Class Notes (836,580)
Canada (509,856)
Health Sciences (2,082)
Lecture

Sept 27 - Theories & Models.pdf

3 Pages
125 Views
Unlock Document

Department
Health Sciences
Course
Health Sciences 2801A/B
Professor
Terry Biggs
Semester
Fall

Description
Theories & Models Planning Models & InterventionModels September-27-11 1:27 PM • Ch 2 - models for HP programming ○ Understanding similarities & differences among models (Precede-Proceed & • Intro to unit 2 - HP models & theories MATCH - know in detail!) • What they are & why they're important • Foundations in Operant & Classical Conditioning ○ We'll deal w/ SMART in unit 4 • Ch 7 - models & theories for HP interventions • Look at some models & theories • Application work in groups Behaviouralchange theories & models Theories = ? • Lots of specific theories & models in Ch 7 - Importanceof Models & Theories Models = map • Similar to narrowing the focus of a research paper - • Know the similarities & differences of models gives direction about INTENT of paper • All are often used in HP programs • Thus all are important! (will be on exam! Know which components belong to which • Models & theories enable program planners to give structure & organization & understanding to the theories; don't need to know names or dates) know all except SMART, ELM & PAPM program process & purpose Difference b/w models & theories How models & theories work togetherfor successful HP programs • Help us to understandwhat influences health • Theories provide insights & directions • Why are people (not) engaging in certain health behaviours ○ Eg: students & readings (students read textbook b/c it's testable) • How are peoples behaviours influenced? • Models then give steps to actually initiate change • What factors should be considered when evaluating program's focus? ○ Eg: dog trainer = "model" (when & how they give the treat) • Models in HP provide a vehicle for applyingthe theories - • A model not grounded in theory is generally unsuccessful framework/map • Need to know why people do what they do (theory) in order to make a Psychological basis for beh change model • Classical/Pavlovian conditioning - Pair new stimulus w/ natural stimulus to produce Combo theories natural response • Stimulus response (SR) therapy ○ All responses are reflexes - elicited  Eg: natural stimulus = smell of fries w/ door bell & eventually we'll salivate • Social cognitive theory/social learning theory • Theory of reasoned action (TRA) when we hear the door bell • Theory of planned behaviour (TPB) ○ Condition "natural" response to occur w/ stimuli that wouldn't normally produce that response • Theory of freeing (TF) • Operant Conditioning - Modify beh by manipulating consequences of beh • Problem behaviour theory ○ Thru "shaping"we learn to modify our beh ○ Consequences shape the continuation/termination of beh (+ive consequence = Combo models continuation of beh) • Based on a variety of theories & combos of the combos  Focus on the +ives & not the -ives of peoples' beh b/c people are more • 2 well known & often used are: responsive to the +ive consequences ○ Health Belief Model  Eg: target beh = teach children to use seatbelts ○ Transtheoretical Model (Stages of Change) • Operant conditioning principles are WIDLEY used in beh strategies for health beh ○ Most often used... change b/c these behs are conscious, not like CC which are unconscious responses to stimuli Precede - Proceed ○ Many combo theories & models using op & classical cond are used 3. P-P Phase 3: Educational & Ecological Assessment • ID specific health-related beh, enviro & genetic factors that could be inked to health problem chosen in phase 2 (risk factors & conditions) • Enviro factors - Outside person, 'can' be modified (smoking & non-smoking areas) • Consider enviro, beh, & genetic indicators & dimensions: ○ Enviro eg: counselling services (indicator) & accessibility (dimension) ○ Beh eg: compliance (indicator; take pill) & frequency (dimension) ○ Genetics eg: breast cancer (indicator: genetic predisposition for some) & high-fat diet (dimension: risk factor) interaction of indicators & dimensions • Prioritization Matrix - ranking & matrix • 8-step framework for HP programming • Pre-pro work in tandem, providing continuous series of steps in planning, implementation, & evaluation of HP programs ○ Evaluation processes start in step ONE! • Working thru p-p like solving mystery • Use quadrant 3 in order to show that "we can change," political • Led to think 1st inductively (start w/ focus of what you want to accomplish in purpose. the end) then deductively (look at the initial problem; narrow things down) -. P-P Phase 3: Education & Original Assessment start w/ desired ends & work back to original causes • On basis of cumulative research on health & soc beh & on HP Units 1 & 2 Page 1 • Working thru p-p like solving mystery • Use quadrant 3 in order to show that "we can change," political • Led to think 1st inductively (start w/ focus of what you want to accomplish in purpose. the end) then deductively (look at the initial problem; narrow things down) 3. P-P Phase 3: Education & Original Assessment start w/ desired ends & work back to original causes • On basis of cumulative research on health & soc beh & on ○ Eg: heart disease. Inductive - we want people to have better hearts. ecological relationships b/w enviro & beh, 100s of factors have Deductive - what causes people to have bad hearts? Chemicals, potential to influence health beh pollution, fast food, where do people work? Challenges to change this • Precede groups factor according to their educational & ecological approaches 1. P-P Phase 1: Social Assessment (& SituationalAnalysis) • Begin w/ consideration of QOL - what's happening w/ the people in the • 3 broad groupings: community 1. Predisposingfactors - knowledge, attitudes, beliefs, values, perceptions • Involve people who will be targeted so they feel like they OWN the program, & you get to understand the people from their own perspective. This makes the  Genetics, EC experiences program useful! 2. Enablingfactors - skills, resources, barriers  Created by society forces or systems • Acquire subjectively defined problems & priorities of individs or communities • Social problems of community offer practical & often accurate barometer of  Factors that make possible a change its QOL □ Time, free access to facilities, support, equipment • Indicators include: absenteeism, aesthetics, crime, un
More Less

Related notes for Health Sciences 2801A/B

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit