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Health Promotion 2250 > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

planning

A

the process of achieving a goal

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2
Q

where should you start planning a hpp

A

getting support from the top dogs, dms

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3
Q

why should u be careful with top dog support

A

they might have needs that the PP doesnt want, the pp is still ur #1 priority so be careful

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4
Q

resource

A

usually money

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5
Q

support

A

non money resource

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6
Q

what happens if the idea comes from the top

A

better for you because then you dont have to gain their support, you already have it

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7
Q

how do u gain support before you start

A

find out what dms want, make a rationale based off of that

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8
Q

what do most organizations value

A

human resources

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9
Q

human resources protection

A

many organizations have their values and goals based around this, protecting the lives of employees and organization members

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10
Q

prevention programs

A

unlikely to see a change in health status immediately, will take time
in terms of money this sucks but in terms of humans this has large value because of health. money shouldnt be the deciding factor in human resources

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11
Q

three things that have different goals that the organization values

A

employee, employer, community

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12
Q

leading by example

A

measures the organization’s commitment to employee and organizational health status and support measures

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13
Q

what 4 things does leading by example measure

A

leadership support
worksite support
economic awareness
business alignment with health

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14
Q

4 main steps to creating a rationale

A

gather evidence
title it
write the actual content
reference list/credibility part

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15
Q

what research should you include in your rationale

A

epidemilogical data (evidence based stats)
global scale relevance
whats happening in other places, be careful - might not generalize to your pp
goals, objectives, plans
budget/economic plans (CBA - ROI)
needs assessment (unlikely that it’ll be done at this point)
how it can benefit the organization
why it would benefit and make sense for the organization to invest in this program

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16
Q

content of rationale

A 
economic factors 
epi data
needs assessment
global scale - get research on most macro scale
whats happening elsewhere
solution proposal
why successful implementation plan
eval design proposals
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17
Q

conclusion of rationale should include

A

references - show where and how credible your research is

conclusion - state how this is beneficial

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18
Q

evidence

A

data that is used to make decisions

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19
Q

evidence based

A

decisions that are made based on evidence, if something is evidence based it has more credibility if there was no evidence

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20
Q

social math

A

an interesting way of presenting statistics, do this so your dm’s arent bored while reading your rationale

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21
Q

cost benefit analysis

A

shows you profit in relation to expenses using a ROI - return on investment

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22
Q

return on investment

A

how much profit youre making

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23
Q

roi = 0

A

break even

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24
Q

roi > 0

A

profit

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25
Q

rot < 0

A

losing money

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26
Q

planning committee, when can you make one

A

once you have some support from key decision makers cna start a planning committee

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27
Q

planning committee

A

a collection of people that have complimentary skills that will actually plan the program that is to be implemented

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28
Q

what are planning committees also known as

A

planning team, steering committee, advisory board

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29
Q

what does the size of the planning committee depend on

A

the program and pp itself

should be small enough to reach consensus but large enough to do work

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30
Q

what/who should the planning commitee include (6)

A
  • pp
  • those with health risk
  • variety of personalities (doers, thinkers, planners, motivators, influencers)
    -key stakeholders not rep. in pp
  • org/sponsor
  • leader
    = SUCCESSFUL PLANNING COMMITTEE
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31
Q

what should you be aware of in a planning committee with people/leader

A

should be operating of the best interest of the PROGRAM not the PERSON
- be aware of politics and political personal agendas that may see people trying to act in their best interest - WRONG

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32
Q

what should a leader be

A

organized, planning, strong in achieving a goal, motivating, creative and effective

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33
Q

what should you do with a planning committee

A
  • should evaluate it regularly
  • add new people
  • establish term limits (permanent, temporary, ad hoc?)
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34
Q

what is ad hoc?

ad hoc committtee?

A

temporary

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35
Q

what should you answer early in planning?

