behavior change presentation (1)
TRANSCRIPT
How do We Create
Healthy Behaviors?
Erin Staples MPH, CHES, LWC
Clark College
OBJECTIVES
Examine behavior change theory and its role
in changing health habits
Health Belief Model
INDIVIDUAL PERCEPTIONS MODIFYING FACTORS LIKELIHOOD
OF ACTION Demographic Variables
Socio-psychological
Variables
Perceived susceptibility
Perceived severity
Perceived benefits
Perceived barriers
Perceived threat Likelihood of making
healthy change
Cues to Action
Information
Reminders
Persuasive
communications
Experience
( Rosenstock, 1990 )
CATEGORIES OF BELIEF
Perceived Seriousness
Perceived Susceptibility
Perceived Benefits
Perceived Barriers
( Rosenstock, 1990 )
CATEGORIES OF BELIEF
Seriousness
• Relative severity of
the health problem.
• E.g. “If I don’t stop eating
fried food, I could get
heart disease. That’s
really scary!”
Susceptibility
• Nature and intensity
of perceptions affect
willingness to take
preventive action.
• E.g. “My father dies of
heart disease. I feel
vulnerable.”
( Rosenstock, 1990 )
CATEGORIES OF BELIEF
Benefits
• Anticipated value of the recommended course of action.
• Must believe recommended health action will benefit you.
• E.g. “If I am more active, I will be more fit and have more energy.”
Barriers
• Perception of negative consequences
• Greatest predictor of whether behavior will be practiced.
• E.g. “It’s hard to stay active when the weather is bad.”
• E.g. “I’ve tried a million times and I just can’t do it!”
( Rosenstock, 1990 )
OTHER FACTORS
Cue to Action
• what convinced
consideration of
change
• E.g. “My friend told me
that yoga helped with her
stress. I’m going to go
with her tomorrow!”
Demographic Variables
• Society, culture, family
values, “peer pressure”,
where you live.
• E.g. “I’m a little
uncomfortable. My family
thinks yoga is weird.”
( Rosenstock, 1990 )
Stages of Change Model (Prochaska & DiClemente)
Precontemplation
Stable Behavior
Contemplation
Relapse Maintenance
Action
Preparation
Prochaska & DiClemente, 1994)
Stages of Change Model
I can’t!
I won’t!
I might! I will! I AM! I still AM! Oops!
Prochaska & DiClemente, 1994)
KEY FEATURES OF THE STAGES OF CHANGE
TRANSTHEORETICAL MODEL
• Created to explain intentional behavior change
• Considers change a process rather than an event
• The change process involves a series of stages
• In attempting to change a behavior a person typically
cycles through these stages of change
Prochaska & DiClemente, 1994)
PRECONTEMPLATION
Definition
•Not considering changing your behavior
• Lack of awareness or desire
Ways to Move Forward
•New information
•Persuasive communications
• Experiences
•Change in perceived risks and benefits
Prochaska & DiClemente, 1994)
CONTEMPLATION
Definition
•Person is beginning to consider behavior change
•Weighing the pros and cons
Ways to Move Forward
•Motivated by role modeling and persuasive
communications
•Receptive to learning more about potential
benefits and skills needed to succeed
Prochaska & DiClemente, 1994)
PREPARATION/
DETERMINATION
Definition
•Person is starting to imagine what the healthy
behavior would look or feel like, and might be
trying it out
•Planning to overcome barriers
• Learning about ways to succeed
Ways to Move Forward
• Information, skill development, attitude change
Prochaska & DiClemente, 1994)
ACTION
Definition
• Actually DOING the new behavior
How to Move Forward
•Skill Development
•Reinforcement
•Support
•Self-management
•Confidence growth from little successes
Prochaska & DiClemente, 1994)
MAINTENANCE
Definition
• Establishment of the new behavior
• Taking on the new attitudinal and
environmental supports
How to Move Forward
•Practice relapse prevention skills
•Self-management
•Social and environmental support
Prochaska & DiClemente, 1994)
PRACTICE TIME
Identify one of your health behaviors that may not
be entirely healthy and place it in the model.
What might move you to change your behavior?
SUMMARY
Behavior change involves many factors. Several
theoretical models help explain health behavior, and
how we change.
Understanding your “readiness to change” is an
important aspect of your potential for success in
behavior change.
CREATING SMART GOALS
Specific
Measurable
Achievable
Realistic
Time-Frame
A specific goal has a much greater
chance of being accomplished than a
general goal.
