My Resistance To
Flossing Properly: A Lack of
Time
and DexterityMy Resistance To Flossing Properly:
A Lack of Time and Dexterity
Table of
Contents
I. Prognosis
A. Reasons For Choosing Flossing As a Topic
B. What Teeth Reveal
C. Baseline Observations
1. Day One
2. Day Two
3. Day Three
4. Day Four
5. Day Five
6. Day Six
7. Day Seven
8. Day Eight
9. Day Nine
D. Preliminary Interpretations of Baseline
Observations
1. Opposition
2. Misconception
3. Ignorance
E. Library Research
1. Using The On-Line Catalogue
2. Using The LCSH
3. Using INFO-TRAC
4. Looking Up References Found Through INFO-TRAC
II. Diagnosis
A. Experts' Findings on the Benefits of
Flossing
1. Extent of Gum Disease Among Americans
2. Why We Need To Floss
3. Gum Disease: The Disease of Neglect
4. Preventive Tips
5. Effect This Information Had On Me
B. Defining My Independent and Dependent Variables
C. Steps Toward Self Directed Change
1. Steps 1 and 2: Specifying a Goal and Identifying Target Behaviors
(A) The Pattern Between Situation and Behavior
(B) Specifying The Chain of Events Leading Towards a Goal
2. Step 3: Making Observations About the Target Behaviors
3. The Behavior-Environment Relationship
(A) Principle One
(B) Principle Two
(C) Principle Three
(D) Principle Four
(E) Principle Five
(F) Principle Six
(G) Principle Seven
(H) Principle Eight
(I) Principle Nine
(J) Principle Ten
D. Working Out a Plan For Change
E. The Premack Principle
F. Results of First Behavior Modification
G. An Alternate Method
1. Study on Marathon Runners and Application to My Goal
2. Study on Compliance to Taking a Year of Preventive Medicine and Application
to My Goal
3. Factors In Making a Health Decision
4. Understanding the Whole Picture
5. Insights on Changing Health Related Habits
6. Results of an Alternate Method
III. Overview
A. First Thoughts
B. Comments on Library Research
C. Future Applications
IV. Final After Thoughts
V. Bibliography
Abstract
Flossing was chosen as a behavior modification topic to provide a unique
educational experience aimed at personal health improvement. A ten day baseline
observation period recorded affective, cognitive, and sensory motor reactions
to flossing. My excuses for failing to floss fell into the categories of
opposition, misconception, and ignorance. My research began by gaining a better
insight into the assignment by reading six papers from prior students. During
my library research I utilized the ERIC system, LCSH, COM CAT, INFO TRAC, and
the librarians of Hamilton Library. My research revealed that gum disease
affects almost all Americans and almost always leads to tooth loss. Plaque, the
cause of gum disease, can be combated with flossing regularly. For this project
my independent variable would be the two methods of behavior modification and
my dependent variable would be flossing properly. The first method, Watson and
Tharp's suggests to select a goal, specify the behaviors that must be changed,
observe the target behaviors, work out a plan for change based on psychological
knowledge, and readjust your plans based on your experiences. Within this plan
I used the Premack Principle and made exercising, an event I perform daily,
contingent on flossing. This method was effective in eliciting the desired
behavior but I began harboring negative thoughts as I felt forced to floss. An
alternative method was offered by Dr. Dubanoski who stressed the need to
understand the whole picture behind health decisions. We must understand our
competing behaviors, attitudes, perceived threats, subjective norms, and stigma
that influence our intentions which influence our behavior. This method better
addressed by negative thoughts and feelings. This project educated me in the
areas of research and the mechanics of putting together a psychology paper.
Reasons For Choosing Flossing As a Topic
Flossing daily is one of the many things that I know I should do, have always
wanted to do, but just never got around to doing. I've heard that flossing can
help prevent gum disease and bad breath yet I continue to conveniently resist.
"I don't have these problems and probably never will," I told myself. I decided
that doing a term paper on my resistance to flossing properly may focus my
attention and increase my motivation in this area. I approached my decision
using the minimax hypothesis that states that "having control allows a person
to expect that there will be a lower maximum danger than there would be if the
person did not have control"(Watson, et al, 1984, p.371). By taking control of
my oral hygiene now, I would expect to lower my chances of future health
problems.
