Chap 5: Foundation in Theory and Research: Facilitating the Ability to Take Action Flashcards
What is the main goal of nutrition education during the action phase?
Peoples’ mo)va)on to change depends on being convinced of the desirability, effec)veness, and feasibility of the behavior change.
- However, being mo)vated and sta)ng an inten)on to change is not enough
- Individuals need a way to translate inten)ons into ac)on.
- How to bridge the inten)on–behavior gap is the focus of this chapter.
Describe the Social Cognitive Theory.
Reciprocal Influence ì Individual or personal factors ì Behavioral factors ì Environmental factors Health Behavior  ì Reciprocal Determinism - Behavior is the result of personal, behavioral, and environmental factors that influence each other in reciprocal fashion.
What are the 3 main factors involved in this theory? (SCT)
hh
What constructs are part of the SCT?
Constructs:
- Outcome Expectations – physical, social, and self-evaluative
- Expectancies
- Barriers or impediments
- Self-efficacy
- Behavioral capabili)es
- Self-regula)on skills
- Observational learning/modeling
- Reinforcement
Which nutrition education strategies are used for each construct from the SCT? (Check table 5-1 and case study 5-1 from textbook)
(Check table 5-1 and case study 5-1 from textbook)
OUTCOME EXPECTATIONS
- Physical - inc Awareness of risk or benefits
- Social - Discuss social norms and how to handle them
- Self-evaluative - Emphasize satisfaction and self-worth
BARRIERS / IMPEDIMENTS
- Individual – help identify perceived barriers and provide strategies (knowledge and skills) to make ac)ons easy to understand and do
- Environmental – develop collective efficacy and work with policy makers to create supportive environments.
Self-EFFICACY
-Involves both skills and the confidence to use them even in face
of difficulties; developed through guided mastery experience:
-Modeling of the behavior: demonstra)on + clear instructions
-Opportunities to practice skills (food selection, cooking, safe food handling)
-Verbal encouragement to overcome self-doubts
Observational learning / Modeling
-Learning to perform a behavior through peer modeling
Behavioral capabilities
-Knowledge and skills related to food and nutrition needed to
enact the behavior
-Food and nutri)on how-to informa)on through lectures, discussions, hand-outs, newsletters
-Label reading, food purchase, cooking, and other skills
-Critical thinking skills: debates, oral critiques, films, controversial issues
Self-regulation or self-direction skills:
- Contributes active involvement and self-satisfaction
- Goal-settng procedures - committing oneself to an action
- Assessing current behaviors
- Monitoring self in aZaining goals
- Self-rewards
- Problem solving
Reinforcements
- Positive reinforcements or rewards to promote behavior change
- Responses to behavior that increase or decrease the likelihood its occurrence
- External or internal
Describe the methods for enhancing self-efficacy (Check box 5-1 from textbook)
(Check box 5-1 from textbook)
Describe helpful strategies to maintain healthful behavior. (Check box 5-3 from textbook)
(Check box 5-3 from textbook)
Helpful strategies to maintain change
-Maintaining goals: protect from compelling goals, mindful eating,
focus on big picture
-Developing routines and habits
-Coping self-efficacy
-Creating personal environments to achieve goals
-Enjoying healthful food
-Developing personal policies: expressing agency
Discuss how the SCT is translated into educational strategies: outcomes expectations, behavior capability, self-efficacy and behavioral skills, goal setting, and self-regulation skills (Table 5-1).
(Table 5-1).
Describe the transtheoretical model.
Self-change in behavior is a process that occurs through five stages, and individuals use a variety of psychological and behavioral processes in making changes.
- Stages of change
- Processes of change
What are the stages of change (SOC) construct (TM)?
Pre-contemplation (PC) Contemplation (C) Preparation (P) Action (A) Maintenance (M)
Stages of Change Construct (SOC)
Precontemplation (PC): not aware / not interested in change
Contemplation (C): considering, ambivalent: understand the pros related, but still see cons or barriers, but understand reasons the change = considering making changes; cons>pros
Preparation (P): intention to change (can be a ~1mo); (ex: buy a healthy cookbook, but haven’t followed through with any recipes)
Action (A): someone starts a new behavior (1st 6mo)
Maintenance (M): >6mo
Describe the mediators of change proposed by this theory (TM)
Mediators of change:
- Decisional balance: the pros and cons of change
- Self-efficacy
How does stages of change differ from processes of change? (TM)
COGNITIVE / EXPERIENTIAL PROCESSES
- Consciousness raising
- Dramatic relief
- Self-reevaluation
- Environmental reevalua)on
- Self-liberation or commitment
Behavioral processes
- Helping relationships
- Counterconditioning
- Managing rewards
- Stimulus or environmental control
- Social liberation
How can a stage-matched intervention be used with groups? (TM)
Which nutrition education strategies are used for each stage of readiness to change?(TM) (Check table 5-4 from textbook)
PRECONTEMPLATION
-Process for moving to next stage:
make them more aware
Inc awareness & sense of risk
Convince there are >pros than cons
-Increased awareness and sense of risk
-Strategies:
Personalize risk, dietary self-assessment & feedback
Media: trigger films, personal testimonies, & media campaigns to address feelings & personalized risks
Use stats that are more tangible (not so much percent)
Make it more real to the person
Maybe you know someone who has this _________.
Contemplation
-Processes for Moving to Next Stage:
Process for moving to next stage:
Inc appreciation for benefits of behavior, and confidence in one’s ability to enact the behavior
-Strategies:
Enhance people’s proc/benefits of change (e.g., taste, health benefits, convenience)
Discuss barriers to change
Provide positive feedback about individual’s’ current abilities
Preparation -Process for moving to next stage: Making a commitment to change; can they commit to a specific behavioral change (writing down the goal) -Strategies: State goal intention Develop specific actions plans Take small steps toward goal Reinforce attempts to change
Action
-Process for moving to next stage:
Building skills & seeking social support
-Strategies:
Teach food & nutrition specific knowledge & skills needed for behavior change
Goal setting & self-monitoring skills
Provide encouragement & support
Encourage seeking social support network
Maintenance
-Process for staying in this stage:
Control your env’t
> social support
Making your change in behavior the fault
Self-management & relapse prevention skills
Creating social & env’t support
-Strategies:
Teach new ways of thinking about behavior, restructuring env’t, and rewarding themselves
Anticipate & plan for potential difficult situations
Create buddy system (social support)
Strengthen skills to advocate for health environments
