason for displaying quiz and exam questions one at a time: this allows us to
randomize the question order from student to student, thus making it far more challenging for
• Unit 2 includes 3 lectures/modules (Modules 5—7) and 5 chapters students to complete quizzes and exams together. As it is noted, all work submitted in this
of the textbook (Chs. 6—10). course must be your own, but since we can’t invigilate test-taking directly, we have to rely on
other measures to reduce the likelihood of collaborating on work. Furthermore, displaying
questions one at a time makes it more difficult for students to save or copy questions and
• Unit 3 includes 4 lectures/modules (Modules 8—11) and 5 chapters
share them with other students or websites. Quiz/exam security is a big concern for us!
of the textbook (Chs. 11—15).
2. Why do I only have 10 minutes to complete quizzes?
Reminder: You will NOT be tested on Chapters 2 and 16 of the textbook.
I have to make quizzes challenging enough to ensure that we meet the department’s
requirements pertaining to grade distributions, as discussed in the introductory lecture. The
One week is dedicated to each learning module (except Module11). Beginning on a quizzes are already open-book and open-note. I have to do something to make them more
Monday, each module will include 1 lecture file (PDF) as well as a video file of the challenging. (This is a 300-level university course, after all.)
lecture with instructor voice-over (also found in Media Gallery). Assigned chapters
from the textbook must also be read that week. 3. Why are quizzes only available for 4 days?

Each module ends with a quiz (excluding Module 11), which becomes available on When designing this course, I was originally going to make quizzes available for only one day,
Friday and closes on the following Monday. but decided on four days. Making quizzes available at the end of the course module is
consistent with the layout of the course and encourages better time management. Making
Note that due to the midterm break from Feb. 17—21, the affected module quiz them available at the end of the course module also makes it more difficult for students to
deadline and start date have been shifted to the following week (see course schedule). discuss questions with each other.

One Unit Exam is also due at the end of each of the 3 units (see dates in course 4. Why are correct quiz responses only visible once after quiz completion?
schedule). At the end of each unit, you will see that there is some extra time (almost
This decision is also a matter of security. If correct quiz responses were visible indefinitely after
a week) before your unit exam. You should use this extra time to study and prepare
completion, it would make it that much easier for students to share them with other students
for the exam.
or with websites that provide students with the means to cheat. It is not standard practice for
Note that there is no quiz for Lecture 11. This concluding lecture can be watched any us to return quizzes and exams to students in in-person classes anyway, or to share answer
time at the end of the term and before the Unit 3 Exam. Content from this lecture will keys with students, which is what this would amount to. Typically, exam review sessions are
only be tested on the Unit 3 Exam. held and you get to see your exam once. This is consistent with this practice.

5. Do you have any tips on how to study for the course and prepare for the exam?

Yes, I do! Please read the Study Guide for this course, which is available in Canvas. (Look under
IN CANVAS: In addition to the Modules tab, which will help you stay organized, as well as Student Resources on the Canvas homepage.) The Study Guide includes tips for reading and
the Media Gallery tab (where you will find video files of lectures with voice-over), the studying the textbook specifically.
Course Summary located at the bottom of the Home page will help you keep track of
deadlines. 6. Are there practice tests to help prepare for the unit exams?
Also be sure to refer to the Study Guide in Canvas for more tips on how to study the
textbook and lectures and better prepare for exams! Yes, there are! In Canvas, go to Quizzes and then scroll down to Practice Quizzes. There you will
find one practice quiz for each unit. Each practice quiz consists of 10 questions that are written
and structured in a way that is consistent with the questions you will see on the exams.
Appendix A Appendix B
Zoom Meeting Invitation Details for Office Hours Notice about Requests for Letters of Reference
Please use the following Zoom meeting link and details for drop- During your academic career, you may wish to request a letter of reference or recommendation
in office hours as well as all other scheduled Zoom meetings: (for admission into a graduate or diploma program, to apply for a research job, etc.).
Unfortunately, due to the volume of requests I receive, I will not be able to accommodate all
David King is inviting you to a scheduled Zoom meeting. students. I will only be able to *consider* such a request under the following conditions:

Topic: Dr. King's Virtual Office (1) You have had significant interaction with me such that I have gotten to know you as an
individual. I am not able to provide a reference based solely on you taking this course, and this
does make the possibility less likely in a distance-eductaion course (though not impossible). I will
Time: This is a recurring meeting Meet anytime
not provide a reference simply stating the grade that you receive in this course. (Your transcript
Join Zoom Meeting will do that.) If I cannot confidently speak to your other qualities or traits, I cannot write a letter of
https://ubc.zoom.us/j/64610599232?pwd=NDJqTXJFdnFmTitnQURHb reference for you. I will make *no exceptions* to this rule.
lR3THQvUT09 (2) You have received a final grade in this course of at least 80%. This means that I cannot
consider such requests before the term has ended and grades are finalized. Please do not ask
Meeting ID: 646 1059 9232
before that time.

Passcode: 11 (3) Your GPA should also be at a level that reflects a high academic performance overall. Note
that my academic reputation would be compromised if I were to refer students who do not have
One tap mobile the necessary qualifications for a program of study. Please be mindful of this.
+17789072071,,64610599232#,,,,,,0#,,11#
(4) You make the request at least one month before the letter(s) must be submitted. Ideally, such
Dial by your location a request should be made even earlier.
+1 778 907 2071 (Vancouver)
(5) In your correspondence, you clearly state the schools/programs you are applying to and the
+1 647 374 4685 (Toronto)
deadline(s) for submission of said letter(s) of support, and also attach your C.V., an unofficial
+1 647 375 2970 (Toronto) copy or screenshot of your transcript, and a brief explanation of your interest in the desired
+1 647 375 2971 (Toronto) program(s) and why a letter of reference from me specifically would be relevant.
+1 204 272 7920 (Manitoba)
+1 438 809 7799 (Montreal) Even if these above conditions are met, it is still very possible that I will not be able to provide
+1 587 328 1099 (Alberta) you with a letter of reference due to the sheer volume of requests I receive. Writing such letters
+1 613 209 3054 (Ottawa) is a very time consuming process, and as such, it is necessary for me to set a limit on how many I
can write per academic term/year. Please also note that I may not be able to get back to you in a
Meeting ID: 646 1059 9232 timely manner if any of the above conditions are not satisfied.
Passcode: 11
Please note that in recent years, I have started to receive follow-up requests from students
Join from a videoconferencing system immediately after I inform them that I am unable to provide them with a letter. In these follow-up
IP: 65.39.152.160 requests, students ask me a second time if I can help, often pleading and begging me to
accommodate the request. Unfortunately, I do not have unlimited amounts of time, and as such, it
Meeting ID: 646 1059 9232
should not be presumed that I could just “make it work” if I wanted to. In the end, I would
Passcode: 11
appreciate not receiving such follow-up requests. (And keep in mind that they come across as highly
SIP: [email protected] unprofessional, and as such, do not make me more inclined to provide the support requested.) I
Passcode: 11 consider every request seriously, and if I cam make it work (and the above requirements are
satisfied), I will. If I cannot, I’m sorry, but this is sometimes how these things go…