From this exploration I hoped to improve my health that is "not merely . . .
the absence of disease or infirmy, but . . . a state of complete physical,
mental, and social well being"(Watson, et al, 1984, p.395) by eliminating risk
factors, those "certain behaviors . . . [that] are correlated with
illness"(Watson, et al, 1984, p.404).
What Teeth Reveal
Prior to beginning, I thought of when and why I noticed others' teeth. Those
with straight, clean, white teeth revealed by a big smile have always caught my
eye and stuck in my mind. I correlate this trait with beauty, intelligence, and
a sense of self worth. This thought process reveals the primacy effect in which
"information we first get about someone is more influential in determining our
impression than is later information"(Watson,2 et al, 1984, p.42) as well as an
illusorv correlation, "one in which two factors seem to go together but
actually do not"(Watson, et al, 1984, p.58). I began my baseline observation by
recording my affective, cognitive, and sensory-motor reactions dealing with all
aspects of flossing and the process of working on this paper for a duration of
one week. It was interesting to note that by merely having flossing in the back
of my mind I was more aware of stimuli such as advertisements, television
programs, and even license plates having the remotest connection to teeth,
hygiene, or psychology. Therefore, I found myself flossing more now than prior
to this term paper being assigned.
Baseline Observations
For the duration of the first week my journal included the following
affective, cognitive, and sensory-motor reactions.
9-10 I saw a car whose license plate read "FLOSSING".(sensory
motor).
I thought I should make more of an effort to floss.
(cognitive)
I felt guilty.(affective)
I thought I should floss.(cognitive)
I felt obligated to floss.(affective)
I recorded my behavior in this journal.(sensory motor)
I brushed and flossed.(sensory motor)
I thought it wasn't so bad.(cognitive)
I feel better having flossed.(affective)
I discovered a small piece of food lodged between two molars.(sensory
motor)
I felt "grossed out".(affective)
I thought it is a good idea to floss.(cognitive)
Day Two
9-11 I flossed.(sensory motor)
I felt I accomplished something.(affective)
I thought it wasn't so time consuming.(cognitive)
The floss slipped and my gums bled.(sensory motor)
I thought I must not be doing this properly.(cognitive)
I felt stupid.(affective)
Day Three
9-12 I brushed and flossed. I laughed at the effect this
project was having on my flossing behavior. (sensory
motor).
I thought I should have been doing this long ago. (cognitive)
I felt clean and refreshed.(affective)
Day Four
9-13 I was watching "Family Ties" and the episode centered
around a psychology major.(sensory motor)
I thought I haven't flossed today.(cognitive)
I felt guilty and obligated to floss.(affective)
I flossed.(sensory motor)
I thought this project is making my flossing behavior more
consistent.(cognitive)
Day Five
9-14 I thought no one would have to know I didn't floss. (cognitive)
I felt guilty for trying to deceive myself as well as
you.(affective)
I recorded in my journal that I didn't floss.(sensory
motor)
Day Six
9-15 I smiled to myself.(sensory motor)
I thought I was merely thinking of excuses not to
floss.(cognitive)
I felt this was a triumph.(affective)
I'm flossing more and thinking of it less.(sensory
motor)
Day Seven
9-16 I saw someone with awful teeth.(sensory motor)
I felt disgusted.(affective)
I thought about what I may look like if I don't floss.
I vowed to floss daily.(cognitive)
Day Eight
9-17 I felt stressed after work and school.(affective)
I remembered I hadn't flossed.(cognitive)
I lay in front of the t.v. and didn't floss.(sensory motor)
Day Nine
9-18 I felt bad for not flossing yesterday. I wanted to
redeem myself.(affective)
I thought I'll try not to miss flossing daily again.
(cognitive)
I brushed and flossed thoroughly. I smiled.(sensory
motor)
I think I could usefully apply behavior modification
techniques in other aspects of my life.(cognitive)
I feel more in control of my actions.(affective)
Preliminary Interpretations of Baseline Observations
After a week of introspection, "the act of reflecting upon one's self and
examining one's motive[s] and behavior[s]"(Watson, et al, 1984, p.74), I found
that I drastically increased my flossing. Prior to this assignment, I'd floss
only when I ate corn. However, during the baseline observation period I flossed
seven out of the nine days. In the book Self-Directed Behavior by David L.
