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PSTHE > Lesson 1 : Introduction to Teaching (Type 1) > Flashcards

Lesson 1 : Introduction to Teaching (Type 1) Flashcards

1
Q

Engagement with learners to enable their understanding and application of knowledge, concepts and processes

A

Teaching

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2
Q

Gain or acquire knowledge of or skill in (something) by study, experience, or being taught

A

Learning

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3
Q

Systematized study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language

A

Philosophy

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4
Q

This model, also known as the “knowledge, attitudes, practices model” (KAP), is based on the premise that increasing a person’s knowledge will prompt a behaviour change. ​
Target individuals and groups
Encourage healthy behavior
Unbiased presentation
Only obstacle: IGNORANCE
Change in knowledge, attitudes/belief, behavior

A

The Rational Model

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5
Q

One of the earliest behaviour change models to explain human health decision-making and subsequent behavior is based on the following six constructs: perceived susceptibility, severity, benefits, barriers, cues to action and self-efficacy. ​

A

The Health Belief Model

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6
Q
  • perceived threat to sickness
  • belief about the chances of getting a condition or disease
A

Perceived Susceptibility

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7
Q
  • belief of consequence
  • seriousness of a condition and its sequences
A

Perceived Severity

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8
Q
  • potential positive benefits of action
  • belief about effectiveness of action to reduce risk or seriousness of a disease
A

Perceived Benefits

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9
Q
  • perceived barrier to action
  • belief about material and psychological cause of taking action
A

Perceived Barrier

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10
Q
  • exposures to factors prone to action
  • a factor that would activate your readiness to change (a trigger mechanism), reminder system, and awareness
A

Cues to action

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11
Q
  • confidence in ability to succeed.
  • confidence in one’s ability to take action
A

Self Efficacy

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12
Q

Based on the health belief model, this model proposes that people, when presented with a risk message, engage in two appraisal processes: a determination of whether they are susceptible to an identified threat and whether the threat is severe; and whether the recommended action can reduce that threat (i.e. response efficacy) and whether they can successfully perform the recommended action (i.e. self-efficacy). ​

A

The Extended Parallel Process Model

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13
Q

Two Concepts

  • asks the Question: “am I at risk for HIV infection?”
A

Susceptibility or likelihood

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14
Q

perceived effectiveness in adverting the threat

A

Response efficacy

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15
Q

perceived ability to perform recommended behavior

A

Self efficacy

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16
Q

viewed as a progression through a series of five stages: pre-contemplation, contemplation, preparation, action and maintenance.

A

The Transtheoretical Model of Change

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17
Q

Five Stages of The Transtheoretical Model of Change

➢ People do not intend to take action in the foreseeable future
➢ Unaware of problematic behavior producing negative consequences
➢ We think that it would be hassle to change behavior

A

Pre-contemplation

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18
Q

Asks the Question: “is HIV infection a serious health threat?”

A

Severity or magnitude or seriousness

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19
Q

Five Stages of The Transtheoretical Model of Change

➢ People are intending to start healthy behavior, but not committed yet
➢ Recognized that behavior may be problematic
➢ Practical consideration on pros/con of changing the behavior

A

Contemplation

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20
Q

Five Stages of The Transtheoretical Model of Change

➢ People are ready to take action within the next 30 days
➢ Will start to take small steps to change
➢ Believe that when they change behavior, it will lead to a healthier life

A

Preparation or Determination

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21
Q

Five Stages of The Transtheoretical Model of Change

➢ People have recently changed their behavior or the last 6 months
➢ Would intend to keep moving forward and acquire new healthy behavior along the way

A

Action

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22
Q

Five Stages of The Transtheoretical Model of Change

➢ People have sustained their behavior for a while
➢ Stage where you prevent relapses

A

Maintenance

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23
Q

Five Stages of The Transtheoretical Model of Change

➢ People have no desire to return to unhealthy behavior
➢ Sure that they will not relapse
➢ Rarely reach
➢ Often not considered in health promotion program

A

Termination

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24
Q

The theory holds that intent is influenced not only by the attitude towards behaviour but also the perception of social norms (the strength of others’ opinions on the behaviour and a person’s own motivation to comply with those of significant others) and the degree of perceived behavioural control.

