Unit 7 Power point & 8 Health Behavior Final Project

PUH 5304, Health Behavior 1

Course Learning Outcomes for Unit VII Upon completion of this unit, students should be able to:

1. Appraise the theoretical models used to define health behavior principles. 2. Evaluate the role of the health educator in health behavior change. 3. Analyze the concept of contributing behaviors to one’s health status. 4. Analyze the concept of determinants of health behavior. 5. Examine health behavior intervention strategies. 6. Evaluate the concerns of health educators regarding health behavior intervention strategies.

6.1 Identify barriers for intervention implementation. 6.2 Utilize intervention evaluation strategies to prove or discredit health educators’ programming

concerns.

Course/Unit Learning Outcomes

Learning Activity

1 Unit Lesson Chapter 9, pp. 161-165 Unit VII Course Project

2 Unit VII Course Project

3 Unit VII Course Project

4 Unit VII Course Project

5 Unit VII Course Project

6

Unit Lesson Chapter 8 Chapter 9, pp. 161-165 Unit VII Course Project

6.1

Unit Lesson Chapter 8 Chapter 9, pp. 161-165 Unit VII Course Project

6.2

Unit Lesson Chapter 8 Chapter 9, pp. 161-165 Unit VII Course Project

Reading Assignment Chapter 8: Health Communication: Theory, Social Marketing, and Tailoring Chapter 9: Ecological and Structural Approaches to Improving Public Health, pp. 161–165

Unit Lesson Welcome to Unit VII. As we are starting to wrap up this course, hopefully you are beginning to see the overall picture of the progress and building that has been made in each unit. This unit, you will look at how the research that was conducted in previous units is a part of implementing behavior change programs.

UNIT VII STUDY GUIDE

Additional Health Models, Communication Methods, and Starting Evaluation

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Ecological Model The ecological model is sometimes referred to as development in context or the human ecology theory (Atkins, Rusch, Mehta, & Lakind, 2016). Despite the names that it goes by, the theory looks at the relationship one has within their communities and the wider society. There are five environmental systems identified in the ecological model: microsystem, mesosystem, exosystem, macrosystem and chronosystem, starting from the center and working outward (DiClemente, Salazar, & Crosby, 2019).

 Individual: This includes any characteristics that are specific to the person such as age, gender, personal experiences, etc. that can affect the relationship identity.

 Microsystem: This takes a look at groups and institutions that have a direct and immediate impact on

an individual such as religion, school, family, social circles and/or neighborhoods

 Mesosystem: These systems are the inner working and connections found among microsystems like relationships between social circles and one’s family, relationships with one’s religion and neighborhood, etc.

 Exosystem: Makes correlations between social settings where a person plays a secondary role and the context that he or she pulls from the social setting. An example of this system may be a person who parents argued a lot so he or she may think that arguing is the norm in relationships.

 Macrosystem: This system takes a look at the culture that a person lives in. The context of one’s culture could be his or her class status, income bracket, ethnicity, socioeconomic status, etc. For example, the company a person works for or even his or her family lineage is all part of the larger culture with which they associate. The macrosystem is not stagnant but can evolve and change over time (DiClemente et al., 2019).

The Ecological Model (Hchokr, 2012)

