Details

Autor(en) / Beteiligte

• Hine, Frederick R
• Maddox, George L
• Williams, Redford B
• Carson, Robert C
• Thompson, Robert J

Titel

Introduction to Behavioral Science in Medicine

Ort / Verlag

New York, NY : Springer New York

Erscheinungsjahr

1983

Link zum Volltext

• Volltext

Beschreibungen/Notizen

• Consciousness-Sensorium -- Memory -- to the Concept of Biobehavioral Dispositions -- Dimensions of Individual Difference in the Neonate -- Socialization -- Gender Differences in Behavior: Confluence of Nature and Nurture -- Definitions and Conceptual Orientations -- Attachment and Early Development of the Affective System -- The Epidemiology of Well-Being -- Pathology of Affect: Psychological Aspects -- The Nature of Personality -- The Process of Neurosis: A Distortion of Personality and Interpersonal Functioning -- Personality: Developmental Aspects -- Pressures Toward Socially Disintegrated Behavior: The Sources of Agression -- The Neurobiology of Agression -- to Behavior Medicine -- Behavior Factors in Coronary Heart Disease -- Behavioral Approaches to Prevention and Treatment of Physical Disease: Practical Applicatons -- Author Index
• This book is the product of many years' experience teaching behavioral science in a way that demonstrates its relevance to clinical medicine. We have been guided by the reactions and evaluations of many first-year medical students. The result is a conceptual framework different from those that we and others had tried before. Because the clinical relevance of knowledge about human behavior is less apparent to many first-year students than that of the other traditional preclinical courses, books and courses organized as brief introductions to psychology, sociology, and behavioral neurology have often been poorly received. Various medical schools and texts have explored ways to overcome this difficulty. One text organizes the presentation around very practical problems which are of unmistakable interest to the future physician: the therapeutic relationship, death and dying, sexuality, and pain, to give a few examples. Another emphasizes stages of development, periods of the human life cycle, as its organizing principle. Both of these approaches have merit and have been used successfully in various schools. They seem to us, however, to have a potentially serious shortcoming. They focus student attention too much on the more immediately intriguing issues of specific clinical problems or on the more easily recognized agespecific behavioral issues. In the limited time available, the teaching of general principles of human behavioral functioning may then be neglected