HEALTH BEHAVIOR: MODELS AND THEORIES
By now, you have identified and done some literature search on your topic/health behavior and target population. In short, you have assessed the need for a program or intervention to address the health behavior you previously identified. For Module 2 of the session long project (SLP), you will again conduct a literature search utilizing peer-reviewed journal articles, books, professional organization articles, etc. to help you identify evidence-based strategies to best address the health behavior in your target population.
Write a paper (3 pages in length) summarizing your findings on evidence-based strategies specific to the health behavior.
SLP Assignment Expectations
The following items will be assessed in particular:
Describe your program’s overall goal and at least two 1 learning objective and 1 behavioral objective for your specific target population (ORAL HEALTH IN CHILDREN UNDER 5) . Your objectives must be specific, measureable, achievable, realistic, and time-phased (SMART). Make sure that you have read the required readings and completed the required 30-minute tutorial before developing your goal and objectives.
Based on your literature search, provide a summary of evidence-based strategies that have been shown effective in promoting or reducing the behavior in your target population.
Identify two (2) evidence-based strategies that you will use to implement your program or intervention. Provide an explanation why you have chosen these strategies and defend your choices.
Models of Behavior Change
There are several models/theories on health behaviors that guide health professionals in development of strategies that promote and maintain health and prevent diseases, especially lifestyle-related health problems. Lifestyle-related health problems are problems that are often contributed or accelerated by the way individuals behave and make choices in their daily lives.
Classical Conditioning Model is one of the oldest models of behavior change. The concept is based on the idea that behavior can be changed by introducing a stimulus that motivates the individual to change his/her undesirable behavior to a desirable behavior. Health-related interventions that utilize this concept may use reinforcement for positive behaviors, punishment for negative behaviors, and modeling. (Committee on Health and Behavior, 2001, p. 184-185)
Social Cognitive Theory states that behavior change can be initiated or motivated by observing other people, not merely by reinforcements of behaviors. The theory is sometimes call social learning theory. Self-regulation and a person’s conviction that he/she can change the behavior are important components of social cognitive theory. This conviction can sometimes be referred to as “will power.” (Committee on Health and Behavior, 2001, p. 186-187)
Health Belief Model is one of the first models that focused in addressing health behaviors. It helped explain why people chose not to participate in behaviors that prevent disease early such as screening and immunization. The model focuses on four elements: 1) perceived susceptibility, perception of chances of developing the problem/condition; 2) perceived severity, the degree of the seriousness of the problem; 3) Perceived benefits, beliefs that such action can be effective; and 4) perceived barriers, potential cost or negative aspects of such action. (Committee on Health and Behavior, 2001, p. 187-188)
Theory of Reasoned Action tries to predict a person’s intention to perform or engage in a behavior by looking at the person’s attitude toward the behavior and the influence of the social environment. For example, if Tara believes that smoking will prevent her from gaining weight (positive outcome), then she will likely have a favorable attitude about smoking. On the other hand, if Tara believes that smoking will increase her risk for lung cancer and heart disease (mostly negative outcomes), then she will likely have negative attitude about smoking. (Committee on Health and Behavior, 2001, p. 188)
Stages of Change Model/Transtheoretical Model outlines the stages of which the person is ready to change his/her behavior. In this model, behavior change is a process instead of one event. There are six stages of readiness in this model:
Precontemplation—the person is not interested to change or not even aware that there is a problem.
Contemplation—the person is considering to change his/her behavior.
Preparation—the person may start getting ready to change by planning on how to change his/her behavior.
Action—the person is takes action to change his/her behavior.
Maintenance—the person continues to maintain his/her behavior change and prevents going back to the old behavior.
Termination—the person has completely terminated the old behavior and replaced with the new healthy behavior without relapsing.
(Committee on Health and Behavior, 2001, p. 188-190)
Social Action Theory builds on the Social Cognitive-Learning Theory. Social Action Theory supports the idea that biology, along with environmental and social factors, can determine the effectiveness of behavior change. It allows perspectives from different levels such as policy and environmental changes in complement with self-efficacy beliefs, outcome expectancies, perceived benefits/barriers, etc. to support healthy behavior change. (Committee on Health and Behavior, 2001, p. 190)
Additional models and theories are discussed in your required readings.
Individual and Family Health-Related Interventions
Health behavior change interventions can occur in several levels: individual, family, organization, community, and society.
Individual level interventions may include one-on-one education; counseling; participation in screenings; development of personal skills such as stress management, coping skills, self-esteem improvement, and refusal skills; and providing self-help materials.
Family level interventions focus on the family. Family relationship plays an important role in promoting healthy emotional and psychological well-being. In fact, evidence suggests substantial correlation between positive family-relationship and chronic disease management. Family level interventions may include family therapy, support groups, family problem-solving methods, and educational program focusing on strengthening and improving family relationship and capacity for disease management.
The optional readings, Committee on Health and Behavior (2001), have more information on individual and family health-related interventions (pages 191-221).
Additional Terms
SMART Objectives are objectives that are specific, measurable, achievable, realistic, and time-phased. SMART objectives allow you to effectively monitor your program progress and ensure success of your program goals. Refer to the required reading for more information and some examples of SMART objectives.
Required Readings
Required 30-minute Tutorial for developing good goals and SMART objectives:
CDC (2011) Writing Good Goals and SMART Objectives – Tutorials. Retrieved from http://www.cdc.gov/healthyyouth/tutorials/writinggoal/index.htm
USDHHS. National Cancer Institute (2005). Theory at a Glance. Retrieved April 1, 2013 from http://www.cancer.gov/cancertopics/cancerlibrary/theory.pdf
Centers for Disease Control and Prevention (2009). Writing good goals [Evaluation Briefs No. 3a]. Retrieved July 1, 2012 from http://www.cdc.gov/HealthyYouth/evaluation/pdf/brief3a.pdf
Centers for Disease Control and Prevention (2009). Writing SMART objectives [Evaluation Briefs No. 3b]. Retrieved July 1, 2012 from http://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
Center for Disease Control and Prevention (CDC) (2011). Surveillance of certain health behaviors and conditions among States and selected local areas—behavioral risk factor surveillance system, United States, 2009. Morbidity and Mortality Weekly Report-Surveillance Summaries, 60(9), 1-250. Retrieved July 1, 2012 from http://www.cdc.gov/mmwr/pdf/ss/ss6009.pdf
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