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The ecological model is a theory that takes a deeper look into a person’s behavior and the role the different environments that one is a part of play in the overall process of changing behavior. A key factor to consider when it comes to behavior change is the whole person. The reference of the whole person could be the whole person as an individual or a whole person as a group. Communication Tailored marketing and communications increase program participation (Shen, Sheer, & Li, 2015). Not taking the type of communication into account for the target population would be a mistake for a health educator looking to make a difference. For instance, if a health educator is working to change behavior in a community that has a low average graduation rate, then the health educator should take readability into account when determining education materials for that behavior; the same idea is true if a health educator is working with one person that has a lower education level. Marketing is also important when it comes to behavior change programs for specific populations. The marketing channels used should be tailored to the target population. An example would be marketing Enhanced Fitness, an evidenced-based group exercise program for older adults on social media apps (Belza et al., 2015). The marketing strategy applied would not be tailored to the specific target population that could hinder program implementation. Another key aspect about communications for behavior change is knowing where your target audience is in the stages of change discussed in Unit IV. Communication should be tailored to the stage that a person is in. It would not be beneficial to offer materials geared toward the maintenance stage if someone is in the contemplation stage. Evaluating Interventions Evaluating health interventions is an important concern of health educators to determine the successfulness of interventions. Intervention evaluation reveals changes that should be made along the way and feedback of the program. An interview was conducted with Quentin Moore to get additional insight on the evaluation process for interventions. Quentin J. Moore, MPH, has practiced in the public health and community benefit fields for more than18 years. He has a Master of Public Health in Human Nutrition from the University of Michigan School of Public Health and a Bachelor of Arts from Fisk University in Nashville, TN. As part of his role at Beaumont Health, located in his home community, Quentin is responsible for leading evaluation of programs aligned with Community Health Needs Assessment requirements, identifying new funding opportunities, partnering to implement innovative financing models, collaborating with the Oakland University William Beaumont (OUWB) School of Medicine and researchers, and identifying new value-added initiatives to support Beaumont Health’s mission. Quentin previously served as the director of Population Health & Disparities Prevention at Trinity Health. During his 10-year tenure at the Trinity Health system office, Quentin was engaged in a number of progressive positions within the Community Benefit/Community Health department, including community benefit reporting, launch, and implementation of clinical initiatives in free clinics, such as new electronic medical recorders (EMRs) and diabetes telemonitoring, evaluation and reporting of program models, grant- making, development of a system equity plan, system integration efforts, and the creation, development, and launch of a nationally recognized innovative program/funding model, Transforming Communities Initiative, a multiyear, $80 million program to address community needs through policy and environmental changes. Quentin also spent a number of years at the Michigan Public Health Institute and led community-based strategies around nutrition, physical activity, and cardiovascular disease for MDCH. His work has been highlighted in national publications and replicated, including the Nutrition Environment Assessment Tool (NEAT), a resource and planning process to modify community behaviors, which was adapted for use by the U.S. Department of Defense. In addition to work previously mentioned, Quentin continues to serve on a number of national and local boards that support community health improvement, including the Association for Community Health Improvement, a membership group of the American Hospital Association.

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Part 1: Click here to listen to Part 1 of the interview. Click here to view the transcript.

Part 2:

Click here to listen to Part 2 of the interview. Click here to view the transcript.

Bringing it All Together It is important to use theory to back the decision made when it comes to communication as well as implementation. For the assignment this unit, you will pull together the findings of each assignment you have done thus far and incorporate them into one strategic plan.

References

Atkins, M. S., Rusch, D., Mehta, T. G., & Lakind, D. (2016). Future directions for dissemination and implementation science: Aligning ecological theory and public health to close the research to practice gap. Journal of Clinical Child & Adolescent Psychology, 45(2), 215–226. doi:10.1080/15374416.2015.105024

Belza, B., Petrescu-Prahova, M., Kohn, M., Miyawaki, C. E., Farren, L., Kline, G., & Heston, A. H. (2015).

Adoption of evidence-based health promotion programs: Perspectives of early adopters of Enhance® Fitness in YMCA-affiliated sites. Frontiers in Public Health, 2, 164. doi:10.3389.2014.00164

PUH 5304, Health Behavior 5

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DiClemente, R. J., Salazar, L. F., & Crosby, R. A. (2019). Health behavior theory for public health: Principles, foundations, and applications (2nd ed.). Burlington, MA: Jones & Bartlett Learning.

Hchokr. (2012). Bronfenbrenner’s ecological theory of development [Image]. Retrieved from

https://commons.wikimedia.org/wiki/File:Bronfenbrenner%27s_Ecological_Theory_of_Development_( English).jpg

Shen, F., Sheer, V. C., & Li, R. (2015). Impact of narratives on persuasion in health communication: A meta-

analysis. Journal of Advertising, 44(2), 105–113. https://doi.org/10.1080/00913367.2015.1018467

Learning Activities (Nongraded) Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit them. If you have questions, contact your instructor for further guidance and information. In this unit, we heard from Quentin J. Moore, a professional in the public health and community benefit fields. As a student, consider the importance of hearing from someone already in the field of health. What did you learn? What could you take away from the interview and apply to your own life?