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HLTH 210 > Module 7: Theory and Planning Models > Flashcards

Module 7: Theory and Planning Models Flashcards

1
Q

define theory

A
  • interrelated concepts, definitions, and propositions that present a systematic view of situations by specifying relations among variables in order to explain and predict the events of the situations
  • process of developing ideas that can allow us to explain how and why events occur
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2
Q

define model

A
  • mixture of ideas or concepts taken from many theories and used together
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3
Q

define concept

A
  • primary elements of theories
  • very general/broad
  • things we assume people understand
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4
Q

define construct

A
  • concept that is developed, created, or adopted for use with a specific theory
  • perceived susceptibility/seriousness in HBM
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5
Q

define variable

A
  • operational form of a construct
  • how a construct will be measured
  • quantitative measurement of a construct
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6
Q

example of a construct and variable that are related

A
  • construct: self-efficacy
  • variable: self-efficacy in using treadmill for 30 minutes per day
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7
Q

what are 4 ways that variables can be measured

A
  • knowledge
  • attitude
  • self-efficacy
  • intention
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8
Q

why do we use theories

A
  • explain behaviors and reasons why people are or aren’t engaging in them
  • present strategies to change behaviors
  • help planning, implementing, and evaluating programs
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9
Q

are programs based on theories more or less likely to succeed

A

more likely

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10
Q

what three major things do theories do

A
  • describe a phenomena
  • explain events
  • predict the future
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11
Q

define behavior change theories

A
  • use by health education specialists
  • provides processes for helping to explain behavior change
  • each work better in certain situations than others
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12
Q

how do you know which theory to use

A
  • no bets theory
  • some have been used with specific health topics repeatedly and shown success
  • ask specific questions about your population, their behaviors, and what level of theory you wish to use
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13
Q

what are the two major categories of theories

A
  • planning models
  • behavior change theories
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14
Q

what does the socio-ecological model do

A
  • recognizes importance of the larger social system on individual behavior
  • helps educators figure out which level an intervention should be done at
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15
Q

what are the levels of the socio-ecological model

A
  • intrapersonal
  • interpersonal
  • organizational
  • community
  • policy
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16
Q

what is included in the intrapersonal level of the socio-ecological model

A
  • knowledge
  • attitudes
  • skills
  • values
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17
Q

what is included in the interpersonal level of the socio-ecological model

A
  • family or friends
  • anyone close to the individual
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18
Q

what is included in the organizational level of the socio-ecological model

A
  • regulations at institutions that affect behavior
  • schools, sports leagues, work
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19
Q

what is included in the community level of the socio-ecological model

A
  • social networks and interactions
  • social norms/culture
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20
Q

what is included in the policy level of the socio-ecological model

A
  • policies and regulations at local, state, and federal levels that impact health and behaviors
  • federally required maternity leave (not in amercia)
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21
Q

define intrapersonal level

A

focused on the individual

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22
Q

what are the 5 expectancy value theory cognitions

A
  • knowledge
  • attitudes
  • beliefs
  • values
  • perceptions
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23
Q

define knowledge

A
  • expectancy value theory cognition
  • objectively verifiable truth
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24
Q

define attitude

A
  • expectancy value theory cognition
  • collection of beliefs about particular object or action
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25
Q

define beliefs

A
  • expectancy value theory cognition
  • considered to be true based on information at hand
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26
Q

define values

A
  • expectancy value theory cognition
  • relative importance of something
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27
Q

define perception

A
  • expectancy value theory cognition
  • interpretation of information
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28
Q

what are 4 intrapersonal theories

A
  • health belief model
  • theory of planned behavior
  • transtheoretical mode
  • precaution adoption process model
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29
Q

what are the two categories of intrapersonal theories

A
  • continuum theory
  • stage theory
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30
Q

define continuum theories

A
  • have identifiable variables that influence action and combine them in a prediction equation
  • putting people on a line; no specific points
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31
Q

examples of intrapersonal continuum theories

A
  • health belief model
  • theory of planned behavior
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32
Q

define stage theories

A
  • ordered set of categories into which people can be classified and identify factors that could induce movement from one stage to another
  • stair steps
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33
Q

example of intrapersonal stage theories

A
  • transtheoretical mode
  • precaution adoption process model
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34
Q

what is the oldest and most widely used individual behavior theory

A

health belief model

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35
Q

when and why was the health belief model created

A
  • 1950
  • by group of psychologists to figure out why people weren’t using health services for tuberculosis
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36
Q

what 3 factors contribute to health-related action according to the health belief model

