Theories and Planning Models Assignment

Theories and Planning Models Assignment

Theories and Planning Models Assignment

Chapter 4

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1

Chapter Objectives – 1

Define and explain the difference among theory, concept, construct, variable, and model

Explain the importance of theory to health education/promotion

Explain what is meant by behavior change theories and planning models

Describe how the concept of socio-ecological approach applies to using theories

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Chapter Objectives – 2

Explain the difference between continuum theories and stage theories

Identify and briefly explain the behavior change theories, and their components, used in health education/promotion:

Health Belief Model

Theory of Planned Behavior

Elaboration Likelihood Model of Persuasion

Information-Motivation-Behavioral Skills Model

Transtheoretical Model of Change

Precaution Adoption Process Model

Social Cognitive Theory

Social Network Theory

Social Capital Theory

Diffusion Theory

Community Readiness Model

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Chapter Objectives – 3

Identify and briefly explain the planning models, and their components, used in health education/promotion:

PRECEDE-PROCEED

Multilevel Approach to Community Health (MATCH)

Intervention Mapping

CDCynergy

Social Marketing Assessment and Response Tool (SMART)

Mobilizing for Action through Planning and Partnerships (MAPP)

Generalized Model (GM)

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Definitions

theory – “a set of interrelated concepts, definitions, and propositions that present a systematic view of events or situations by specifying relations among variables in order to explain and predict the events of the situations” (Glanz et al., 2008, p. 26)

concept – primary elements of theories (Glanz et al., 2008)

construct – a concept developed, created, or adopted for use with a specific theory (Kerlinger, 1986)

variable – the operational (practical use) form of a construct; (Rimer & Glanz, 2005, p. 4); how a construct will be measured (Glanz et al., 2008)

model – is a composite, a mixture of ideas or concepts taken from any number of theories and used together (Hayden, 2009, p. 1)

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Importance of Using Theory in Health Education/Promotion

Theories provide direction and organizes knowledge

Theories can help in planning, implementing, and evaluating programs

Indicates reasons why people are not behaving in healthy ways

Identifies information needed for intervention development

Provides a conceptual framework

Gives insight for delivery

Identifies measurements needed for evaluation

Help provide focus and infuses ethics and social justice into practice

Programs based upon sound theory more likely to succeed

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Behavior Change Theories

Multiple theories to design interventions

Levels of influence are key parts of socio-ecological approach

Socio-ecological approach helps to recognize importance of the larger social system of behaviors and social influences

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Figure 4.1 The socio-ecological model

Source: Simons-Morton, B. G., McLeroy, K. R., & Wendel, M. L. (2012). Behavior theory in health promotion practice and research. Burlington, MA: Jones & Bartlett Learning. p. 45.

Focus on factors within individuals (e.g. knowledge, attitudes, beliefs, self-concept, developmental history, past experiences, motivation, skills, and behaviors)

Health Belief Model (HBM), Theory of Planned Behavior (TPB), Elaboration Likelihood Model of Persuasion (ELM), Information-Motivation-Behavior Skills Model (IMB), Transtheoretical Model of Change (TMC), Precaution Adoption, Process Model (PAPM)

Continuum theories identify variables that influence action and combine them in a prediction equation

Intrapersonal (Individual) Theories – 1

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Intrapersonal (Individual) Theories – 2

Stage Theory

Comprised of ordered set of categories into which people can be classified

Identifies factors that could induce movement from one stage to another

Four principle elements

Category system to define stages

Ordering of stages

Barriers to change that are common among people in same stage

Different barriers to change, facing people in different stages

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Intrapersonal (Individual) Theories – 3

Health Belief Model (Rosenstock)

Explains the likelihood of an individual to take action to prevent a disease or injury based upon:

Sufficient motivation to make the issue relevant (perceived susceptibility and perceived seriousness)

The perceived threat of the health issue

The perceived benefits of a given action. Theories and Planning Models Assignment

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