Watson and Roland G. Tharp, it is pointed out that by merely being more aware
of the lack a certain behavior, it will likely increase in frequency however
this effect is not long lasting(Tharp, Watson, 1977).
In order to maintain this early success, I decided I must dig deeper to
discovered the causes of my resistance to flossing. I began by organizing my
excuses not to floss so I could better pin point the problem. In general, the
excuses fell into the three categories of opposition, misconception, and
ignorance.
Opposition
1. It is an unpleasant experience. (avoidance)
2. It reminds me of the days I was under my parents' strict authoritarian
control. (rejection)
3. I'm just too tired/better things to do. (avoidance)
Misconception
1. Flossing is an unnecessary waste of time. (superficial reasoning)
2. Brushing accomplishes the same thing as flossing. (unrealistic
expectations)
Ignorance
1. I don't know how to floss. (inadequate knowledge)
2. It is physically impossible. (inadequate knowledge)
Before I could proceed any further, I had to research to find the best method
for me to approach the problem of my resistance to flossing properly.
Library Research
During the class period of September 1, I read six papers from previous
classes. I learned that the Library of Congress Subject Heading, the ERIC
system, and the librarian were good places to begin research.
Using The On-Line Catalogue
Once in Hamilton I found ERIC but didn't know how to use it. I searched out a
librarian for help but none was available at the moment. I instead tried the
On-Line catalogue in which I found numerous sources on dental care and behavior
modification. I often, however got stuck trying to think of new subject
headings to try next. I ended up finding three books on dental care in our
society and three books on taking charge of personal behavior modification.
Using The LCSH
Because of my problem of coming up with subject headings while using the
On-Line catalogue, I next sought out the LCSH. Here I gained a list of
subheadings and cross references for flossing and behavior modification.
Using INFO-TRAC
I next headed for INFO TRAC with this list in hand. I discovered eight very
pertinent references, four of which were primary sources. The subject headings
I found information under were dental floss, dental hygiene, behavior
modification-personal management, behavior modification-training, behavior
therapy, self perception-psychological aspects, self evaluation-methodology,
and self deception. Other subjects I looked under but found no information were
behavior therapy-aims and objectives and behavior analysis-assessment.
Looking Up References Found Through INFO-TRAC
The next day I looked up the references I had gotten from INFO TRAC. I found
three helpful journals as well as three books on behavior modification I
happened to come across in a near by area. I was frustrated because many of my
sources were not what I expected them to be. One apparently very relevant
source was not on the self. Another two articles on flossing were not what I
expected them to be. One was on a new flossing product that was to be marketed
soon and the other was a satirical commentary on flossing. I returned to INFO
TRAC this time searching under causes of dental problems, prevention of dental
problems, and dental floss-how you can prevent gum disease.
After locating these sources, I browsed over them and found that for my term
paper I will need to be concentrating on behavior modification, proper flossing
techniques, and reasons flossing is necessary. With this information I will be
equipped to plan my intervention.
Experts' Findings on the Benefits of Flossing
In order to combat my misconceptions of the need to floss, I sought
information the extent of damage that can occur when one fails to floss.
Extent of Gum Disease Among Americans
According to an article compiled by the Siesel Company for Consumers' Research
Magazine, "More then 90 per cent of all of all Americans suffer some form of
gum disease during their lives, making it second only to the common cold among
the most prevalent of all diseases. And gum disease, not cavities, causes 70
per cent of all tooth 1~" (Siesel Company, 1984).
Why We Need To Floss
Everyone is unavoidably in need of flossing. "Everyone's mouth harbors many
kinds of bacteria and certain types form a gummy coating on teeth, known as
plaque. No mouth is free of plaque, but it can be removed by regular brushing
and flossing. However, plaque forms again within 24 to 36 hours. The poisons
produced by the bacteria in plaque irritate the gums which become inflamed . .