A
  • motivation or health concern
  • perceived threat
  • belief that following health behavior will be beneficial
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37
Q

what does perceived threat consist of in the health belief model

A
  • perceived severity
  • perceived susceptibility
  • cues to action
  • variables: demographic, sociopsychological, knowledge
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38
Q

what does likelihood of action consist of in the health belief model

A
  • perceived benefits
  • perceived barriers
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39
Q

what are the constructs of the health belief model

A
  • perceived susceptibility
  • perceived severity
  • perceived benefits
  • perceived barriers
  • cues to action
  • self-efficacy
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40
Q

define perceived susceptibility

A
  • beliefs about the chances of getting a condition
  • define what populations are at risk and their levels of risk
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41
Q

how can you increase perceived susceptibility

A
  • tailor risk information based on individual’s characteristics or behaviors
  • help the individual develop an accurate perception of their own risk
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42
Q

define perceived severity

A
  • beliefs about the seriousness of a condition and its consequences
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43
Q

how can you increase perceived severity

A
  • specify the consequences of a condition and recommended action
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44
Q

define perceived benefits

A
  • beliefs about the effectiveness/positive outcomes of taking action to reduce risk or seriousness
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45
Q

how can you increase perceived benefits

A
  • explain how, where, and when to take action and what the potential positive results will be
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46
Q

define perceived barriers

A
  • beliefs about the material and psychological costs of taking action
  • level of challenge of social, personal, environmental, and economic obstacles
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47
Q

how can you decrease perceived barriers

A
  • offer reassurance, incentives, and assistance
  • correct misinformation
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48
Q

define cues to action

A
  • factors that activate readiness for change
  • contributes to perceived threat
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49
Q

how can you increase cues to action

A
  • provide how to information, promote awareness, and employ reminder systems
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50
Q

define self-efficacy

A
  • confidence in one’s ability to take action
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51
Q

how can you increase self-efficacy

A
  • provide training and guidance in performing action
  • use progressive goal setting
  • give verbal reinforcement
  • demonstrate desired behaviors
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52
Q

what is the desired end result of the health belief model

A
  • likelihood of behavior change
  • taking action
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53
Q

how can a health educator use the health belief model

A
  • increase perceived threat by increasing awareness
  • decrease perceived barriers by making interventions low cost, accessible, and at a good time/location
  • increase self-efficacy by giving people knowledge and skills
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54
Q

what are some limitations of the health belief model

A
  • doesn’t account for social, cultural, socioeconomic, and past experiences
  • assumes equal access for everyone
  • not useful for long-term behavior change
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55
Q

applications of the health belief model

A
  • behavioral research: AIDS, sexual behavior, smoking
  • primary and secondary prevention: bike helmet use, condom use, vaccination
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56
Q

what is one of the most enduring and popular theories in psychology

A

theory of planned behavior

57
Q

what does the theory of planned behavior do

A

Explains how attitudes towards behavior, subjective norms associated with behavior, and perceived behavioral control affect behavioral intention

