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FCS 306 CHPT 15
| Question | Answer |
|---|---|
| behavior | the response of an individual to his or her environment |
| behavior change theory | a systematic explanation of why and/or how people do what they do. A set of constructs, principles, and variables is used to explain/predict behavior. Theories must explain behavior in a broad range of situations. |
| model | a model uses elements of multiple theories to explain behavior; observational learning strategy (e.g. shopping cart example) |
| evidence-based method | an approach based on scientific proof |
| nutrition education | any set of learning experiences designed to facilitate the voluntary adoption of food choices and other nutrition-related behaviors conducive to health and well-being |
| social marketing | a method for changing consumer behavior; the design, implementation, and management of programs that seek to increase the acceptability of a social idea or practice among a target group |
| nutrition counseling | a collaborative activity during which a counselor and client jointly set priorities, establish goals, and create an action plan; the counselor provides coaching to foster responsibility for self-care to promote health or treat a health condition |
| self-efficacy | the belief that one can make a behavior change |
| Two aspects of designing interventions? | 1) have info about target population/why they do what they do and 2) have an arsenal of tools/strategies to influence behavior |
| How may food/nutrition practitioners help people modify eating patterns? (3) | nutrition education, social marketing, or nutrition counseling |
| Targeting & tailoring nutrition information requires a clear understanding of...? | a client/population's beliefs, attitudes, and cultural/social context |
| Seven health behavior theories/models | 1) Transtheoretical model (stages of change) 2) health belief model 3) theory of planned behavior 4) social cognitive theory 5) cognitive-behavioral theory 6) motivational interview 7) diffusion of innovation model |
| Which theories focus on individual characteristics that influence behavior (such as attitudes/beliefs)? (3) | transtheoretical model, health belief model, & the theory of planned behavior |
| Which theories focus on expanding the perspective to include environmental factors such as family, friends, & physical environment? (2) | social cognitive theory and cognitive-behavioral theory |
| Which theory addresses how people adopt new ideas & behaviors? | diffusion of innovations theory |
| Transtheoretical Model (Stages of Change) | describes an individual's motivation/readiness to change a problem behavior |
| Three assumptions that the Transtheoretical model is founded on? | 1) behavior change involves a series of different steps 2) there are common stages/processes of change across a variety of health behaviors 3) tailoring an intervention to the step of change people are currently in is most effective |
| Five stages of the transtheoretical model? | 1) Precontemplation 2) Contemplation 3) Preparation 4) Action 5) Maintenance |
| Precomtemplation | individual is either unaware of or is not interesting in changing |
| Contemplation | person is thinking about making a change--usually within 6 months; may be weighing risks vs. benefits |
| Preparation | they have chosen to change and plans a change--usually within 1 month |
| Action | they are trying to make the change and have been working at it for less than 6 months |
| Maintenance | they have sustained the change for 6 months or longer; the change is part of their routine |
| Motivational interviewing | a directive, client-centered counseling style for eliciting behavior change by helping clients explore and resolve ambivalence to change |
| Client-centered counseling | a non-directive approach to counseling developed by Carl Rogers in which the client determines the general direction of therapy, while the counselor seeks to increase the client's insight and self-understanding through informal clarifying questions |
| What are the four principles of motivational interviewing? | RULE: Resist, Understand, Listen, & Empower |
| Reist (part of motivational interviewing) | resist the urge to confront the client about the need to change |
| Understand (part of motivational interviewing) | proceed in a nonjudgmental way that evokes and explores the client's own perceptions about their situation |
| Listen (part of motivational interviewing) | express empathy; use reflective listening skills |
| Empower (part of motivational interviewing) | support self-efficacy; encouraging hope & optimism |
| The Health Belief Model | way to explain why people, especially those in high-risk groups, failed to participate in programs designed to detect/prevent disease |
| Three components to the health belief model | 1) perception of a threat to health 2) individual perceives that a certain behavior will have benefits 3) self-efficacy--conviction that one can successfully execute the behavior required to produce the outcomes |
| Intention | a determination to act in a certain way |
| Subjective norm | the perceived social pressure to perform or not to perform a behavior |
| The Theory of Planned Behavior | predicts a person's intention to perform a behavior in a well-defined setting; behavior is directly determined by a person's intention to perform a behavior; looks at social influence |
| What are intentions influenced by? | attitudes & subjective norms (social pressures) |
| According to the theory of planned behavior, what two things will increase the likelihood of performing a certain behavior? | positive attitude towards the behavior and thinking their significant others want them to do it (subjective norm) |
| Theory of Trying | argument in reaction to the theory of planned behavior; says that expression of intention is not enough to make a behavior change; past experience, emotions, etc. also come into play |
| Social Cognitive Theory (SCT) | explains behavior in terms of a model in which behavior, personal factors (cognition), and the environment interact constantly, such that a change in one area has implications for the others |
| Reciprocal determinism | a change in one area has implications in another |
| Behavioral capacity | ability to perform a particular behavior |
| Key concepts of the Social Cognitive Theory (8) | Environment, reciprocal determinism, self-regulation (control), behavioral capacity, expectations, self-efficacy, observational learning, & reinforcement |
| Cognitive-Behavioral Theory | best applied when people are actively ready to make a change; based on the assumption that all behavior is learned and directly related to internal AND external factors |
| Behavioral strategies of the Cognitive-Behavioral Theory (5) | self-monitoring, goal setting, problem solving, stimulus control, & cognitive restructuring |
| The Diffusion of Innovation Model | process by which an innovation spreads and involves an ever-increasing number of individuals within a population; spread via word or mouth mostly; starts with the risk-takers who are willing to try a change |
| Four stages of the Diffusion of Innovation Model | 1) Knowledge 2) Persuasion 3) Decision 4) Confirmation |
| Five types of people of the diffusion of innovation model | innovators, early adopters (includes opinion leaders), early majority, late majority, & laggards |
Created by:
amay322