. The poisonous products of the battle slowly dissolve the fibrous connective
tissue in the gum around the tooth. This creates a space under the gums for
plaque and debris to accumulate, forming pockets in which additional colonies
of bacteria thrive, producing further poisons. If the condition is not treated,
the bone in which the teeth are moored begins to deteriorate, a process called
'resorption'. Eventually, the bone is eroded and the tooth loosens. . .
Gum Disease: The Disease of Neglect
The frightening thing about gum disease is that people who have it suffer no
discomfort and few or no abnormal symptoms in the early stages. It is called
the 'disease of neglect' because it can be prevented, corrected and controlled
with dental care. But, since it progresses slowly over a period of years, many
people consider one early warning sign (bleeding gums) as normal, or think it
is just a temporary condition (Siesel Company, 1984).
Advanced stages of gum diseases may be detected by "loosening and drifting of
the teeth, bleeding gums, abcesses and, finally, loss of the teeth (Siesel
Company, 1984).
Preventive Tips
The article offered prevention tips such as daily flossing to disrupt the
plaque formation and to prevent it from reforming. Floss has also been found to
to be capable of reaching areas a toothbrush fails to reach such as between
teeth and under gums. Supervised daily flossing has also be correlated with the
reduction of gum disease after an eight week period (Siesel Company, 1984).
The article also included step by step diagrammed instructions on brushing and
flossing properly. All of which I had been failing to do.
Effects This Information Had On Me
This information scared me and prompted me to action. Prior to gaining this
insight I used the actor-observer difference to justify not flossing. "In [the]
actor-observer difference, actors tend to emphasize the role of the
situation"(Watson, et al, 1984, p.50). I had been observing myself and blaming
my lack of flossing on it being an impossible task rather than blaming myself
for lack of knowledge. I learned that when it comes to preventing gum disease,
I had an internal locus of control because I "believe that control of [my life]
is in [my] hands"(Watson, et al, 1984, p.80).
Defining My Independent and Dependent Variables
Now that I realize why I should floss, my next step was to implement a
behavior modification plan that would be best suited for my needs. In this
plan the independent variable "the factor
. . . deliberately varied"(Watson, et al, 1984, p.l5) would depend on the
method I used while the dependent variable the "observed response . . . which
may be affected"(Watson et al, 1984, p.l5) would be flossing properly.
Steps Toward Self Directed Change
In my first attempt I followed Watson and Tharps' suggestions on steps in
self-directed change.
1. Selecting a goal.
2. Specifying the behaviors you need to change in order to reach the goal.
These are often called the target behaviors.
3. Making observations about the target behaviors. You may keep a kind of
diary describing those behaviors or count how often you engage in them. You
discover the events that stimulate your acts and the things that reward
them.
4. Working out a plan for change, which applies basic psychological knowledge.
Your plan might call for gradually replacing an unwanted action with a
desirable one. You might change the way you react to certain events. You might
arrange to be rewarded for certain behaviors.
5. Readjusting your plans as you learn more about yourself. As you practice
analyzing your behavior, you can make more and more sophisticated and
effective plans for change (Tharp, Watson, 1977).
Steps 1 and 2: Specifying a Goal and Identifying
Target Behaviors
When specifying a goal, Watson and Tharp suggest that you make it as specific
as possible. You should ask yourself what you would be doing if you were at
your goal. My goal is to floss daily. In concrete terms, if I were at my goal I
would floss at least once a day and feel good about doing it. I must next
become an observer. "A critical step in specifying the problem is to stop
speculating about your behavior and start actually observing it"(Tharp, Watson,
1977).
The Pattern Between Situation and Behavior
By referring back to my baseline observations I begin to notice a pattern of
situations that directly seem to affect whether I floss or not.
Situation:
Following a tight schedule.
Stressed/tired after a long day.
Free time on my hands.
Saw or heard something that reminded me of flossing.
Behavior:
Didn't have time to floss.
Didn't want to floss.
Tended to floss more willingly.
Remembered to floss.
Specifying The Chain of Events Leading Towards a Goal
I next have to specify the chain of events that lead to my goal. It appears
that I floss when I have free time and I am reminded to do so. Therefore my
chain of events consists of seeing or hearing something that reminds me of
flossing, having the time to act on these provocation's, having the desire to
floss, and having access to dental floss. These are my target behaviors (step
2). Increasing the likelihood of these four situations occurring will allow me
to floss daily.