58
Q

what did the theory of planned behavior evolve from

A
  • theory of reasoned action
  • added behavioral control
59
Q

what are the constructs of the theory of planned behavior

A
  • behavioral intention
  • attitudes toward behavior
  • subjective norms
  • perceived behavioral control
  • actual behavioral control
60
Q

define behavioral intention

A
  • leads to behavior
  • based on attitudes, subjective norms, and perceived behavioral control
61
Q

define attitudes toward behavior

A
  • does the person want to engage in the behavior
  • includes behavioral beliefs and evaluations of behavioral outcomes
62
Q

define subjective norms

A
  • beliefs about whether most people approve or disapprove of the behavior
  • includes normative beliefs and motivation to comply
63
Q

define perceived behavioral control

A
  • how much a person feels like they are in command of enacting the given behavior
  • includes control beliefs and perceived power
64
Q

define actual behavioral control

A
  • do people actually have all the resources needed for behavior change
65
Q

what are some limitations of the theory of planned behavior

A
  • doesn’t explain behavior change; only explain what influences behavior
  • assumes behavior is output of rational linear decision-making processes
  • perceived behavioral control is very unclear
  • does not consider personality-related factors, cultural factors, or demographic variables
  • time between intent and action in not explicit
66
Q

applications of the theory of planned behavior

A
  • condom use
  • alcohol use
  • sunscreen use
  • organ donation
  • smoking cessation
67
Q

what are the constructs of the transtheoretical model

A
  • stages of change
  • processes of change
  • decisional balance
  • self-efficacy
  • levels of change
68
Q

what are the transtheoretical stages of change

A
  • precontemplation: no intention to take action within 6 months
  • contemplation: intention to take action within 6 months
  • preparation: actively preparing for change
  • action: changes made in the last 6 months
  • maintenance: changed behavior for at least 6 months
  • termination: changed, no temptation to return to old behavior
  • relapse: occasionally included, engaged in behavior and return to any stage to begin the process again
69
Q

what is the process of change in the transtheoretical model

A
  • steps of how we get to move people through stages
70
Q

what are the steps in the process of change in the transtheoretical model

A
  • consciousness raising
  • dramatic relief
  • environmental reevaluation
  • self-reevaluation
  • self-liberation
  • counterconditioning
  • reinforcement management
  • stimulus control
  • helping relationships
  • social liberation
71
Q

applications of the transtheoretical model

A
  • behavioral research: bike helmet use
  • primary and secondary prevention: STI prevention, physical activity promotion
72
Q

limitations of the transtheoretical model

A
  • some researchers argue that the stages are arbitrary and classifying individuals has little utility
73
Q

what does the precaution adoption process model do

A
  • explains how a person comes to the point of making a decision to take action and how the decision is translated into action
  • generally used with new behaviors or new technology: decisions about getting covid vaccine
74
Q

does the precaution adoption process model focus more on long term or short term behaviros

A

long term

75
Q

what are the 7 stages of the precaution adoption process model

A
  1. unaware of issue
  2. unengaged by issue
  3. undecided about acting
  4. decided not to act
  5. decided to act
  6. acting
  7. maintenance
76
Q

how can someone move from stage 1 to 2 of the precaution adoption process model

A
  • unaware of issue to unengaged by issue
  • media messages to make someone aware
77
Q

how can someone move from stage 2 to 3 of the precaution adoption process model

A
  • unengaged by issue to undecided about acting
  • media messages, communication from loved one, personal experience with hazard
78
Q

how can someone move from stage 3 to 4 or 5 of the precaution adoption process model

A
  • undecided about acting to decided not to act or decided to act
  • beliefs about hazard likelihood, severity, susceptibility, social norms, personal fear and worry
  • which stage they move to depends on whether they actually want to act which is dependent on many factors
79
Q

how can someone move from stage 5 to 6 of the precaution adoption process model

A
  • decided to act to acting
  • given time and resources needed to cat, detailed how to information, reminders and cues to action, assistance in carrying out action
80
Q

limitations of the precaution adoption process model

A
  • not applicable for actions that require gradual development of habitual patterns of behavior; diet and exercise
81
Q

define interpersonal level

A
  • individuals exist within and are influenced by a social environment
  • opinions, thoughts, behavior, and support of people around an individual influence their feelings and behaviors
82
Q

what things do interpersonal level theories help explain

A
  • social norms
  • social learning
  • social power
  • social integration
  • social networks
  • social support
  • social capital
  • interpersonal communication
83
Q