• NOT SPECIFIC: “I will get in shape.”
• SPECIFIC: “I will run Monday, Wednesday, and
Friday after school for 30 minutes.”
CREATING SPECIFIC GOALS
(Meyer, 2003)
To set a specific goal you should consider the six "W"
questions:
• Who: Who is involved?
• What: What do I want to accomplish?
• Where: Identify a location.
• When: Establish a time frame.
• Which: Identify requirements and constraints.
• Why: Specific reasons, purpose or benefits of
accomplishing the goal.
CREATING SPECIFIC GOALS
(Meyer, 2003)
CREATING MEASURABLE GOALS
Establish concrete criteria for measuring
progress toward the attainment of each
goal you set.
• NOT measurable: “I will eat better.”
• Measurable: “I will eat 3 servings of vegetables
Monday – Thursday, one at each meal.”
(Meyer, 2003)
To determine if your goal is measurable, ask
questions such as:
• How much?
• How many?
• How frequently?
CREATING MEASURABLE GOALS
(Meyer, 2003)
CREATING ACTIONABLE GOALS
Focus on actions, not outcomes.
• NOT an Action: “I will lose 20 lbs. in the next 2
months.”
• Not an Action: “I will lower my cholesterol by 20
points.”
• Action: “I will run 1 mile per day Monday,
Wednesday, and Friday. I will add a mile/day every
2 weeks.”
• Action: “I will replace one animal source of protein
per day with a vegetarian option.”
(Meyer, 2003)
CREATING REALISTIC GOALS
To be realistic, a goal must represent an
objective toward which you are both
willing and able to work, and have the
resources to complete. Do I truly believe that it can be accomplished?
• Not Realistic: “I will cut out all coffee and soda
everyday”
• Realistic: “I will have only one cup of coffee each
morning.”
(Meyer, 2003)
CREATING REALISTIC GOALS
Do you have the resources to meet your
goal?
• NOT Realistic: “I will run the marathon this
weekend.”
• Realistic: “I will run 1 mile per day Monday,
Wednesday, and Friday. I will add a mile/day every
2 weeks.”
(Meyer, 2003)
CREATING REALISTIC GOALS
To determine if your goal is realistic,
ask questions such as:
• Have I accomplished anything similar in the
past?
• Can I identify the conditions that would have to
exist to accomplish this goal?
(Meyer, 2003)
CREATING TIME-BOUND GOALS
A goal should be grounded within a time
frame. With no time frame tied to it,
there is no sense of urgency.
You should see your SMART Goal as
setting an appointment with yourself. • Not Time-Bound – I will breath more this week.
• Time-Bound – I will do breathing exercises each
night for 5 minutes before bed.
(Meyer, 2003)
CREATING SMART GOALS
Specific
Measurable
Achievable
Realistic
Time-Frame
APPLYING THE THEORIES
SCENARIO: I am feeling very stressed and
realize that I need to practice new
techniques for stress management. The
benefits strongly outweigh the barriers. I
will be more relaxed, and I know that stress
can lead to health problems in the future. I
already have headaches caused by my
stress. I’ve heard that yoga can help, and
want to give it a try.
APPLYING THE THEORIES
• My SMART goal: I will practice yoga Monday, Wednesday, and
Fridays for 1 hour in the mornings right after I get out of bed. I
will use Comcast on Demand videos.
• My action plan:
• I will go to bed by 10pm each night so that I can get up earlier.
• I will set my alarm for 7am to fit in my yoga.
• My roommate, Sara, has agreed to do yoga with me.
• I will journal my stress levels weekly to see how the program is
working.
• I will reward myself with a Redbox movie each week I am
successful.
SOURCES
1. Rosenstock, I. M.; Strecher, V. J., Becker, M. H. (1 January 1988). "Social
Learning Theory and the Health Belief Model". Health Education &
Behavior 15 (2): 175–183.DOI:10.1177/109019818801500203.
2. Prochaska, JO; Norcross, JC; DiClemente, CC. Changing for good: the
revolutionary program that explains the six stages of change and teaches
you how to free yourself from bad habits. New York: W. Morrow;
1994. ISBN 0-688-11263-3.
3. Meyer, Paul J (2003). "What would you do if you knew you couldn’t fail?
Creating S.M.A.R.T. Goals". Attitude Is Everything: If You Want to Succeed
Above and Beyond. Meyer Resource Group, Incorporated, The. ISBN 978-
0-89811-304-4.
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