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(3) Health Promotion & Education > S1_L4: Communication, Learning, and Change > Flashcards

S1_L4: Communication, Learning, and Change Flashcards

1
Q

Enumerate the 7 principles of communication

A
  1. People select what they see or hear
  2. Interpret selectively what they see or hear
  3. Choose what they want to remember and what they want to forget
  4. Words do not have meaning
  5. Meanings are in people
  6. Meanings are in context
  7. Meanings are in relationships
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2
Q

Change process: The changes that happen according to the knowledge and perception of a person or thing
A. Cognition change
B. Attitude change
C. Behavior change
D. Social change

A

A. Cognition change

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3
Q

Change process: Happens when one departures from the existing ways or means of doing things, which results in changing the whole system
A. Cognition change
B. Attitude change
C. Behavior change
D. Social change

A

D. Social change

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4
Q

Change process: Alterations depending on the perceived knowledge,
attitude and practice
A. Cognition change
B. Attitude change
C. Behavior change
D. Social change

A

C. Behavior change

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4
Q

Change process: Individual beliefs, predisposition, intention and
tendencies
A. Cognition change
B. Attitude change
C. Behavior change
D. Social change

A

B. Attitude change

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5
Q

Model of attitude change: Any incompatibility between two or more attitudes or between behavior and attitude, creates an uncomfortable
feeling or stress
A. Kelman’s Three Processes of Social Influence
B. Theory of Cognitive Dissonance
C. Yale Attitude Change Model

A

B. Theory of Cognitive Dissonance

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6
Q

Model of attitude change: studies the condition under which people are most likely to change their attitude in response to persuasive messages; “who said what to whom”
A. Kelman’s Three Processes of Social Influence
B. Theory of Cognitive Dissonance
C. Yale Attitude Change Model

A

C. Yale Attitude Change Model

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6
Q

Kelman’s Three Processes of Social Influence: Conforming to someone who is liked or respected (e.g. celebrity, influencer, clinician, professor).
A. Compliance
B. Identification
C. Internalization

A

B. Identification

Identifying yourself to that person which influences your social attitude change

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7
Q

Kelman’s Three Processes of Social Influence: An intention for change happens if you accept the belief or behavior that is conforming at the
public or private level
A. Compliance
B. Identification
C. Internalization

A

C. Internalization

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8
Q

Kelman’s Three Processes of Social Influence: Public conformity while keeping others privately. Sometimes you do not want to do it but you want to
conform to practices of the society so you still do it.
A. Compliance
B. Identification
C. Internalization

A

A. Compliance

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9
Q

Model of social change: Change is based on the communication of information and the incentive or gains the person has on it. If the person sees that it can benefit them, change is likely to happen, because people are rational and whatever it is that they think they will benefit from and will create an
impact.
A. Empirical
B. Normative Re-educative Strategies
C. Power-coersive Strategies

A

A. Empirical

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10
Q

Model of social change: People are social beings with norms to follow and
wil always adhere to the norms and values. Change is based on redefining and re-interpreting existing norms and values and developing to new ones.
A. Empirical
B. Normative Re-educative Strategies
C. Power-coersive Strategies

A

B. Normative Re-educative Strategies

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11
Q

Model of social change: Uses authority to threaten and get people to comply
A. Empirical
B. Normative Re-educative Strategies
C. Power-coersive Strategies

A

C. Power-coersive Strategies

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12
Q

Model of social change: There is a need to have satisfactory relationships in an area to support change.
A. Empirical
B. Normative Re-educative Strategies
C. Power-coersive Strategies

A

B. Normative Re-educative Strategies

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13
Q

Model of behavior change: A person’s belief in a personal threat of a disease or an illness, together with a person’s belief in the effectiveness of the recommended health behavior or action, will predict the likelihood that the person will adapt the behavior

A. The Health Belief Model
B. The Communication-Behavior Change Model
C. The Precede-Proceed Model
D. The Transtheoretical Model
E. Karl’s Psychosocial Model

A

A. The Health Belief Model

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14
Q

Model of behavior change: Strategy which encourages individuals to change their behavior.

A. The Health Belief Model
B. The Communication-Behavior Change Model
C. The Precede-Proceed Model
D. The Transtheoretical Model
E. Karl’s Psychosocial Model

A

B. The Communication-Behavior Change Model

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15
Q

Model of behavior change: Model by Lawrence W. Green with 9 phases
A. The Health Belief Model
B. The Communication-Behavior Change Model
C. The Precede-Proceed Model
D. The Transtheoretical Model
E. Karl’s Psychosocial Model

A

C. The Precede-Proceed Model

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16
Q

Model of behavior change: Model by Prochaska and Velicer with 5 stages. It defines the varying degrees of readiness to engage in a specific behavior and to respect each stage.
A. The Health Belief Model
B. The Communication-Behavior Change Model
C. The Precede-Proceed Model
D. The Transtheoretical Model
E. Karl’s Psychosocial Model

A

D. The Transtheoretical Model

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17
Q

Model of behavior change: Explains the causation of illness due to the effects of the 3 circles (Biology, Psychology, Social Interactions). These all affect the health-disease of a person.

A. The Health Belief Model
B. The Communication-Behavior Change Model
C. The Precede-Proceed Model
D. The Transtheoretical Model
E. Kar’s Psychosocial Model

A

E. Kar’s Psychosocial Model

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17
Q

Phase of Precede-Proceed Model: Social problems that can affect the QOL of the target population are identified and evaluated.
A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

A. Phase 1: Social Assessment

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18
Q

Phase of Precede-Proceed Model: Behaviors, practices, lifestyles and environment
are checked in this phase
A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

C. Phase 3: Behavioral & Environmental Assessment

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19
Q

Phase of Precede-Proceed Model: Phase wherein health problems are associated with QOL through diagnosis. It determines the problems and priorities where we can set the target population.
A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

B. Phase 2: Epidemiologic Assessment

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20
Q

Phase of Precede-Proceed Model: Checks the predisposing, reinforcing, and enabling factors
A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

D. Phase 4: Educational & Ecological Assessment

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21
Q

Phase of Precede-Proceed Model: Analyzes goals of a program with the organization and asks for existing policies
A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

E. Phase 5: Administrative Policy Assessment

It also studies the resources that we can use in implementing the program (if they facilitate or hinder it)

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22
Q

Phase of Precede-Proceed Model: Information regarding the social problem is gained by using various methods such as interviews, FGDs, surveys, or community forums

A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

A. Phase 1: Social Assessment

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23
Q

Phase of Precede-Proceed Model: In this phase, we get epidemiologic data about the disability, incidence and prevalence of diseases.

A. Phase 1: Social Assessment
B. Phase 2: Epidemiologic Assessment
C. Phase 3: Behavioral & Environmental Assessment
D. Phase 4: Educational & Ecological Assessment
E. Phase 5: Administrative Policy Assessment

A

B. Phase 2: Epidemiologic Assessment

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24
Q

Phase of Precede-Proceed Model: Plan program is put into action
A. Phase 6: Implementation
B. Phase 7: Process Evaluation
C. Phase 8: Impact Evaluation
D. Phase 9: Outcome Evaluation

A

A. Phase 6: Implementation

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25
Q

Phase of Precede-Proceed Model: Upon implementation, evaluate the process to determine if the program is being conducted as planned or if there is a need for modifications to improve the program
A. Phase 6: Implementation
B. Phase 7: Process Evaluation
C. Phase 8: Impact Evaluation
D. Phase 9: Outcome Evaluation

A

B. Phase 7: Process Evaluation

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26
Q

Phase of Precede-Proceed Model: Carried out immediately after implementation
of the program
A. Phase 6: Implementation
B. Phase 7: Process Evaluation
C. Phase 8: Impact Evaluation
D. Phase 9: Outcome Evaluation

A

C. Phase 8: Impact Evaluation

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27
Q

Phase of Precede-Proceed Model: Measures the achievement of the overall objective of the program and change in the QOL of the population that we are targeting
A. Phase 6: Implementation
B. Phase 7: Process Evaluation
C. Phase 8: Impact Evaluation
D. Phase 9: Outcome Evaluation

A

D. Phase 9: Outcome Evaluation

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28
Q

Phase of Precede-Proceed Model: It determines if the program was successful and also helps to determine the change in predisposing, reinforcing, and enabling factors.
A. Phase 6: Implementation
B. Phase 7: Process Evaluation
C. Phase 8: Impact Evaluation
D. Phase 9: Outcome Evaluation

A

C. Phase 8: Impact Evaluation

Note: It has to be done immediately in order to determine the effectiveness and efficiency of the program.

