theory
DESCRIPTION
Theory. What is theory?. “… a set of interrelated concepts, definitions, and propositions that presents a systematic view of events or situations by specifying relationships among variables in order to explain and predict the events or the situations.” - PowerPoint PPT PresentationTRANSCRIPT
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THEORY
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What is theory?
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Theory
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Theory
Generality
Testability
Shape and boundaries, but not specific topic or content
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Theories are used to …
Guide the search for why people behave in certain ways
Help pinpoint information needed before developing and organizing an intervention program
Provide insight as to how to shape strategies to reach people
Help identify what should be monitored, measured, and compared
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Concepts & Constructs
Concepts: Major components of theory
Constructs: Concepts that have been developed and
defined for use in a particular theory
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Variables
Variables The measurable forms of constructs
Variables are a measure of a specific construct in a specific situation.
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Models
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Putting it together
A personal belief is a CONCEPT that has been shown to relate to various health behaviors.
Using a THEORY that includes the concept of personal beliefs helps explain why young men don’t think they will ever get testicular cancer.
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More theory
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Planning Models
Like a road map Present all possible routes you might take
to develop, implement, and evaluate a program.
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Planning Models
PRECEDE/PROCEED
MATCH
CDCynergy
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PRECEDE/PROCEED Model
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Behavior Change Theories
The specific route(s) you will take to reach your destination – they suggest a road to follow.
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Theories and Levels of Influence Behavior is very complex
Influenced and supported in multiple ways
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The Ecological Model
Emphasizes the links and relationships among multiple factors (or determinants) affecting health
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Ecological Model
Individual
Interpersonal
Institutional orOrganizational
Community
Public Policy
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Individual / Intrapersonal factors Knowledge, attitudes, beliefs (KAB) Skills Motivation Self-concept Age, gender, genetics
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Interpersonal factors
Social support / social networks Social norms, cultural environment Religious affiliation Access to social and health services
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Institutional or organization factors Educational system
Access to health care
Social Interactions
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Community factors
Living and working conditions Public safety Local public health Housing Economic development Environment
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Public Policy Factors
Federal, State & Local Policy and Law Zoning Taxes
Public Health System Educational System
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Behavior change theories with individual focus
The Health Belief Model (HBM)
The Transtheoretical Model (TTM)
Theory of Planned Behavior (TPB)
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Health Belief Model (HBM)
Developed in the early 1950’s by social psychologists in the U.S. Public Health Service.
Hochbaum & Rosenstock
TB screening
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Constructs of HBM
Perceived threat Perceived susceptibility
Beliefs about one’s chances of getting a condition
Perceived severity Beliefs about how serious the condition might
be
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Constructs of HBM
Outcome Expectations Perceived Benefits
Beliefs that the advised action will reduce risk or seriousness of the condition.
Perceived risks/barriers Beliefs about the “costs” of taking the advised
action
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Constructs of HBM
Cues to Action Strategies to activate one’s “readiness”
Self-Efficacy Confidence in one’s ability to take action
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Health Belief Model
Perceived Susceptibility & Perceived Seriousness
Perceived Threat
Likelihood of taking recommended action
Cues to Action
Modifying Factors: age, race, ethnicity, SES, personality
Outcome Expectations: Perceived Benefits vs.
Perceived Risks/Barriers
Self-efficacy
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Theory of Reasoned Action (TRA) Constructs:
Attitude toward the behavior Beliefs about the behavior Evaluation of behavioral outcomes
Subjective norms What others think about your behavior How motivated you are to comply with the
expectations of others
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TRA Cont.
Beliefs and Subjective Norms help predict Intentions
Your Intentions predict your actual Behavior
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TRA
Attitude toward behavior
Subjective Norm
Intention Behavior
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Theory of Planned Behavior (TPB) Developed by Fishbein & Ajzen
An extension of the Theory of Reasoned Action (TRA)
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TPB versus TRA
Adds the construct: Perceived Behavioral Control
Belief about personal control in combination with belief about the one’s ability to do what needs to be done.
Actual Behavioral Control: have the skills and resources needed to quit.
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TPB Cont.
People will perform a behavior if: They believe the advantages of success
outweigh the disadvantages of failure.
They believe that other people with whom they are motivated to comply, think they should perform the behavior.
They have sufficient control over the factors that influence success or ability to perform the behavior.
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TPBAttitude
toward the behavior
Subjective Norm
Intention Behavior
Perceived Behavioral
Control
Actual Behavioral
Control
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Transtheoretical Model (TTM) AKA: Stages of Change Developed by Prochaska & DiClemente Major Constructs:
Precontemplation Contemplation Preparation Action Maintenance Decisional Balance Self-Efficacy
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Precontemplation
“The care is still in the garage!”
Not thinking about changing behavior in the next six months.
May be unaware of risks or problems. Needs some work “under the hood.”
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Contemplation
“The engine is started, but we’re not quite in gear!”
Seriously thinking about making a behavior change, but have not yet made a commitment to action
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Preparation
“We’re in gear and ready for short trips.”
Ready to take action in the very near future (next 30 days)
Have a plan of action Experimenting with new behaviors
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Action
“We’re on the road on a regular basis.”
Actively engaged in new behavior(s) for less than six months.
Efforts are sufficient to reduce risk of disease
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Maintenance
“We’re on cruise control.”
Sustaining the behavior change for over 6 months.
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Decisional Balance
The costs and benefits of changing.
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Self-Efficacy
Confidence that one can be successful in the new behavior across different challenging situations.
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Relapse
More likely when you are stressed, anxious, or feeling depressed.
