| A | B |
|---|
| health | o the absence of illness o body and mind r absent of abnormality o the results of complex interactions between a person and their environment |
| health promotion | o providing info, opportunities and feedback to enhance health and prevent disease |
| health enhancements | o 1. Considering good choices o 2. Acting on choices o 3. Maintaining those choices over time o 4. The larger the change the better your health |
| goals for healthy people 2010 | o increased physical activity o reduce overweight and obesity o reduce tobacco use o reduce substance abuse o increase responsible sexual behavior o improve mental health reduce injury and violence • improve environmental utility o increase immunization rates o increase access to health care |
| the intellectual dimension | o 1. Commercial: handouts o 2 . corporate: workshops/seminars ged options, handouts o 3. Clinical: handouts, seminars/workshops o 4. Community: seminars, classes, ged options o 5. Online/media: various options |
| emotional dimension | o 1. Commercial: ? o 2. Corporate: workshops/seminar handouts o 3. Clinical: workshops/seminars, handouts o 4. Community \: workshops/ seminars, classes o 5. Online: various options |
| social dimension | o commercial: various options both on and off site o corporate: various options both on and off site o clinical: various support groups o community: various option o online/media: distant options |
| spiritual dimension | o commercial: mind and body activities o corporate: seminars mind and body o clinical: seminar? o Community: workshops seminars churches o Online/media: self help options |
| occupational dimension | • 1. Commercial (gyms): ? • 2. Corporate: training programs, GED’s • 3. Clinical: ? • 4. Community: career searches, classes • 5. Online: degree programs • 1-5 are delivery systems |
| environmental dimension | • 1. Commercial: community volunteer options • 2. Corporate: community volunteer options, OSHA and Smoking Standards • 3. Clinical: community volunteer options, OSHA and Smoking Standards • 4. Community: community volunteer options • 5. On-line/media: Awareness info |
| physical dimension | • 1. Commercial: variety of options • 2. Corporate: variety of options • 3. Clinical: variety of options • 4. Community: variety of options • 5. Online: variety of options |
| *Distillation effect | • Awareness • Intent • Doing • These are supposed to be in upside down triangle so amount of each decreases doing being the least, awareness being the most and intent being in the middle |
| *Ripple affect | • One adhere→five adheres • Counter to distillation effect • Would work best in closed/captive community |
| Self-Determination Theory | o people do things to either pursue pleasure or to avoid pain o the degree of pleasure and pain influences motivation to move toward or move away from stimulus • stimulus could be a lot of things e.g. practice, 6 am weight lifting |
| theories of behavior change | self determination, reasoned action , planned behavior, health belief model, transtheoretical model |
| • #3. Health belief model | o people will engage in a health-related action if they: • 1. Have an interest in health; • 2. Think they are vulnerable to a malady; • 3. Think benefits > barriers; • 4. Think a particular illness is severe |
| • #4. Transtheoretical model | o organizes aspects of readiness to change a behavior into 7 stages o #7 relapse o ↑ o #6 termination o ↑ o #5 maintenance o ↑ o #4. Action o ↑ o #3. Preparation o ↑ o #2. Contemplation o ↑ o #1. Pre-contemplation • can’t move on from stages until complete previous |
| o the theory of reasoned action and theory of planned behavior | # 2A. theory of Reasoned Action:o people are more likely to change health behaviors when they perceived a positive outcome form the change believed they have social support vs. those who don’t; # 2B. Theory of planned behavior: o people who believed they could control their behavior had stronger plans to accomplish the desired behaviors |
| • stage one: precontemplation | o 1. Have no intention of changing o 2. Often get defensive at suggestions to change o 3. Resist efforts to change o 4. Pros<Cons o Applying the model to exercise behaviors o 1. For pre-contemplation: • A. offer a health risk appraisal • B. conduct a fitness assessment • C. educate about the benefits of exercise |
| • Stage two: contemplation | o 1. Generally indecisive about changing o 2. Lack a commitment to change o 3. Will “think” about it but wont do anything about it o 4 .Pros=Cons o applying the model to exercise behaviors o 2. For contemplation • A. offer clear guidelines for beginners • B. provide positive role models |
| • Stage three: preparation | o 1. Want to change but do not know how o 2. Lack confidence in ability to sustain change o 3. Still experience strong temptation to go back o 4. Pros>Cons o applying the model to exercise behaviors o 3. For Preparation: • A. individualized exercise programs • B. set individual exercise goals (SMART goals) • C. determine a Personal strategy |
| Stage four: taking action | • 1. Have made attempts in last 6 months • 2. Develop a plan-A behavioral contract o3. Have goals-make sure they are SMART • 4. Are more committed/consistent o there is behavioral change not just verbal commitment • 5. Pros much>Cons • 6. The stage for the greatest risk of relapse; applying the model to exercise behaviors • 4. For action o A. offer some degree of social support o B. Establish a Routine o C. help determine appropriate reinforces o D. prepare for relapse |
| • relapse | o occurs when wanted behaviors stop and return to unwanted behaviors o 1. often begins with a high-risk situation which challenges a perceived ability to maintain a new, healthy behavior; o 2. Accompanied by incorrect logic/thinking o 3. An occasional “slip” is seen as a compete failure |