Step 3: Making Observations About the Target Behaviors
My first target behavior, seeing or hearing something that reminds me of
flossing occurs just by my being alert and observant.
My second target behavior, having the time to act on these stimuli, usually
occurred when I wasn't rushed to school or work.
My third target behavior, having the desire to floss, occurred when I wasn't
tired, didn't have things to do that I enjoyed more, or I felt it was important
to floss and knew I would feel better after I flossed.
My fourth target behavior occurred when I was near to the dental floss I kept
in my bathroom.
The Behavior-Environment Relationship
Before I could begin thinking out a plan I had many aspects to consider. I
next had to determine the behavior-environment relationship. Watson and Tharp
suggest first to consider the ten key principles in identifying the effects of
consequences and antecedents.
Principle One
"Operant behavior is a function of its consequences" (Tharp, Watson, 1971).
This concept will be made clearer in the discussion of the other five
principles.
Principle Two
"A positive reinforcer is a consequence that strengthens behavior by its added
presence"(Tharp, Watson, 1977). Based on my baseline observations, positive
reinforcers include having a better self image and knowing I am working towards
the goal of flossing daily.
Principle Three
"A negative reinforcer is an unpleasant consequence that strengthens the
behavior by being removed from the situation" (Tharp, Watson, 1977). I've
discovered that negative reinforcers include the knowledge that gum disease
will strike if I fail to to floss and the realization that I am failing in my
attempt at behavior modification.
Principle Four
"Behavior that is punished will occur less often"(Tharp, Watson, 1977). When
Watson and Tharp discuss punishment they see it as something that follows an
act. "In punishment, one of two things happens: (l) an unpleasant event
follows a behavior or (2) a pleasant event is withdrawn following a
behavior"(Tharp, Watson, 1977). However I am dealing with trying to increase
the frequency of behavior. Therefore, in my case, punishment is (1) an
unpleasant event that follows the absence of a behavior or (2) a pleasant event
is withdrawn following the absence of a behavior.
Principle Five
"An act that was reinforced but no longer is will begin to weaken"(Tharp,
Watson, 1977). When working out a plan for change I must take into account the
possibility of extinction.
Principle Six
"Intermittent reinforcement increases resistance to extinction"(Tharp, Watson,
1977). In reality, behaviors sometimes are reinforced and sometimes are not.
This is intermittent reinforcement. Surprisingly intermittent reinforcement
"makes behaviors more resistant to extinction"(Tharp, Watson, 1977).
Reinforcement every other time is most effective.
I next had to determine the effects of antecedents on my behavior. One would
avoid a situation when one gets a "cue (a signal) that an unpleasant outcome is
imminent. This means that your avoidance behavior is guided by the
antecedents-the cues- you get from your environment. When you are successful at
avoidance, the unpleasant event does not occur"(Tharp, Watson, 1977).
Principle Seven
"An antecedent can be a cue or signal that an unpleasant event may be
imminent, and it is likely to result in avoidance acts by the person"(Tharp,
Watson, 1977). This type of avoidance act is very difficult to unlearn. I can
distinctly remember as a a child watching my mother in the mirror as she
flossed. I tried to imitate her but being very young, I hadn't developed the
manual dexterity and consequently would often cut my gums to the point of
bleeding. This kind of memory is what I associate with flossing and I therefore
often attempted to avoid it.
Principle Eight
"Most operant behavior is eventually guided by antecedent stimuli, or
cues"(Tharp, Watson, 1977). Because I am trying to increase my flossing
frequency, I must learn to gain more control over certain antecedents and
stimuli. I must make a conscious effort to set up situations for designated
antecedents or cues to stimulate my flossing.
Principle Nine
"Through conditioning, antecedents come to elicit automatic reactions that are
often emotional"(Tharp, Watson, 1977). Over the years I have been conditioned
to automatically associate pain and boredom with flossing.
Principle Ten
"Many behaviors are learned by observing someone else (a model) perform the
actions, which are then imitated"(Tharp, Watson, 1977).
Working Out a Plan For Change
Based on the preceding ten principles, my plan for change would have to
include,
(1) discounting the image I have of trying to imitate my mother with its
painful results by learning how to flossing properly and taking the time
to practice it.