A

what is the dm support
are the looking to embed or institutionalize the program
is the planning committee temp, ad hoc or permanent
what resources available
how much money
what is the dms commitment
what autonomy or control does the PC have

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36
Q

parameters of planning

A

should be established early on, what parameters the program will work within
estbalish early to avoid problems and reduce risk of wasting resources

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37
Q

effective committee has 3 things

A

has an agenda
have communication between dm, planning committee and key stakeholders (PP)
organized

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38
Q

need

A

difference between now and desired level/state

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39
Q

true actual need

A

what you actually need and is required

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40
Q

perceived, desired need

A

what you want

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41
Q

what needs should you cater to

A

all of them - doesnt matter if its perceived or true

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42
Q

needs assessment

A

collecting data and analyzing it to see what needs and problems arise, determines the degree to which they’re being met, prioritize them baed on greatest risk factor and need in the community,, pp and what interventions and programs can be implmented to solve

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43
Q

what does a needs assessment identify

A 
need
how its being taken care of right now
priority
implememntation intervention to take
resources/assets in community
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44
Q

2 goals of NA

A

assess needs, degree to which they’re being met (priority)

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45
Q

2 types of needs

A

service needs

service demands/desires

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46
Q

service need

A

professional approach
what the pros think the pp needs
be careful - may not be accurate

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47
Q

service desire/demand

A

what the pp thinks they need

- accurate

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48
Q

which is more important need or demand/desire?

A

both equal - have to balance and make sure both are satisifed, but again the PP is your main concern

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49
Q

when is not performing a NA okay?

A
  • categorical funding
    when one was just completed
    no resources/money - stupid!!!!
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50
Q

what do you expect from an NA

A 
needs
degree theyre being met
priority list
assets and resources available
suggested methods of intervention
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51
Q

what will an NA answer

A 
what is going on in the community
what are the risks and issues and needs
what degree are they being met
what interventions are promising
what is being used in the commnunity right now to address them
where are subgroups
what are their needs
where are they located geographically
what can be done
what is most pressing
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52
Q

community building

A

using the assets of the community to mobilize

strength based - what the community already has and can be used

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53
Q

how do you get NA data

A

primary sources

secondary sources

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54
Q

primary sources

A

actually conducted info from the PP themselves

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55
Q

pros of primary sources

A
  • tailored to pp - fits well
  • relevant
  • will address needs accurately
    PARTICIPATORY DEMOCRACY AND JUSTICE = FACILITATES BUY IN from the PP
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56
Q

what will a good planner do??? in light of what???

A

use 2ndary data in light of its limitations

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57
Q

cons of primary data

A

costly
time
hard to get sometimes
resource intensive

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58
Q

secondary sources

A

data already collected, not from PP

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59
Q

pros of secondary data

A

easy to locate, free, fast access

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60
Q

cons of secondary data

A

may not fit pp
may not be relevant is it accurate?
barriers to obtaining re: confidentiality issues

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61
Q

types of primary data sources

A
  • single step surveys/cross sectional surveys/point in time surveys
  • multistep surveys [delphi technique]
  • meetings
  • town hall meetings/community forum
  • focus groups
  • nominal groups
  • observations
  • self assessments
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62
Q

different types of single step surveys

A 
written
electronic
face to face
telephone
group interviews
  • proxy measure
  • signficant others
  • key informatants
  • opinion leaders
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63
Q

what are the 4 types of observations

A
  • direct (intrusive, unintrusive)
  • indirect (proxy measure)
  • walkthrough/windshield
  • photovoice/videovoice
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64
Q

2 types of self assessments

A

HRAs - health risk assessments

HSAs - health status assessments

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65
Q

2ndary data sources (4)

A

govt
non govt agencies
data already collected from existing records
databases/internet (literature)

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66
Q

Mapping

A

putting needs on a map - mapping them geographically

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67
Q

what tool is used to map NA data

A

GIS - geographical information system

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68
Q

self report

A

the pp tells you about themselves, need to be careful for bias and info that may not be true, mostly has pretty good validity though

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69
Q

proxy measure

A

way of seeing if the behaviour actually occurred if the PP doesnt want to give you info self-disclosure

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70
Q

significant others

A

the pp doesnt have to tell you about their needs themselves, people very close to them can do that for them - aka - significant others, lovers, friends, family - can accurately report on what people need

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71
Q

key informatants

A

people in the community that have been strategically placed to report on needs - may be biases