29
Q

Transtheoretical Model Stage: Not thinking about changing the behavior at all
A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A

A. Precontemplation

30
Q

Transtheoretical Model Stage: Start to feel ambivalent of the behavior
A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A

B. Contemplation

31
Q

Transtheoretical Model Stage: A person is committed to changing the behavior but does not start to change yet
A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A

C. Preparation

32
Q

Transtheoretical Model Stage: Start in stopping the practice; geared towards
better behavior
A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A

D. Action

33
Q

Transtheoretical Model Stage: Developed the habit already, maintaining it consistently through time
A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A

E. Maintenance

34
Q

Element of learning: Person can make a choice whether they will do it or not, learn it or not
A. Goal
B. Readiness
C. Situation
D. Consequence

A

C. Situation

35
Q

Element of learning: Relevant to the needs and concerns of the person
A. Goal
B. Readiness
C. Situation
D. Consequence

A

A. Goal

36
Q

Element of learning: Person must be physically, emotionally, and mentally prepared to handle the change in behavior
A. Goal
B. Readiness
C. Situation
D. Consequence

A

B. Readiness

37
Q

Element of learning: Person would try to experiment with other behaviors which would confirm their expectations or own
hypothesis before establish a learning stage
A. Response
B. Interpretation
C. Reaction to Thwarting

A

C. Reaction to Thwarting

38
Q

Element of learning: ___ of the information depends on a person’s socioeconomic status, values, and norms.
A. Response
B. Interpretation
C. Reaction to Thwarting

A

B. Interpretation

39
Q

Behaviorist learning theory: Methods of learning that employs rewards and
punishments for behavior; behavior and consequence
A. Pavlov
B. Thorndike
C. Skinner

A

C. Skinner

40
Q

Behaviorist learning theory: Responses that produce a satisfying effect in a
particular situation become more likely to occur again in that situation, and responses that
produce a discomforting effect become less likely to occur again in that situation
A. Pavlov
B. Thorndike
C. Skinner

A

B. Thorndike

41
Q

Behaviorist learning theory: Consists of associating an initially neutral stimulus with a meaningful stimulus. It can provoke a new response through its
association with a significant stimulus.
A. Pavlov
B. Thorndike
C. Skinner

A

A. Pavlov

42
Q

Behaviorist learning theory: LAW OF EXERCISE & LAW OF EFFECT
A. Pavlov
B. Thorndike
C. Skinner

A

B. Thorndike

43
Q

Behaviorist learning theory: Operant conditioning
A. Pavlov
B. Thorndike
C. Skinner

A

C. Skinner

44
Q

Cognitive learning theory: Learning generally involved the acquisition of knowledge about the world, in particular about the relationships among stimuli, and between
stimuli and their consequences
A. Bandura
B. Thorndike
C. Skinner
D. Tolman

A

D. Tolman

45
Q

Humanist learning theory: People make judgements about the interplay among
environment, personal factors, and consequences of
your behavior
A. Bandura
B. Thorndike
C. Skinner
D. Tolman

A

A. Bandura - Social Cognitive Theory

46
Q

Cognitive learning theory: Cognitive Mapping
A. Bandura
B. Thorndike
C. Skinner
D. Tolman

A

D. Tolman

47
Q

Humanist learning theory: People are agentic, they are proactive in making their way through the intricacies and dualities of life as influenced by the personality and the
society. They are not passive, or shaped and shepherded by contingent consequences of an environment.
A. Bandura
B. Thorndike
C. Skinner
D. Tolman

