5A

2002

World Health Organization

WorldDeaths in 2000 attributable to selected leading risk factors

Number of deaths (000s)

health behavior

Kasl and Cobb 1.preventive health behavior 2.illness behavior, 3. sick-role behavior,

69285.5670311 7127834567

predisposing factors:enabling factors:reinforcing factors:

Ecological Models of Health Behavior

Health Belief Model (HBM)HBM

HBM Hochbaum, Kegeles, Leventhal and Rosenstock 2050X1950s 1960s,

HBMHBM

HBMPerceived SusceptibilityPerceived Severity

HBMPerceived BenefitsPerceived Barriers()()

HBMCues to ActionSelf-efficacy

HBM1 A() B2 A B3

Stages of Change

1982, Prochaska Diclimente

6

---->--

6 -- -- --> --

-- --= -- --

6;56

--

6 ----

20%

Social Learning Cognitive Theory

--

Hull

Miller and Dollard(1941) Miller and Dollard1954Rotter 1962Bandura 1966Rotter1963Bandura and Walters1975Ziferblatt1969Bandura1978Wallston and Wallston1973W.Mischel1987Rodin1977Bandura1978Bandura1981Parcel and Baranowski 1986Bandura

Rotter/

BanduraSLTSLTSLTSocial Cognitive Theory)

1.8-2.555-9

FaSST

efficacy self-efficacy

Attention - The observer of the model must attend to the relevant characteristics of the model. Retention - The observer must encode verbal and/or visual representations of the model. Motor Reproduction - The observer must be physically able to reproduce the behavior of the model. Motivation - The observer must want to perform the observed behavior. Observational learning

Example: Wilma watches Fred bowl a bowling ball. Wilma pays attention to Fred foot work, how he holds the ball, and how he delivers the ball. Wilma makes mental notes to help her remember. After Fred bowls a few balls it is Wilma's turn to bowl. Wilma reviews what she observed in her mind and then bowls the ball (a strike!). In this case, Wilma paid attention to relevant characteristics of the observed behavior, she remembered what she observed, she was capable of accomplishing the task (and did), and she was motivated to execute the behavior

Self-controlSetting Personal Standards & Goals - Determining limits, boundaries, and criteria for one's behavior. Self-Observation - Observing oneself in life. Determining if one's current behaviors are within their self-constructed standards and goals. Self-Judgement - Evaluating one's own behavior in light of their personal standards and goals. Self-Reaction - Self-reinforcement and self-punishment based on meeting or not meeting one's standards and goals.

Example:Jeanne desires to study more, so she sets about to change her own behavior (self-control). She examines her own behavior for a week and determines that she only studies 30 minutes a day, usually late at night (self-observation). She decides to study an hour a night(goal setting), and to reinforce herself with ice cream when she does (self-reinforcement & self-monitoring) and punish herself by eliminating phone time with her boyfriend when she does not (self-punishment & self-monitoring). Jeanne knows that she tends not to study at home, so she decides to go to the library each night to study (self-imposed stimulus control). Jeanne reminds herself of her commitment to study each day as she drives home from school (self-instruction).

1.8-2.555-9

FaSST

Health Promotion = The combination of educational and environmental supports for actions and conditions of living conducive to health. Green and Kreuter emphasizing a shared framework for change targeted at individual behaviors and the environment.

Health promotion = the process of enabling people to exert control over the determinants of health and thereby improve their health. Ottawa Charter for Health Promotion. WHO, Geneva, 1986

,

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1. advocacy2. empowerment3. mediation

health counseling counseling

-A -Aassess, advise, agree, assist and arrange -/ -

5ASAssess

1 2 3 4 5 6

- -- -

1.A 2. + 3.R 4.

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