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Community Interventions for Healthy Life > M8: Health Behavior Change: Frameworks, Theories & Models > Flashcards

M8: Health Behavior Change: Frameworks, Theories & Models Flashcards

1
Q

Program Paradigms

A

Representations of approaches to programming that offer explanations of the process involved

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2
Q

Models

A
  • Ways of viewing real events

- They can be physical, symbolic, or mental

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3
Q

A program model describes

A

What nutritionists should do to provide effective instruction & the support services needed to persist in the learning process long enough to create behavior change

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4
Q

Theory

A
  • A construct that accounts for or organizes events

- The most effective programs are theory based

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5
Q

A theory explains or describes

A

A specific event of nutrition

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6
Q

Theories provide nutritionists with

A
  • Different lenses to see situations

- Each lens provides a different view & understanding

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7
Q

The Health Belief Model (HBM)

A

Emphasizes perceived threat as a motivating force & perceived benefits as a preferred path to action

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8
Q

The Knowledge-Attitude-Behavior Model (KABM)

A
  • Stresses that a gain in new knowledge leads to changes in attitude
  • This results in improved dietary behaviors
  • Knowledge must be motivational
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9
Q

According to the Knowledge-Attitude-Behavior Model, there are the types of motivational knowledge. These are

A
  • Awareness knowledge

- How to knowledge

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10
Q

Awareness Knowledge

A
  • The kind that captures people’s attention, increases awareness, & enhances motivation
  • Social psychology term – anticipated consequences
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11
Q

How to Knowledge

A
  • The kind people need when they are already motivated

- Social psychology term – behavioral capabilities

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12
Q

The Social Learning Theory (SLT)

A
  • AKA Social Cognitive Theory

- Behavior is determined by the interaction between the person, their behavior, and their environment

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13
Q

What are the 3 major constructs of the Social Learning Theory?

A
  • Behavioral capacity
  • Efficacy expectations
  • Outcome expectations
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14
Q

Behavioral Capacity

A
  • Having the skills necessary for the performance of the desired behavior
  • Ex: quitting excessive drinking
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15
Q

Efficacy Expectations

A

Beliefs regarding one’s ability to successfully carry out a course of action

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16
Q

Outcome Expectations

A

Beliefs that the performance of a behavior will have the desired effects/consequences

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17
Q

What is the main idea in Social Learning Theory?

A

Reciprocal determinism

18
Q

Theory Reasoned Action (TRA)

A
  • Outlines cognitive & attitudinal determinants of behavior
  • Attitude & subjective norms determine intentions which are foretelling of behavior
  • Related to the Theory of Planned Behavior
19
Q

Theory of Planned Behavior

A

Behavior is determined directly by a person’s intention to perform the behavior

20
Q

Diffusion of Innovation Theory

A
  • Examines the process where an innovative idea/practice achieves acceptance
  • Behavior change in cultural groups/populations could be seen as adoption of an innovative behavior
21
Q

Key Components of Innovation Theory

A
  • Compatibility
  • Complexity
  • Cost Efficiency
  • Flexibility
  • Reversibility
  • Relative Advantage
  • Risk
  • Think CCC F RRR
22
Q

Compatibility

A

If innovations are consistent with the economic, sociocultural, & philosophical value system – adoption is more likely to happen

23
Q

Flexibility

A

Innovations that can be unraveled & used as separate components will be applicable in a wider variety of user settings

24
Q

Reversibility

A

If innovation can be terminated/reversed – it is more likely to be adopted

25
Q

Relative Advantage

A

Adoption is more likely if innovation seems more beneficial when compared to previous methods

26
Q

Complexity

A

Complex innovations are more difficult to communicate & understand – less likely to be adopted

27
Q

Cost Efficiency

A

If innovation’s benefits outweigh the costs – it is more likely to be adopted

28
Q

Risk

A

The degree of uncertainty/risk determine its potential for adoption – high risk is less likely

29
Q

Transtheoretical or Stages of Change Model

A

The health behavior change process is gradual, continuous, and dynamic

30
Q

Stages of Change

A
  • Precontemplation
  • Contemplation
  • Preparation
  • Action
  • Maintenance
31
Q

Social Marketing Theory (SMT)

A
  • Uses consumer orientation, audience analysis & segmentation, & aspects of exchange theory to increase the acceptability of a behavior in a target group
  • Ex: Project LEAN used successful spokespeople & partnerships and was successful
32
Q

Healthy Communities: The Process

A
  • Grass-roots community development process

- Phases – entry, needs assessment, planning, doing, & renewal

33
Q

Entry Phase of the Healthy Communities: The Process

A

Focuses on existing situation

34
Q

Needs Assessment Phase of the Healthy Communities: The Process

A

Focuses on health needs

35
Q

Planning Phase of the Healthy Communities: The Process

A

Focuses on responding to health needs

36
Q

Doing Phase of the Healthy Communities: The Process

A

Focuses on action

37
Q

Renew Phase of the Healthy Communities: The Process

A

Focuses on evaluation

38
Q

The P-Process

A

A 6-step process to develop & implement effective communication strategies, programs, and activities

39
Q

The 6 Steps of the P-Process

A
  • Analysis
  • Strategic Design
  • Development
  • Management
  • Impact Evaluation
  • Plan for Continuity
40
Q

Precede-Proceed

A
  • Gives a comprehensive guide to planning & implementing health promotion activities in 9 phases
  • The 1st 5 phases – involve diagnosis/needs assessment
  • The last 4 phases – involve implementation & implementation
41
Q

The phases of Precede-Proceed are

A
  • Predisposing
  • Reinforcing
  • Enabling
  • Constructs in
  • Educational
  • Environmental
  • Diagnosis
  • Evaluation
  • Policy
  • Regulatory
  • Organizational
  • Constructs in
  • Educational and
  • Environmental
  • Development

Community Interventions for Healthy Life (13 decks)

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