when was the social cognitive theory created

A
  • 1950s
  • started as social learning theory
84
Q

what experiment used the early social cognitive theory

A
  • bobo doll experiment
  • observational learning
85
Q

describe the social cognitive theory

A
  • social environment, personal characteristics, and behavior influence each other
  • reinforcement contributes to learning
86
Q

what are the constructs of the social cognitive theory

A
  • behavioral capability
  • expectations
  • expectancies
  • locus of control
  • reciprocal determinism
  • observational learning
  • self-control
  • self-efficacy
  • collective efficacy
  • emotional-coping response
  • environment
87
Q

define behavioral capability in the social cognitive theory

A
  • knowing what to do and how to do it
  • skills portion fo self-efficacy
88
Q

define expectations in the social cognitive theory

A
  • results an individual anticipates from taking action
  • what you hope to happen
89
Q

define expectancies in the social cognitive theory

A
  • assigning a value to the outcome of behavior change
  • do you think what actually happened was good or bad
90
Q

define locus of control in the social cognitive theory

A
  • who is in charge of the control of your life
  • internal: you’re in charge, more likely to make behavior change
  • external: you’re not in charge, less likely to make behavior change
91
Q

define reciprocal determinism in the social cognitive theory

A
  • interaction among personal characteristics, behavior, and environment
92
Q

applications of the social cognitive theory

A
  • medication adherence
  • predicting exercise participation
  • predicting sexually risky behaviors
  • predicting condom use
  • healthy relationships
93
Q

describe the social network theory

A
  • explains the web of social relationships that surround people; social network
  • relationships between individuals and how those relationships influence beliefs and behavior
94
Q

when was the social network theory created

A
  • 1950s
  • used by norwegian sociologists
95
Q

what things should you consider when assessing a social network

A
  • centrality vs marginality
  • reciprocity of relationships
  • complexity or intensity of relationships
  • homogeneity of diversity in network
  • subgroups, cliques, linkages
  • communication patterns
96
Q

desribe centrality vs marginality

A
  • how involved a person is in your life
  • central: very involved
  • marginal: less involved
97
Q

how does a health educator use the social network theory

A
  • develop new social network linkages and training in social skills
  • enhance networks through natural leaders and community capacity building
98
Q

what are the limitations of the social network theory

A
  • does not fully explain health behavior
  • labor intensive theory requiring extensive data collection
  • viewed as less of a theory and more of a concept
99
Q

what is included in community level theories

A
  • organizational: rules, regulations, and policies of an organization
  • community: social norms
  • policy: legislation at local, state, federal, and national levels
100
Q

what is an example of a community level theory

A
  • diffusion of innovation theory
101
Q

when was the diffusion of innovation theory created

A
  • 1962
102
Q

describe the diffusion of innovation theory

A
  • process by which innovation is communicated to social system
  • process of moving new ideas into action
103
Q

describe the 3 concepts in the diffusion of innovation theory

A
  • communication channels: means of transmitting new idea
  • social system: group of individuals who together adopt the innovation
  • time: how long it takes to adopt the innovation
104
Q

describe the stages of the diffusion of innovation theory

A
  • innovation development
  • dissemination: communicating innovation
  • adoption: uptake of innovation by target population
  • implementation: regular use of innovation
  • maintenance: sustainability; keep adoption of behavior
105
Q

what are the levels of consumers in the diffusion of innovation theory

A
  • innovators
  • early adopters
  • early majority
  • late majority
  • laggards
106
Q

describe the innovator level of consumer in the diffusion of innovation theory

A
  • first to adopt
  • venturesome, independent, risky, daring
  • 2.5%
107
Q

describe the early adopters level of consumer in the diffusion of innovation theory

A
  • opinion leaders
  • interested in innovation but do not want to be the first
  • respected by others in the social system
  • 13.5%
108
Q

describe the early majority level of consumer in the diffusion of innovation theory

A
  • interested in innovation but need external motivation
  • adopt just before average
  • not first but not last
  • 34%
109
Q

describe the late majority level of consumer in the diffusion of innovation theory