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72
Q

opinion leaders

A

well respected individuals in the community that report on needs and can tell planning committes what they need or want in the community, are pretty represenative and people will take what they say with merit
- usually early adopters/influencers

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73
Q

written surveys

A 
most often used
can reach easily
can reach many
quick to administer
time effective
not that expensive unless targeting many

cons: low response, can facilitate response increase by making it pretty, puttin ID number and folowing up, incentives, no clarification if needed

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74
Q

face to face

A 
better because can have clarification
can probe
more time costly - travel time
can have visual cues
can produce bias/influence answers
participatory for the PP - good
training required for consistency of question asking and taking responses
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75
Q

probing

A

a technique used by interviewers to get more indepth answer

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76
Q

telephone surveys

A

more wireless only households random digit dialing - doesnt work, random selection (cell phones, answering machines, may not have same area code) - no visual cues, quick, need trianing, can have bias, probing, can clarify, time effective

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77
Q

group interviewers

A

good - can get many info form many people at once
bias is possible
can probe - have same adv. as face to face interviewers, short time

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78
Q

electronic interviews

A

can hire companies to do part of the work for you - eg coming up with questionnaires - payment depends on service and length of time the service was used

  • easy
  • people familiar with technique
  • technology - not eveyone comofrbale
  • privacy
  • canr each many people
  • good control
  • no clarification
  • can design it as you wish
  • more increasing use of technology in life
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79
Q

multistep surveys

A

delphi technique, gather info on more than occasion
- send out questionnaire, broad questions get answer, conduct another survey based on those answers - can go for 5 or fewer rounds

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80
Q

community forum/town hall meeting

A

led by a skilled moderator, people fromt he pp come together to discuss issues that they may have - has to be controlled by a moderator and follow a agenda - be careful of silent minority of vocal minority

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81
Q

meetings

A

meetings of a couple of people from the pp
- if small group may not be entirely representative of the PP - have to take in the whole PP into account and how they may have different needs and desires than the small group interviewed and meeting discussed

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82
Q

focus groups

A

came out of group therapy
a group of 8-12 people come together that dont know each other and were chosen based on a characteristic to discuss a certain topic
- need moderator as well - as topics get more controversial, need better worded questions and more skilled
- need to discuss, record and evaluate for later purposes - may be videotaped

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83
Q

nominal groups

A

groups of 5-7 people that come together, put down responses and THEN discuss the issues to ensure that there is no bias and that responses were already recorded prior to hearing what everyone else thinks - your true feelings and needs are put forward

  • once discussed, focus is on prioritizing and ranking issues by IMPORTANCE
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84
Q

direct observations

A

can be intrusive - people know that youre observing them and their behaviour,this may lead to social desirability bias, hawthorne effect

can be unintrusive - people don’t know that youre observing them - is this ethical?

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85
Q

indirect observations

A

proxy measure - measure if the behaviour actually occurred

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86
Q

windshield/walkthrough

A

actually walk through the neighborhood, see what changes need to be done, what community health needs

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87
Q

photovoice

A

document needs via a photo, catalogue them and inform policy makers of what needs to be done and change

88
Q

self assessments

A

the pp can self-assess themselves for health risks but the reliability and validity of these are variable, a bit more realiable when computed but can self-calculate risk as well

89
Q

health risk assessment

A

how likely you are to die from it, the risk youre at

90
Q

health status assessment

A

your overall health status at the present moment

91
Q

what makes primary data so useful?

A

facilitates participatory democracy and justice, faciliating buy in and program ownership for PP stakeholders

92
Q

stakeholder

A

anyone that has an interest in the program or battling the issue at stake

93
Q

what are the steps in conducting an NA?