(2) controlling the antecedents to flossing by posting reminders in the
bathroom such as a record of my daily flossing habits taped to the
mirror and a large, close up shot of a clean, smiling mouth used in an
advertisement for dental floss.
(3) increasing the positive reinforcers of maintaining an improved self
image when I floss as well as work toward the goal of this term paper.
(4) maintaining the negative reinforcer of the fear of undetectable gum
disease by gaining more knowledge on the causes and prevention of gum
disease.
(5) associating flossing daily with cleanliness and a worthwhile cause.
The Premack Principle
The model I found to best suit my needs was the Premack Principle. Briefly it
states that "any behavior that you perform frequently can be used to reinforce
some target behavior that you don't perform frequently; you do this by making
the frequent behavior contingent on the infrequent behavior"(Tharp, Watson,
1977)-
Because I tended to floss more reliably in the mornings as I usually have more
time and an not exhausted, I chose to link my target behavior with something I
do every morning, namely exercising. Every other day I ride the stationary bike
and lift weights before school. On my off days I run a couple of miles. I chose
exercising as my reinforcement because it is accessible to me and potent, very
important to starting my day off right. Because my goal is to floss daily and I
exercise daily, I therefore can reinforce my flossing immediately after I've
performed this desired behavior.
Results of First Behavior Modification
This process of behavior modification worked effectively. Because I enjoy
exercising and it makes me feel good afterwards, I would never think of
excluding it from my daily routine. I flossed six out of seven days during this
intervention week.
The only problem began developing after the first week. Because I feel so
strongly about exercising daily and because I always exercise in the mornings,
I began to resent having to floss. On the days I was running a little behind
schedule the time it took to floss was running into my exercise time. Though I
was still floss daily I felt these negative thoughts I was beginning to
associate with flossing would sabotage continued success in the long run.
Because I began on this project soon after it was assigned, I had time to try
other methods. I reread the sources I already had but all seemed to suggest
mere variations on Watson's and Tharp's method. I felt that reinforcement was
useful to an extent and then I began to resent it. I needed a method that would
help me change my entire behavior system.
An Alternative Method
My answer came on Thursday, October 15 when a guest lecturer named Dr. Joan
Dubanoski gave a talk on health psychology. She pointed out that health is a
part of a larger system. It is beyond lifestyle and only some factors can be
controlled. She suggested that you really study the daily routine surrounding a
behavior and understand how it fits into the whole picture.
Study on Marathon Runners and Application to my Goal
In a study on marathon runners, there was a comparison made between trainers
and completors. Four factors were found to be correlated with success. They
were (1) Perceived motivation (2) Self praise (3) Perceived achievability (4)
Realistic Goals (Dubanoski, 1987).
Based on these four factors, I perceivably would be on my way to successfully
modify my behavior. My motivation is better oral hygiene and self confidence. I
tend to praise myself because I am amazed at my progress. I perceive that the
goal of flossing daily is achievable since I have already successfully done so
for a month since my initial intervention. My goal therefore is also very
realistic.
Study on Compliance to Taking a Year of Preventive Medicine and Application to
My Goal
Dr. Dubanoski, in a related study on compliance to taking one year of
preventive medicine discovered a number of choices that must be made when
coming to a health decision. These choices are illustrated in a flow chart on
the following page(Dubanoski, 1987).
Factors In Making a Health Decision
In order to clarify the steps in making health decisions Dr. Dubanoski gave
definitions of these factors. Competing behaviors include anything you would
rather do or may do in place of the desired behavior. Attitude is one's
thoughts of the outcome and its evaluation as good or bad. Subjective norm is
what others think of this particular health decision and is more decisive in
certain ethnic groups such as the Orientals. Stigma is synonymous with shame
and it appears that the more shame one feels for something such as contracting
a certain ailment, the more likely he'll seek treatment(Dubanoski, 1987).