A

The Theory of Planned Behavior

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25
Q

This is a three-phase model that actively engages individuals in the assessment of their health (experiential phase); presents information and creates awareness of the target behavior (awareness phase); and facilitates its identification and clarification of personal health values and develops a customized plan for behavior change (responsibility phase). ​

A

The Activated Health Education Model

26
Q
  • activities where individuals engage
  • present information and create awareness
A

Experiential Phase

27
Q
  • present information that provide rationale or completed experiential activity
  • this phase would focus on increasing feelings of susceptibility and creating tension between actual and ideal behavior
A

Awareness Phase

28
Q
  • involve participants in the change process
  • facilitate their identification and clarification of personal health values
A

Responsibility Phase

29
Q

Give 4 Self Management Strategies

A
  • Stimulus control
  • Self monitoring
  • Use of social support
  • Useful imagery
30
Q

Three types of belief

A
  • Behavioral
  • Normative
  • Control
31
Q

a person has a favorable/unfavorable evaluation of the behavior of interest

A

Attitude

32
Q

motivational factor, stronger intention to perform the more likely

A

Behavioral Intention

33
Q

most people would agree/disagree depending on their opinion

A

Subjective Norm

34
Q

perceived presence, factors that may facilitate or impede performance

A

Perceived Power

35
Q

person’s perception of the ease or difficulty on performing the behavior of interest

A

Perceived Behavioral Control

36
Q

According to this theory, three main factors affect the likelihood that a person will change health behavior: self-efficacy, goals and outcome expectancies. If individuals have a sense of self-efficacy, they can change behavior even when faced with obstacles.

A

Social Cognitive Theory

37
Q

Three Factors of Social Cognitive Theory

A
  • Self efficacy (MOST IMPORTANT)
  • Goal
  • Outcome expectancy
38
Q

Self Efficacy Strategy

A
  • Setting implemental goals
  • Behavioral contracting
  • Monitoring and brain treatment
39
Q

This theory holds that multi level strategies are necessary depending on who is being targeted, such as tailored messages at the individual level, targeted messages at the group level, social marketing at the community level, media advocacy at the policy level and mass media campaigns at the population level. ​

A

Communication Theory

40
Q

(Health Communication Message)

Immediate learning

A

learn directly from message

41
Q

(Health Communication Message)

Delayed learning

A
42
Q

(Health Communication Message)

Generalized learning

A

persuaded about concepts related to message

43
Q

(Health Communication Message)

Social diffusion messages

A

stimulate discussion among social group

44
Q

(Health Communication Message)

Institutional diffusion messages

A

reinforce the message

45
Q

This theory holds that there are five categories of people: innovators, early adopters, early majority adopters, late majority adopters and laggards; and the numbers in each category are distributed normally: the classic bell curve. By identifying the characteristics of people in each adopter category, health educators can more effectively plan and implement strategies that are customized to their needs.

A

Diffusion of Innovation Theory

46
Q

Five categories of People

Innovators

A

active information seeker of new ideas

47
Q

Five categories of People

Early adopter

A

interested in innovation, but not first to sign-up

48
Q

Five categories of People

Early majority

A

need external motivation to get involved

49
Q

Five categories of People

Late majority

A

skeptics and will not adapt until the last number or almost all people.

50
Q

Five categories of People

Laggards

A

have limited communication networks and are last to become involved

51
Q

(Methods: Components of Health Education Programmes)

Community members should be involved in all phases of a programme’s development: identifying community needs, enlisting the aid of community organizations, planning and implementing programme activities, and evaluating results. ​

A

Participant involvement

52
Q

Characteristics of Program Planning

A
  • Sense of ownership
  • Empowerment
53
Q

This involves identifying the health problems in the community that are preventable through community intervention, formulating goals, identifying target behavior and environmental characteristics that will be the focus of the intervention efforts, deciding how stakeholders will be involved, and building a cohesive planning group.

A

Planning

54
Q

Prior to implementing a health education initiative, attention needs to be given to identifying the health needs and capacities of the community and the resources that are available. ​

A

Needs and resources assessment

55
Q

The programmes they deal with multiple risk factors, use several different channels of programme delivery, target several different levels (individuals, families, social networks, organizations, the community as a whole) and are designed to change not only risk behavior but also the factors and conditions that sustain this behavior (e.g. motivation, social environment). ​

A

A comprehensive programme

56
Q

each component of the programme should reinforce the other components. Programmes should also be physically integrated into the settings where people live their lives (e.g. worksites). ​

A

An integrated programme

57
Q

Health education programmes should be designed to produce stable and lasting changes in health behavior. This requires longer-term funding of programmes and the development of a permanent health education infrastructure within the community.

A

Long-term change

58
Q

In order to have a significant impact on an entire organization or community, a health education programme must be able to alter community or organizational norms and standards of behavior. This requires that a substantial proportion of the community’s or organization’s members be exposed to programme messages or, preferably, be involved in programme activities in some way. ​

A

Altering community norms

59
Q

A comprehensive evaluation and research process is necessary, not only to document programme outcomes and effects, but to describe its formation and process and its cost-effectiveness and benefits. ​

A

Research and evaluation

60
Q

The (7) major responsibilities for health educators are:

A
  1. Assessing individual and community needs for health education ​
  2. Planning effective health education programmes ​
  3. Implementing health education programmes ​
  4. Evaluating the effectiveness of health education programmes ​
  5. Communicating health and health education needs, concerns and resources ​
  6. Coordinating the provision of health education services ​7. Acting as resource people in health education. ​

PSTHE (4 decks)

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