| • Strategies for stopping relapse | o 1. Have individual identify those situations associated with the relapse; o 2. Focus on variables which encourage behavior; o 3. Adjust plans to accommodate a unique change; o 4. Suggest traditional strategies such as time management; o 5. Provide realistic outcomes for occasional lapses; o 6. Plan acceptable alternatives; • cant run so swim o 7. Encourage the target behavior as part of daily living; o 8. Accept an interruption as “normal” or “typical |
| Stage five: maintenance | • 1. Have sustained action for 6 months or > • 2. Recognize and enjoy benefits of change • 3. Less likely to relapse • 4. Have adopted new behavior as part of lifestyle • 5. Demonstrate confidence o have transferability. Take confidence from this change and can apply it to something else. • 6. Temptations are fewer and less enticing applying the model to exercise behaviors • 5. For maintenance o A. encourage a larger degree of social support o B. review and change any exercise goals o C. Conduct another fitness assessment |
| Stage six: termination | • 1. Many of the characteristics of stage five • 2. Have maintained the new behavior for at least one year Applying the model to exercise behaviors • 1. A scheduled review of current status • 2. Making any necessary adjustments o A. update o B. Revise |
| Stage Seven: Relapse | o occurs when wanted behaviors stop and return to unwanted behaviors o 1. often begins with a high-risk situation which challenges a perceived ability to maintain a new, healthy behavior; o 2. Accompanied by incorrect logic/thinking o 3. An occasional “slip” is seen as a compete failure • Strategies for stopping relapse o 1. Have individual identify those situations associated with the relapse; o 2. Focus on variables which encourage behavior; o 3. Adjust plans to accommodate a unique change; o 4. Suggest traditional strategies such as time management; o 5. Provide realistic outcomes for occasional lapses; o 6. Plan acceptable alternatives; • cant run so swim o 7. Encourage the target behavior as part of daily living; o 8. Accept an interruption as “normal” or “typical |
| Premack principle | I will watch TV after I have done my walks; • only get to do high probability activity after doing the low probability activity |
| o a behavioral contract | • are written, signed public agreements to engage in specific goal-directed behaviors • 1. Contracts should include clear, realistic objectives and deadlines (S.M.A.R.T); • 2. They can be used for individuals and groups • 3. Have ways to monitor what your doing; • 4. Use both tangible and intangible reinforces tangible is stuff can get hands on • 5. Identify barriers and countermeasures; • 6. Be singed and dated-make public; • example: 1. A goal: to walk 3 miles without stopping 2. Time frame: by may 15 3. Ways to monitor • A. to monitor my distance at high school track for 3 walks without stopping • B. to detect changes in time-distance relationship 4. Goal supporting activities: • A. keep a pair of walking shoes at work; • B. enlist friends to walk with me 5. Premack principle: I will watch TV after I have done my walks; • only get to do high probability activity after doing the low probability activity 6. Barriers: • luncheon meetings 7. Countermeasures: • walk before work |
| • making goals-S.M.A.R.T. | o S. specific o M. measurable • Need to be able to measure accomplishment objectively o A. achievable • Ppl need to understand some goals are much more achievable than others o R. realistic • Why r you trying to do this if is not possible o T. Timely o E.g In 3 months reduce my 5 k by 1 minute • This has everything |
| *• Types of goals related to time | o 1. Short-term (0-6 months): often easier to achieve (e.g. cease eating will watching TV by a certain date) o 2. Long-term (6 months to a year): often the desired outcome (e.g. losing “X” Amount of weight by a certain date) • in order to consider habit changed need to have maintained the change for a yr |
| *• types of goals related to actions to achieve | o 1. Outcome goals: focuses on the end result (e.g. losing 15 pounds) o 2. Performance goals: comparisons that measure improvement (e.g. walking 5 days/week) o 3. Process goals. Emphasizes a level of performance (e.g. walking at a 3 MPH pace) |
| *• types of goals related to measurement | o 1. Objective goals: quantitative and easy to measure (e.g. weight loss in pounds) o 2. Subjective goals: qualitative and not easy to measure (e.g. doing one’s best, feeling better) o both types are important in developing a sense of purpose and pride |
| *factors that influence behavior change | • 1. Predisposing factors: existing conditions that increase the likelihood for certain behavior o A. Race o B. Culture • E.g. certain rituals may have certain impact o C. Gender o D. Class • Finances, don’t have good source of information will have impact o E. knowledge • Need to get direct info instead of bogus or you don’t understand it. For example if you don’t speak the language. o F. Access to Opportunities o G. Feedback/incentives • How am I doing • Scale, skinfolds, circumferences • 2. Reinforcing Factors: various forms of incentives and supports o A. rewards • Anything that makes u change or sustain your change is the best reward o B. Social support • If your friends aren’t interested in helping you make behavior change will be difficult o C. affordable health care o D. community resources o E. Access to Education o F. Policies • 3. Enabling factors: features that influence the convenience and access to health-related opportunities o A. physical ability level o B. degrees of wellness o C. location o D. time o E. money o F. government priority |
| motivation* | • 1. Intrinsic: feelings that make you want to do something (e.g. sense of accomplishment, Euphoria) • 2. Extrinsic: outward rewards and punishments that influence behavior o A. Reinforcement: increase probability • Positive and negative (when remove it increases prob of something happening) o B. punishment: decrease probability |