A
  • skeptical about innovation
  • adopt after average member of society
  • adoption is an economic necessity
  • 34%
110
Q

describe the laggards level of consumer in the diffusion of innovation theory

A
  • last ones
  • traditional, suspicious of new innovations
  • must be certain they won’t fail before adoption
  • 16%
111
Q

what characteristics of innovation affect diffusion

A
  • relative advantage
  • compatibility
  • complexity
  • trialability
  • observability
112
Q

define relative advantage

A
  • is the innovation better than what was there before
113
Q

define compatibility

A
  • does the innovation fit with the intended audience
114
Q

define complexity

A
  • is the innovation easy to use
115
Q

define trialability

A
  • can the innovation be tried before making a decision to adopt
116
Q

define observability

A
  • are the results of the innovation visible and easily measurable
117
Q

define planning models

A
  • framework used to help plan interventions or programs
118
Q

is there one perfect planning model for all aspects of health

A

no

119
Q

what is the best known and most often used model

A
  • precede-proceed
120
Q

what does PRECEDE stand for

A
  • predisposing, reinforcing, and enabling constructs in education and environmental development
121
Q

what does PROCEED stand for

A
  • policy, regulatory, and organizational, constructs in education and environmental development
122
Q

what is the general thing that the precede section does and the proceed section

A
  • precede: planning
  • proceed: evaluation
123
Q

how many phase of the precede-proceed model are there and in what way does it flow

A
  • 8 total phases
  • works backwards starting at the end result (quality of life)
124
Q

what is the logical sequence that the precede-proceed model follows

A
  • identifies factors related to the issue
  • determines what is causing the issue
  • designs an intervention to address the desired outcome
  • evaluates the outcomes from the intervention
125
Q

which stages are in the precede section of the precede-proceed model

A

stages 1 to 4

126
Q

which stages of the precede proceed model identify goals of intervention

A

stages 1 and 2

127
Q

describe stage 1 of the precede-proceed model

A
  • social assessment
  • quality of life indicators
  • finding out what is important to the community or the target population
  • interviews, surveys, and focus groups are used to collect data; primary data collection
128
Q

describe stage 2 of the precede-proceed model

A
  • epidemiological assessment
  • gathering data; secondary data collection
  • includes behavioral, genetic, and environmental factors that contribute to health outcomes
129
Q

describe stage 3 of the precede-proceed model

A
  • educational and ecological assessment
  • includes predisposing, reinforcing, and enabling factors
130
Q

define predisposing factors

A
  • things someone already has that make them more or less likely to adopt healthy or risky behaviors
  • includes knowledge, attitudes, beliefs, values, and confidence (self-efficacy
131
Q

define reinforcing factors

A
  • rewards or encouraging feedback from others that supports or makes difficult adopting behaviors
  • accessibility and availability of resources
  • government laws and policies
  • family, friends, peers, teachers, etc
132
Q

define enabling factors

A
  • specific things that help or inhibit someone form adopting a behavior
  • usually tangible
  • resources and skills needed for behavior change to occur
133
Q

describe stage 4 of the precede-proceed model

A
  • administrative, health program, policy development and assessment
  • includes intervention, implementation, and evaluation strategies
134
Q

which stages are in the proceed section of the precede-proceed model

A

stages 5 to 8

135
Q

describe stage 5 of the precede-proceed model

A
  • implementation
  • process evaluation: checking off things that are supposed to happen during the program
  • attendance, materials, quality
136
Q

describe stage 6 of the precede-proceed model

A
  • impact evaluations
  • short term
  • changes in predisposing, enabling, and reinforcing factors as well as behavioral and environmental factors
  • did somebodies behavior change from the intervention
137
Q

describe stage 7 of the precede-proceed model

A
  • intermediate evaluations
138
Q

describe stage 8 of the precede-proceed model

A
  • outcomes evaluation
  • long term: after many years
  • change in quality of life indicators; happiness and motivation

HLTH 210 (10 decks)

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