A

A. Bandura

48
Q

Communication method: Channels where large numbers of people are addressed
A. Interpersonal communication
B. Mass media communication

A

B. Mass media communication

49
Q

Communication method: Intrusive; Target groups makes
little to no effort to be
able to receive the
message
A. Interpersonal communication
B. Mass media communication

A

B. Mass media communication

50
Q

Communication method: High capability to
select particular
audience
A. Interpersonal communication
B. Mass media communication

A

A. Interpersonal communication

51
Q

Communication method: Two way flow of communication; Can fit to local or
individual needs
A. Interpersonal communication
B. Mass media communication

A

A. Interpersonal communication

52
Q

Communication method: Allows for immediate feedback and in depth
discussion of topics
A. Interpersonal communication
B. Mass media communication

A

A. Interpersonal communication

53
Q

Mass media communication

  1. Targets majority of the population
  2. Newspapers,
    Social Educate
  3. The message can only be delivered to those with: pamphlets, information sheets,
    newsletters, posters, t-shirts, videos
  4. Television, Radio, Magazines
  5. Folk Media

A. Limited reach media
B. Mass reach media

A
  1. B
  2. B
  3. A
  4. B
  5. B
54
Q

Enumerate the 5 steps of the learning cycle:

A
  1. Needs assessment
  2. Formulation of goals and objectives
  3. Plan or Design
  4. Implementation
  5. Evaluate
55
Q

Step of training cycle: To guide the trainer about which parts of the course have
been successful and which parts need to be improved
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

E. Evaluate

56
Q

Step of training cycle:
The operation of all the activities with and for the participants to achieve the objectives
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

D. Implementation

57
Q

Step of training cycle: The training methods or strategies you will use
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

C. Plan or Design

58
Q

Step of training cycle: An intent communication by a statement describing a proposed change in the learner
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

B. Formulation of goals and objectives

59
Q

Step of training cycle: The starting point of the training process that will help the trainer decide on what the trainee must learn
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

A. Needs assessment

60
Q

Step of training cycle: very similar to situational analysis or SWOT analysis
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

A. Needs assessment

60
Q

Step of training cycle: Must be SMART (Specific, Measurable, Attainable, Realistic, Time bound). The statement of what the learner is to be like when he has successfully completed a training.
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

B. Formulation of goals and objectives

61
Q

Step of training cycle: For those who want to conduct the training again. To determine if the trainees can do the task well and guide them about which topics or skills they need to learn more.
A. Needs assessment
B. Formulation of goals and objectives
C. Plan or Design
D. Implementation
E. Evaluate

A

E. Evaluate

62
Q

Classification of strategy: For secondary and tertiary prevention
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

A. Focus on individual

63
Q

Classification of strategy: Number of persons in one setting at the same time
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

B. Focus on groups

64
Q

Classification of strategy: Appropriate in all types of settings and in all levels of prevention
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

B. Focus on groups

64
Q

What does PRECEDE stand for?

A

Predisposing,
Reinforcing,
Enabling,
Construct in,
Educational,
Diagnosis and
Evaluation

65
Q

What does PROCEED stand for?

A

Policy,
Regulatory,
Organizational,
Construct in,
Educational and
Environmental,
Development

66
Q

Communication Behavior Change Model

  1. Educate
  2. Reinforce changes, reminder communications
  3. Facilitate action
  4. Create awareness; change values and beliefs
  5. Persuade and motivate

A. Precontemplation
B. Contemplation
C. Preparation
D. Action
E. Maintenance

A
  1. C
  2. E
  3. D
  4. A
  5. B
67
Q

Behaviorist learning theory: Classical conditioning
A. Pavlov
B. Thorndike
C. Skinner

A

A. Pavlov

68
Q

Classification of strategy: Interactive nature provides better possibilities for success
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

A. Focus on individual

69
Q

Classification of strategy: Cost effective and for empowerment
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

C. Focus on whole population

70
Q

Classification of strategy: Utilizes mass media
A. Focus on individual
B. Focus on groups
C. Focus on whole population

A

C. Focus on whole population

(3) Health Promotion & Education (6 decks)

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