A 
Id purpose of the NA
gather data
analyze data
assess the community risk factors
- prioirtize/set goals/set program focus
review
94
Q

STEP 1 - ID PROGRAM FOCUS

A 
what youre going to analzye
what needs
what implementation
what is the purpose of this ...
participatory democacy
determine how many problems you want to focus on (depends on resource and financial status of your initiative)
95
Q

gather data

A 
primary or secondary data
same level as program
use both qualitative and quantitative data
evidence based
use models and grassroots participation
96
Q

analyze data

A

make sure you take in cultural differences - cultural competence

  • may be the hardest step becuase you might not be able to see effects and trends clearly
  • prioritize based on BPR 2.0 MODEL
97
Q

bpr 1.0

A

basic priority rating model

- revised bc focused too clearly on communicable diseases - BPR 2.0

98
Q

BPR 2.0

A
  • size
  • seriousness
  • effectiveness of program
  • PEARL
99
Q

PEARL

A 
propriety
economics
accessibility
resources
legality

0-1 = if 0 ~ falls to bottom of priority list

100
Q

4) ID RISK FACTORS

A
  • identify the risk factors that poses a risk and if changes can lessen the risk
101
Q

5) DETERMINE THE PROGRAM FOCUS

A

reinforcing, enabling and predisposing factors that need to change - which to focus on

102
Q

6) REVIEW

A

make sure that the need you identifyied is the actual need that has the most priority otherwse you just wasted a shit ton of resources and you are stupid and need to start over

103
Q

Health impact Assessment

A

done on top of NA , decided by DMs if needed

measures the potential impact of the intervention on the population/risk

104
Q

steps of a HIA

A 
screening
scoping
assess risks and benefits
make reccomendations
report
evaluate
105
Q

what are the 4 values that a HIA is based on

A 
equity
sustainability
democracy
ethics
SEED
106
Q

Interventions

A

the actual services and strategies/activities implemented to the PP - what is between the pretreatment and post treatment

107
Q

what are the two things that an intervention MUST be

A

efficient

effective

108
Q

what does the size of the intervention depend on

A
  • resources
109
Q

multiplicity

A

the amount of activies/strats THE MORE THE BETTER

110
Q

dose

A

the number of units delivered in the intervention THE MORE THE BETTER

111
Q

levels of influence

A

who does it affect (interpersonal, intrapersonal, community) **THE MORE THE BETTER*

112
Q

intervention strategy

A

general action plan for the intervention to take place through, they are not mutually exclusive, can overlap and have elements of the others and work in conjunction - the more the better *multiplicity is key
* it is rarely sufficient to only use 1 or 1 type of strategy

113
Q

what are strategies for interventions used for

A

communicating change, creating awareness, motivating, increasing demand, building social norms

114
Q

health communication strategy

A

the use of communication channels to influence people and create awareness of a program
most often used
determined by what channel it can go through to the people
highest penetration rate
cost effective
less threatening (eg: rxns)
rarely sufficient alone

115
Q

traditional communication model

A

reciever is passive, message is passed top down from sender

116
Q

multidirectional communication model

A

can go many ways - can go bottom up, horizontal (consumer shared)

117
Q

how do you ensure a communication health strategy is effective

A

if it is consumer based - you have to understand the PP wants and desires and motivations to be effective

118
Q

communication channels (5)

A 
intrapersonal
interpersonal
community groups
mass media
social media
119
Q

intrapersonal communication channel

A 
individual based strategy
most often used, time and costly
tailored to person > personalization > targeting (groups)
enhanced via technology
person specific
coaching is an example
120
Q

interpersonal

A

same elements as intrapersonal but more people (small group)

121
Q

community groups

A

can communciate via groups already established in the community

122
Q

mass media

A

use media channels to communicate (eg: news, billboards)

123
Q

direct mass media influence

A

target people to change directly

124
Q

indirect mass media influence

A

make changes in the environment to influence and change behaviour

125
Q

social media

A

channel that is gaining prominencie, can control easily upload, reach many people, good for promotion

126
Q

what is at the heart of social media

A

networking and relationships

127
Q

how do you evaluate social media

A

POST

PEOPLE
OBJECTIVES
STRATEGIES
TECHNOLOGY

128
Q

Health LIteracy

A

being able to understand and read literature and items to inform and influence good decision making for attaining an optimal level of health and wellness

129
Q

4 levels of health literacy

A

below basic
basic
intermediate
proficient

130
Q

what level of reading is effective for writing

A

reading @ 6th grade level is good

131
Q

Document Literacy

A

being able to fill out documents/applications

132
Q

prose literacy

A

being able to read prose

133
Q

quantitative literacy

A

using numbers and using that for literacy

134
Q

health numeracy

A

reading and interpreting biostats, statistics, proabilities, numbers, etc for influencing and acting on it for good health