Understanding The Whole Picture
Because it is vital to see and understand the whole picture in which a
behavior is occurring, Dr. Dubanoski recommends investigating the molecular,
molar, and macro levels of the problem. At the molecular level one should make
more time available to perform the desired behavior. One should use cues and
friend as reminders and encouragement. One should combine self praise and
pleasure and perhaps observe a coping model. On the molar level one should
determine how others feel about the desired change and thereby setting up a
form of social support. At the macro level, looking at flossing specifically,
one should become more aware of dental health advances(Dubanoski, 1987).
Insights on Changing Health Related Habits
Beyond this sequence of health decisions, Dr. Dubanoski mentioned some other
helpful insights on changing health related habits. She points out that 50% of
those who begin a change drop out immediately. Change isn't easy. New behaviors
are easy to establish but hard to maintain. Immediate intervention is crucial.
Cognitions are important but true intention to change was one of the best
indicators(Dubanoski, 1987). The following few pages document my baseline
attitudes toward health decisions as well as changes I intend to make and
finally the effect these changes have on my flossing frequency.
Results of an Alternate Method
The combination of Watson and Tharps' steps to behavior modification and Dr.
Dubanowski's process towards making health decisions worked very well in
getting me to floss daily. I now floss every morning before I exercise without
having to think of it much. I have a good attitude towards flossing since I
realize how beneficial it is.
Overview
As with previous semesters I am most thankful for starting this term paper
soon after it was assigned. I completed it 2 weeks before it was due. This
allowed me to put it down, sit back, and look at it later and see editing
possibilities more clearly.
First Thoughts
When this project was assigned I was left with my jaw on the ground. I thought
it was bizarre to imagine spending an entire semester on either my resistance
to flossing or driving properly. I must admit however, that it intrigued me to
write a 20 page paper on flossing. On a whim I chose flossing as my topic. As I
researched and took observations I became very introspective. I began to notice
my behaviors and resistances in other everyday behaviors as well. It was very
enlightening. I am now more aware of my health and hygiene. I realize how much
control I actually have over my life. This project opens the doors to other
possibilities for change in both myself and my life-style.
Comments on Library Research
While doing research I became much more aquainted with the location of the
various sources. I learned how to use ERIC, COM CAT, INFO TRAC, and information
in psychological journals. It is important never to overlook the librarian as a
vital source.
Future Applications
Looking further into the future I have become more certain that I'd like to
major in psychology. After graduating I'd like to attend medical school. This
project and especially the lectures by Dr. Jakobovits and Dr. Dubanoski gave me
insight into the process of educating my patients in preventive medicine
regardless of the specialty I choose.
Final After Thoughts
I feel I've grown greatly from this project not only due to the facts I've
mentioned previously but also due to Dr. Jakobovits insistence on the proper
APA style mechanics of this paper. This was only the second psychology class
I've taken and I've never had to write a research paper including self
observations. After reviewing comments made about my rough draft and listening
to the critique of the classes overall performance, I feel better equipped to
tackled future psychology research papers.
Bibliography
Anson, S., Spollen, C. Tooth decay: the early problem. Consumer Reports, 1984,
49, 130-133.
This article dealt with the development of tooth decay prior to the stage of
physical detection.
Coleman, D. Who are you kidding? Self deception may help you avoid some of
life's anxieties, but it doesn't always lead to blue skies. Psychology Todav,
1987, 21, 24-30.
This article uses Freud's explanations of defense mechanisms and compares them
with those of modern cognitive science. Self deception is dealt with both as an
effective coping mechanism and as a danger to one's physical and mental well
being.
Dubanoski, J. Health and lifestyle. Lecture given in psychology 250, October
15, 1987.
This lecture dealt with the understanding of the process of making health
decisions by viewing it as a complex interaction of various internal and
external, social and biological forces. Dr. Dubanoski supports most of her
theories with personal research.
How can you prevent gum disease. Consumers' Research Magazine, 1984, 67, 15-17.
This article details the damage caused by plaque, the signs of advanced stages
of gum disease, and preventive tips illustrating proper brushing and flossing
techniques.
Tharp, R.G., Watson, D.L. Self Directed Behavior: Self Modification For
Personal Adjustment(Second Ed.). Monterey, California:Brooks/Cole, 1977.
This book offers step by step instructions for self directed behavior
modification. It illustrates each step with a case study and aids you in
charting your progress and detecting problems in your proposed modification
plan.
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