hth 458 theories – Flashcards
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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
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theory
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is a subclass of theory; draws upon a number of theories to help people understand a specific problem in a particular setting or context
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model
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primary elements of theories or building blocks of theory
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concept
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a concept developed, created, or adopted for use with a specific theory
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construct
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how a construct will be measured; can be measured
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variable
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-provides direction and justification for program activities -can provide answers to developers questions
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why use theories and models?
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theories/models of implementation) - theories and models used for planning, implementing, and evaluating health promotion programs
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planning models
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-specify the relationships among casual processes operating both within and across levels of analysis -Helps explain how change takes place
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behavior change theories
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a multilevel, interactive approach to examining the influences on health-related behaviors and conditions
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ecological perspective
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Intrapersonal level Interpersonal level Community levels: Institutional factors, Community factors, Public policy
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ecological perspective levels of prevention
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use an approach that identifies variables that influence action and combines them into a prediction equation
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continuum theories
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are comprised of an ordered set of categories into which people can be classified, and which identifies factors that could induce movement from one category to the next
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stage theories
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group of theories focuses on factors within the individual such as knowledge, attitudes, beliefs, self-concept, feelings, past experiences, motivation, skills, and behaviors
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intrapersonal level
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-If the consequence is reinforcement then there is an increase in behavior -If consequence is punishment then there is a decrease in behavior -Reinforcement should be frequent and soon -Shape behavior in small steps -Reinforcement and punishment can be both positive and negative
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stimulus response theory
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-Developed to explain all volitional behaviors.: Studies attitudes towards behaviors. -Differentiates between intentions, attitudes towards a behavior, and the subjective norm of a behavior
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theory of reasoned action (TRA)
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an indication of a person's readiness to perform a given behavior.
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intentions
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-the degree to which performance of the behavior is positively or negatively valued. "Do I really think the behavior will be good for me?"
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attitudes toward behavior
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-the perceived social pressure to engage or not engage in the behavior. "Do others think I should behave this way?"
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subjective norm
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-extension of the Theory of Reasoned Action, it addresses the problem of incomplete volitional control -Successful performance of the behavior depends not only on a favorable intention, but also on a sufficient level of behavioral control
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theory of planned behavior (TPB)
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-specific to TPB, refers to people's perceptions of their ability to perform a given behavior "Do I have any control over this behavior?" "How difficult is this behavior?"
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perceived behavior control
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-Addresses a person's perceptions of the threat of a health problem and the accompanying appraisal of a recommended behavior for preventing or managing a problem
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health belief model
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Health concern - the existence of sufficient motivation to make health issues salient or relevant. Perceived threat - the belief that one is susceptible to a serious health problem. Perceived barriers - the belief that following a particular health recommendation would be beneficial in reducing the perceived threat, and at a subjectively acceptable cost
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health belief model depends on 3 classes of factors
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-centered around understanding how fear affects health attitudes and behaviors. -Utilizes persuasive communication that includes reward and self-efficacy components
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protection motivation theory (PMT)
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Inputs come from environmental sources of information and from intrapersonal sources. Based on these inputs, people make a cognitive assessment of whether there is a threat to their health. Arouses two cognitive mediating processes: threat appraisal and coping appraisal. Examples of program interventions based off of PMT: breast/testicle self-examinations, living wills, sun protection
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PMT continued
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-Designed to help explain how persuasion messages (aimed at changing attitudes) were perceived and processed by people -Messages are processed centrally or peripherally. Central - attitude towards a change are based on already acquired knowledge. Peripheral - attitude towards a change comes from new knowledge Smaller cues
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Elaboration Likelihood Model of Persuasion (ELM)
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the amount of effortful processing people put into receiving messages. "Carefully thinking" about a message
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elaboration
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integrative framework for understanding how individuals and populations progress toward adopting and maintaining health behavior change for optimal health
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transtheoretical model (TTM)
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-explains how people come to the decision to take action, and how they translate that decision to action -Most useful when a deliberate action is required, e.g. screening or immunization
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Precaution Adoption Process Model (PAPM)
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TTM has been useful explaining gradual development habitual patterns, e.g., diet and exercise
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PAPM is similar to TTM but they are different
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media messaged about a hazard
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PAPM stage 1 to 2
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Communication from significant other Personal experience with hazard
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stage 2 to 3
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Beliefs about hazard likelihood and severity Beliefs about personal susceptibility Beliefs about behavior effectiveness and difficulty Behaviors and recommendations of others Perceived social norms Fear and worry
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stage 3 to 4 or 5
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Time, effort, and resources to act Detailed "how-to" information Reminders and other cues to action Assistance in carrying out action
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stage 5 to 6
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assume individuals exist within, and are influenced by, a social environment. The opinions, thoughts, behavior, advice, and support of people surrounding an individual influence his or her feelings and behavior, and the individual has a reciprocal effect on those people
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change process theories: intrapersonal level
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describes learning as a reciprocal interaction among an individual's environment, cognitive processes, and behavior. People are thinkers; expectations of consequences Reinforcement
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social cognitive theory
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verbal feedback
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direct reinforcement
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Seeing someone else be given reinforcement (observational learning
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vicarious reinforcement
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Keeping personal records and rewarding/reinforcing behaviors
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self-reinforcement
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knowing what behaviors are and how to perform them
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behavior capability
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anticipating certain things to happen in certain situations
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expectations
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values placed on an expected outcome
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expectancies
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individuals can gain control of their own behaviors through monitoring and adjusting it
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self-control or self-regulation
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through performance attainment (mastery of task) through vicarious experience (observing) as a result of verbal persuasion (suggestions from others) through emotional arousal (interpreting one's emotional state)
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self efficacy occurs
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efficacy expectations come from people outcome expectations come from behaviors
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difference between efficacy and outcome expectations
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a person's history of reinforcement across a variety of situations leads to a belief as to whether or not a person's own actions lead to that reinforcement Can be internal or external
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locus of control
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a person can shape the environment, and the environment can shape them
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reciprocal determinism
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people must be able to deal with the anxiety surrounding a behavior in order to learn
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emotional coping response
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-'the relationships and structures within a community, such as civic participation, networks, norms of reciprocity, and trust, that promote cooperation of mutual benefit -Studies show that greater social capital is linked to several different positive outcomes whereas lack of social capital is related to poorer health outcomes
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social capital theory
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-This group of theories includes three of the ecological perspective levels: Institutional (e.g. society constructs) Community (e.g. social networks and norms) Public policy (e.g. legislation) -community organizing and building
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behavior change theories: community level
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A stage model. Like individuals, communities are at various stages of readiness for change. Nine stages
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community readiness model
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-breakdown or failure in a person's attempt to change or modify a particular (health) behavior. -triggered by high risk situations
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relapse
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a single slip or mistake
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lapse
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a self control program designed to help individuals to anticipate and cope with the problem of relapse when changing (health) behavior
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relapse prevention
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-Failure of theory to adequately guide practice in specific settings or contexts. -The lack of appropriate theories to guide community-oriented interventions. -Difficulties in transferring theories from academic training context to the practice environment.
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barriers to applying theory