135
Q

health education strategies

A

using education and learning to communicate a program or intervention - eg: health classes
not mutually exclusive - very close to health comm strats

planned learning experiences in an educational setting, providing knowledge to elicit for healthy behavioural change

136
Q

what do you need to know in order for health edu strats to work

A

how the pp learns

137
Q

curriculum

A

the knowledge thats being presented, leading to a level of proficiency in it

138
Q

scope t

A

the breadth and depth of what youre learning

139
Q

sequence

A

order in which u learn the units of study

140
Q

lessons

A

what you learn in 1 sitting

141
Q

lesson plan

A

written outline of 1 lesson - intro, body, conc

142
Q

10 principles of learning

A
  • motivation
  • relevance
  • unknown to know
  • learner has to be engaged and active in learning
  • attention
  • dsitraction
  • senses
    0 application
  • pace
143
Q

5 principles of adult learning

A
  • adult needs to know why learning
  • build on previous knowledge
  • active
  • motivated
  • culturally relevant
144
Q

5 stages of learning

A
  • attention
  • present stimulus
  • engage
  • feedback
  • retention and transference
145
Q

health policy strategies

A 
implement a law to change PP behaviours
a way of forcing change
good method as a last resort
may be controversial ~ taking away freedoms as decisions made my authority but counterargument is that it is for the better health of the overall community and greater good
based on incentives
can affect built environments
146
Q

what do you need to ensure for a policy

A

its well written
followed by everyone
affects everyone, everyone has same commitment and desire to follow it

147
Q

6 phases of policy implementation

A 
agenda setting
formulate 
approval
implement
assess
modify
148
Q

environmental change strategies

A

evoke a change in environment to evoke changes in behaviours - eg: smoking bylaws
get people to change by removing barriers and making the healthy choice the easy choice (ottawa charter of health_
- can be closely realted with policy change strats

149
Q

health related community service strats

A
  • put things like flu clinics, free check ups in and around the community
  • has merit because closely associated with health care professional
  • services tests and health care in the community
    reduce barriers to obtaining it
    cons - ethical obligations
150
Q

community movbilization strats

A
  • community org/building

- community advocacy

151
Q

community advocacy

A

enabling pp to influence policies in their community to account for change for the collective good on behalf of a health goal

152
Q

7 methods of community advocacy

A
  1. electioneering
  2. direct lobbying
  3. turning grass roots to direct lobbying
  4. internet
  5. media advocacy - newspapers
  6. media adovacy - resource person
  7. influence voting

3 tiered method - good, better, best
good - do it yourself
better - do it yourself + influence others
best - all the above plus for a long period of time

153
Q

behaviour modification activities

A

modifying behaviour

  • pick something to monitor
  • monitor it, analyze, pick a plan of action, change
154
Q

health status evaluation

A

can help kick start beh modification

155
Q

organizational culture activities

A

organizations can have their own culture - their personality, can have activities based on that
what is and what isnt important to the company/organization

156
Q

cultural audit

A

evaluation of values and norms of a organization, see if they support the HPP

157
Q

social activities

A
  • buddy system
  • contests
  • contracts (with contingencies)
  • social events (fill a void)
  • social networking (relationships)
158
Q

incentives and discentives

A

rewards or consequences for a behaviour
can work well and motivate
can be financial or nonfinancial

159
Q

how do you figure out what incentives to use

A

ask in a na

put many incentives in pp - mass appeal

160
Q

what should incentives be/do

A

should be consistent with health
of value
big deal
linked to beahviour and overall outcome desired

161
Q

how can you make an incentive effective

A
  • figre out outcome
  • link beh to outcome
  • figure out incentive
  • link outcome with incentive
  • assess
162
Q

planning approaches (2)

A

high risk micro

popn based macro

163
Q

there are instances where a major or mass amount of people with a low risk of a disease or health risk can lead to a greater incidence than a smaller population of people with high risk

A

there are different instances in life to use a popn based approach or micro based approach, one will never obliterate the other completely

164
Q

High Risk Micro Approach

A

people with a high risk of disease are targeted to recieve the intervention

165
Q

pros of micro high risk

A
  • tailored to person with high risk
  • individual based with high risk = good sense of resources
  • affecting person you know needs it
  • benefits > risk
  • motivation for both client and practicioner are both high
    motivates behaviour change
166
Q

cons for micro high risk approach

A

medicalization for prevention - dont know youre at trisk till youre told
attaining ideals is hard if not impossible
hard to monitor risks unless you start early or have previous ailments
not behaviourally appropriate - goes against norms
- results are temporary - neeed to shift to other preventative measures too

167
Q

when should you use a micro approach

A

when you need to decrease incidence in a small number of individuals with a HIGH risk

168
Q

when is micro not effective

A

when you need to change the health status of many people with a low or moderate risk

169
Q

macro population approac

A

when many people are at a low or moderate risk for the factor

170
Q

pros of macro population approach

A

hits many people
attempts to change social norms - works with them to establish something that is culturally and socially acceptable, unlike micro approach
attempts to change behaviours of many
attempts to find root cause and eliminate it
benefits good for popn, low for indivudlas
changing exposure has good qual and quan effects on people and subsequent generations

171
Q

cons of macro

A

lack of motivation

risky - sometimes benefits not outweight the cost (eg: fake fat)

172
Q

when should you use macro

A

when the only way is to get through the population
need to affect many people
need to affect many with the least possible adverse side effects (eg: smoking bylaws)

173
Q

creating a HP intervention

A

there is no best model, every PP is different but multiplicity is good

174
Q

6 criteria for a GOOD intervention

A
  • addresses needs/risk factors
  • solves needs/goals
  • engages the community
  • does good impact on community
  • allows comm to get involved
    -follows standards of practice
  • easy to evaluate
    uses resources
175
Q

what should an intervention be

A

efficient and effective

176
Q

efficient

A

uses resources well

177
Q

effective

A

actually meets goal

178
Q

settings approach

A

tailoring your intervention to your pp

179
Q

best practice intervention

A

recommended, shows evidence of working where it was previously implemented

180
Q

best experience

A

no critical peer review but evaluation shows promise

181
Q

best process

A

shows that planning is good - may work

182
Q

4 types of interventions

A
  • evidence based
  • effective
  • promising
  • emerging
183
Q

tailoring

A

making the intervention cater specifically to your pp and their wants/desires, makes them want to pay attention to it more

184
Q

cultural sensitivity

A

making sure that the intervention caters to the different cultural spectrum in the pp

185
Q

mutliplicity

A

having multiple strategies in the inverntion

- the more the better - more channels, more likely to influence the population, more response and exposure

186
Q

adapting interventions

A
  • can adapt evidence based interventions to your own pp - be careful though, doesnt always work, needs constant revisions
187
Q

6 steps of adapting

A 
assess
select
prepare
pilot test
implement 
revise
188
Q

3 intervention intentions

A

learning
behaviour
environmental

189
Q

motivational interviewing and coaching

A

behaviour cahnge individual approaches

190
Q

health promotion

A

the act of people enabling control over and increasing their health

191
Q

there are many components to health

A

we each satisfy them in different and the same ways

192
Q

individual approach to health

A

has large value because it can help those that are in high risk and need help and as well as those that are at a low risk but want to improve their overall level of vitality and health/living
beneficial to all on an individual sclae

193
Q

when meeting with a health coach

A

advice and well meant advice may be taken the wrong way, met with blame, frustration and blank stares, unproductive persuasion
- how we speak to clients is just as important as what we say to them because the motivation is all in the qualitity of interaction and relationship

194
Q

client relations is just as important as client impact

A

friendsly advice is not endorsed, may lead to frsutration and blame
you dont give input as a coach but you guide the client to finding the own answers that are within

195
Q

coaching

A

client centeresd behavioural cognitive change approach that has theoritical underpinnings