More likely if you lack social support or are experiencing interpersonal conflicts
More likely if you return to a setting (environment) that “cues” your old behavior(s)
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Strategies/process to get from one stage to the next. Precontemplation to Contemplation
Awareness New information Persuasive communications Experiences
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Strategies
Contemplation to Preparation Knowledge acquisition
Information Persuasive communications Experiences
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Strategies
Preparation to Action Deciding
How-to information Skill development Attitude change
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Strategies
Action to Maintenance Skills Reinforcement Support Self-Management Attitude and attribution change
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Strategies
Maintenance Continuation
Relapse prevention skills Self-Management Social and environmental support
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Precontemplation
Contemplation
Preparation
Action
Maintenance
Decisional Balance
Decisional Balance
Self-Effic
acy
Self-Effic
acy
Transtheoretical Model (TTM)
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Pro’s of TTM
Encourages less “labeling” terms. (Precontemplation rather than “loser” or
“lost cause”) Must accept people “where they are” Behavior change is not viewed as linear It is easy to stage clients It is not based on an instant gratification
mentality Allows for stage-matched interventions
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Adapted from:
Autobiography in Five Short Chaptersby Portia Nelson
II walk down the street.
There is a deep hole in the sidewalk.I fall in
I am lost … I am helplessIt takes forever to find a way out.
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III walk down the same street.
There is a deep hole in the sidewalk.I pretend I don’t see it.
I fall in again.I can’t believe I am in the same place.
It still takes a long time to get out.
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IIII walk down the same street.
There is a deep hole in the sidewalk.I see it is there.
I still fall in … it’s a habit.My eyes are open.I know where I am.
I get out immediately.
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IVI walk down the same street.
There is a deep hole in the sidewalk.I walk around it.
VI walk down another street.
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Social Cognitive Theory (SCT) A behavior change theory with an
Interpersonal / Social network focus.
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Reciprocal Determinism
Characteristics
of the Person
Environment in which the behavior is performed Behavior of
the person
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Constructs of SCT
Behavior Capacity
Expectations
Expectancies
Self-Control / Self-Regulation
Self-Efficacy
Reinforcement
Observational Learning
Emotional Coping Responses
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Principles of Modeling
Attention
Remembering
Repetition
Motivation
Model Similarity
Age Gender Status Competence
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Reinforcement
Any action or event that increases the desired behavior
Present something positive Money New clothes
Remove something negative Nagging Teasing
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Punishment
Any action or event that decreases the likelihood that the desired behavior will occur.
Present something negative Criticize Policies or laws
Remove something positive Praise Privilege
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Framework:Social Determinants of Health
Community
Social Networks Interpersonal
Individual
Organizational/Institutional
PoliticalPopulation Level
Ecological ModelEcological Model
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Diffusion of Innovations Theory Rogers, 1983
A behavior change theory with a community focus
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Diffusion of Innovations
The progressive adoption by members of a community or society of an idea or practice over time.
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Categories of Adopters
Innovators (<3%) Independent, risk-takers, eager to try new
ideas Not necessarily the most respected
members of the community Seek info on their own, rely on their own
judgment in making decisions about adoption
Try out new ideas and provide the first tests of the utility of the innovation
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Categories of Adopters
Early Adopters (14%) Respected members of the community Opinion leaders Powerful influence on other potential
adopters Trendy … like to be up on what is good and
new Seen as opinion leaders
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Categories of Adopters
Early Majority (34%)
Greatly influenced by mass media and opinion leaders
By virtue of their numbers, they begin to form a new norm
Lots of contact with peers, but don’t hold leadership positions.
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Categories of Adopters
Late Majority (34%) Skeptical of change
Tend to wait until an innovation is established as a norm before adopting
Motivation is greatly influenced by peers
Don’t like risk and uncertainty
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Categories of Adopters
Laggards (16%) Very traditional and conservative
Tend to have less education and lower SES
Socially and geographically mobile
Narrow and restricted communication networks
Suspicious of innovations and adverse to risk
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Adoption Curve
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Determinants of Diffusion’s Speed and Extent Is the innovation better than what it will replace?
Does the innovation fit with the intended audience?
Is the innovation easy to use?
Can the innovation be tried out before adopting?
Are the results of the innovation observable and easily measured?
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A few more pieces
Predisposing, Reinforcing, and Enabling Factors
Barriers to change PRECEDE/PROCEED behavioral diagnosis
phase
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Predisposing Factors
Provide the rationale or motivation for a person or group to act KAB (knowledge, attitudes, beliefs) Personal preferences Existing skills Self-efficacy beliefs
Individual level theories Intrapersonal are most appropriate for
addressing these factors.
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Reinforcing Factors
Factors that provide reinforcement and reward for actions and encourage repetition of the action Social support Peer influence Significant others (family, spouse, partner) Employers, teachers, health providers,
community leaders, decision-makers
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Reinforcing Factors Continued Interpersonal level theories are most
appropriate in addressing these factors
Interpersonal level theories suggest communication channels (e.g. significant others or social networks) and methods (e.g. incentives or social supports).
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Enabling Factors
Factors that provide the means or make the action possible.
Availability of programs or services or skills training
Accessibility of programs or services or skills training
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Activity
Pick a theory (Health Belief Model, Theory of Planned Behavior, Transtheoretical Model, Social Cognitive Theory OR Diffusion of Innovation Theory)
Map out the constructs of the theory Where do these constructs fit into the Ecological
Model? Give a brief (at least one sentence) explanation
of each construct Provide examples for each construct that relates
to your topic List as many predisposing, reinforcing, and
enabling factors as you can think of for the topic. Keep this model for Wednesday’s class.