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