196
Q

3 theories of CALC

A

TRA TPB SCT

197
Q

client resistance may be a product of

A

quality of interaction adnw what youre saying

198
Q

motivational interviewing

A
  • used in addiction counselling
    miller and rollnick
    individual, client centered behavioural change approach that focuses on a way of being with people
  • if you focus too much on the tools, you lose sight of the central approach
  • faciliate behavour cahnge by resolving ambivalence
199
Q

ambivalence

A

conflict in not knowing which behaviour change route to take - biggest obstacle

200
Q

7 key points of motivational interviewing

A
  • the answers are within the client
  • passive, quiet, directive approach
  • clients role is to find the answers, practicioners just guides
  • primary obstacle is ambivalence
  • resistance is just feedback, overestimate of clients readiness to change
  • persuasion is not effecitve
    respect clients right to choose - relationship as equals
201
Q

4 guiding pricinples of MI

A

R - resist righting reflex - NO ADVICE/PERSUASION/COERCION
U - understand client’s internal motivations - listen with genuine curiositiy
L - listen! (1 mouth, 2 ears)
E - evoke transformation - michaelangelo approach - saw the marble, saw david

202
Q

Coactive Life Coaching

A

many behaviour models, this is what irwin uses

  • based on theories (SCT/TRA/TPB)
  • main goal, help people help themselves
  • intrapersonal channel
  • uses underpinnings of MI
203
Q

coactive

A

relationship between the coach and client is that of equals

204
Q

4 cornerstones of CALC

A
  • NCRW
  • answers from within
  • aim to motivate to change
  • holistic approach
205
Q

client assumptions

A
  • clients have the answers
  • nothing is wrong with the clients
  • answers are there but there are barriers
206
Q

coach’s role

A

help the client find the answers not by giving advice but by using questions that are open ended and based on anything because holistic approach to life impacts helath
listen to inuition, resist righting reflex
DROP ASSUMPTIONS, REPLACE WITH CURIOSITY

207
Q

3 types of coaching

A

fulfillment
balance
process

208
Q

Fulfillment Coaching

A

help the client get fulfilment in life overall

thoery - SCT

209
Q

balance coaching

A

get many different perspectives

theory - TRA/TPB

210
Q

process coaching

A

help the cient open up to see where they are in life and how to gain control of their life and where they are in this moment

211
Q

why is coaching/talking effective

A

humans value talking about our selves, releases stress and self-disclosure helps us really understand ourselves and connect
social connection motivates us

212
Q

fulfillment coaching

A

expectations, expectancies, values, self efficacy, acknowledgements and reinforemcenet
- uncovering goals, championing - SCT, showing clients what they’re capable of

213
Q

process coaching

A

explains voluntary behaviour and intentions - look at all different perspectives of life just not social and subjective norms or lack of percieved behaviour control - if you see many perspectives then you can see different paths of actions TRA/TPB

214
Q

process coachin

A

no theoretical base - just look at where the client is in their life and regain control of their life by exploring it

215
Q

CALC AND OBESITY STUDY

A

study conducted at UWO that shows that CALC could be an effective behavioural change intervention that could help obese people lose weight - has much potential although more time should have been let for the study as well as more people so more evidence could be gathered to further see effects of CALC on obesity and weight loss
- changes in waist circumference, HRQOL, healthy eating, self esteem, confidence ability, DPA
- no change in BMI and self-efficacy (again research shows this could help - need longer study)
- participants had buy in $20 per 7 sessions
could talk about anything with coach on the phone
- this opened up their lives and have support which increased confidence and perspectives in clients leading to results that were mentioned above

216
Q

CALC AND SMOKING CESSATION STUDY

A

study done at UWO showing that CALC has potential for helping smoking cessation
- clients barriers - control, identity
- triggers - stress, social situations
- through MI and coaching saw different perspectives relating to quitting and stopping cigarettes from controlling their lives
- yielded mixed results - coaching brings MI principles into action
- increased trends in self-efficacy, control over cigarettes, decrease in # of cigarettes, self esteem
- 1 mo follow up - increased awareness of dependency, control, barriers
3 mo follow up - empowerment, control, possibility for change
6 mo follow up - shift in overall perspectives
- coaching helped find a substitute for cigarettes and was fundamental in gaining insights
need more people trained and knowledgeable about coaching - more people - more time, more control - more effective results that are generalizable

Health Promotion 2250 (2 decks)

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