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Multicultural Health 236 > CHAPTER 6 > Flashcards

CHAPTER 6 Flashcards

1
Q

Planning models for diverse societies (2):

A
  • The health belief model
  • The PRECEDE-PROCEED model
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2
Q

Implementing your health program:

A
  • Guidelines for developing culturally sensitive
    communications
  • Delivering culturally sensitive
    communications: Three delivery modalities
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3
Q

Public health:

A

health promotion and disease and
injury prevention through research, community
intervention, and education

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3
Q

Health Promotion needs to….

A

…take culture into consideration and be tailored to the unique needs, ideals, and goals of the community

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4
Q

Planning Models…

A

-assist with understanding the causes of behaviors,
predicting behaviors, and evaluating programs
- require systematic planning and understanding the culture of the target audience

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5
Q

The Health Belief Model:

A

• Focuses on individual attitudes/beliefs to explain/
predict health behaviors
• Attempts to gauge individual cost/benefit
assessments of adopting a given health behavior

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6
Q

Variables of the Health Belief Model:

A

Perceived Threat:
- Perceived Susceptibility
- Perceived Severity

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7
Q

Perceived susceptibility (HBM):

A

One’s subjective perception of the risk of contracting a health condition

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8
Q

Perceived severity (HBM):

A

Feelings concerning the seriousness of contracting an illness or of leaving it untreated (including evaluations of both medical and clinical consequences and
possible social consequences)

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9
Q

Perceived benefits (HBM):

A

The believed effectiveness
of strategies designed to reduce the threat of
illness

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10
Q

Perceived barriers (HBM):

A

Potential negative consequences of taking a given health action

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11
Q

Cues to action (HBM):

A

Bodily or environmental triggers to action

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12
Q

Self-efficacy (HBM):

A

Belief in one’s own ability to successfully perform a given health behavior

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13
Q

PRECEDE-PROCEED Model, acronym:

A

Planning approach that examines the factors
that contribute to behavior change
Predisposing, Reinforcing, and
Enabling Constructs in Educational/Ecological
Diagnosis and Evaluation (PRECEDE); Policy,
Regulatory, and Organizational Constructs in
Educational and Environmental Development

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14
Q

factors that contribute to behavior change
are (PP):

A

Predisposing factors, Enabling factors, Reinforcing factors

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15
Q

Predisposing factors (PP):

A

individual’s knowledge, attitudes, behavior, beliefs, and values that affect willingness to change

16
Q

Enabling factors (PP):

A

factors in the environment or community that facilitate change

17
Q

Reinforcing factors (PP):

A

the positive or negative effects of
adopting the behavior that influence continuing the
behavior

18
Q

PRECEDE (i.e., pre-intervention) planning
steps: four phases:

A
  1. Social assessment
  2. Epidemiological assessment
  3. Educational and ecological diagnosis
  4. Administrative and policy assessment and
    intervention alignment
19
Q

PROCEED planning steps (to be performed
during and after the intervention): four phases:

A
  1. Implementation
  2. Process evaluation
  3. Impact evaluation
  4. Outcome evaluation
20
Q

Importance of effective health communication:

A
  • Raises awareness of health risks and solutions
  • Provides positive motivation and skills
  • Helps individuals find sources of care and support
  • Increases demand for appropriate health services,
    while decreasing demand for inappropriate
    services
  • Helps people make complex health-related
    choices
  • Influences public agenda, promoting positive
    change
  • Improves delivery of services
  • Encourages beneficial social norms
21
Q

Past/current trends in health communication:

A
  • Continued use of traditional dissemination media
    • Mass one-way communication (billboards, radio,
    TV)
    • Printed educational material
    • Social marketing techniques
  • Use of digital media (CDs, World Wide Web)
  • Emphasis on community centered prevention to
    promote/reinforce positive health behaviors
    • Regular physical activity
    • Maintenance of healthy weight
    • Responsible sexual behaviors
    • Reduction of substance abuse and violence
22
Q

Emerging Challenges in Health Communication:

A
  • Increase in number of communication channels
    vying for public’s attention
  • Increase in number of health issues called to
    public’s attention
  • Increasing ability for individuals to personalize
    and control their information flow
    • Mass one-way communication (billboards,
    radio, TV)
    • Printed educational materials
    • Social marketing techniques
23
Q

Responses to Emerging Health Communication Challenges:

A
  • Multidimensional interventions targeting diverse
    audiences
  • Public/private partnerships and collaborations
  • Adoption of an audience-centered communications
    perspective
    • Identification of target audiences’ preferred formats,
    channels, and contexts of communication
    • Tailoring of messages to the culture preferences,
    language, and media habits of the target audience
  • Use of the Internet and other interactive communications
    media
24
Q

Problems in the implementation of new health
communications media and techniques:

A
  • Ensuring quality control in content of health
    information available via the Internet
  • Protection of privacy and the confidentiality of
    personal health information
  • Development of rigorous methods for evaluating the
    effectiveness of health communication in these media
  • Limited Internet access in underserved communities
  • Illiteracy and limited literacy
25
Q

Guidelines for developing culturally sensitive
communications:

A
  • Acknowledge culture as predominant in shaping
    behaviors, values, and institutions
  • Understand and reflect diversity within a given culture
  • Reflect and respect audience values
  • Refer to target group using their preferred term(s)
  • Employ testing to determine the effectiveness of
    culturally specific images, terms, and other
    executional details that you are planning to use
26
Q

Delivering culturally sensitive communications:
Three examples of successful delivery modalities:

A

Promotores/as de salud, Fotonovelas, Targeted messages

27
Q

Promotores/promotoras de salud:

A

Community members whose standing makes them
effective promoters of positive health practices

28
Q

Fotonovelas:

A

Comic book-like publications that use photos or
drawings to convey information

29
Q

Targeted messages in a variety of media:

A

• Images/messages on posters, billboards and buses
• Pamphlets, flyers, and messages inserted in
paycheck envelopes

30
Q

Evaluating Health Communication in a
Multicultural Context:

A

• Apply six-step CDC guideline for program
evaluation
• Apply recognized principles of multicultural
program evaluation
• Key principles of multicultural evaluation

31
Q

Six-step CDC guideline for program evaluation:

A

Step 1: Engage stakeholders
• Step 2: Describe program
• Step 3: Focus the evaluation design
• Step 4: Gather credible evidence
• Step 5: Justify conclusions
• Step 6: Ensure use and share the lessons
learned

32
Q

Key principles of multicultural evaluation:

A

33 / 39

  • Address potential cultural/linguistic barriers to
    development of reliable data collection
    strategies
  • Assess existing evaluation methods for
    cultural appropriateness
  • Ensure that analysis and dissemination of
    findings to target audience are culturally
    competent
  • Demystify cultural issues
  • Distinguish the effects of race/ethnicity,
    immigrant status, age, gender, sexual
    orientation, and socioeconomic status
  • Facilitate community’s capacity for self-assessment
    of needs, resources, and
    solutions
  • Inclusiveness in design and implementation
  • Acknowledgement/infusion of multiple world
    views
  • Use of cultural/systems analysis
  • Application of culturally appropriate
    measurements of success
  • Relevance of results to diverse communities
33
Q

Essential skills in multicultural evaluation:

A
  • Experience in diverse communities
  • Openness to learning about cultural
    complexity
  • Flexibility in design and practice
  • Ability to establish rapport and trust with
    diverse communities
  • Ability to recognize one’s own cultural biases
  • Ability to translate and mediate to diverse
    groups
  • Understanding of historical/institutional
    oppression
34
Q

The spectrum of cultural competence:

A

cultural incompetence, cultural blindness, cultural sensitivity, cultural proficiency

35
Q

Cultural incompetence:

A

Cultural diversity completely unacknowledged

36
Q

Cultural blindness:

A

Some cultural awareness developed, but not to the point of being a primary factor

37
Q

Cultural sensitivity:

A

Cultural considerations begin to be incorporated into evaluation models

38
Q

Cultural proficiency:

A

Design and implementation of evaluation methods fundamentally honor and account for diverse cultural factors

Multicultural Health 236 (6 decks)

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