HealthEducation Chapter3:Characteristicsof the Learner Lesson8-PlanningandConductingClasses-midterm a.DevelopingaCourseOutline/Syllabus b.FormulatingCourseobjectives c.SelectingContent d.SelectingTeachingMethods e.Choosingatextbook/references f.ConductingtheClass LESSON1-DeterminantsofLearning a.Learner'sCharacteristics b.AssessmentoftheLearner c.AssessingLearningneeds LESSON2-MotivationandbehavioroftheLearner a.LearningPrinciples b.MotivationandbehaviorChangeTheories IntendedLearningOutcomes: Afterstudyingthischapter, thestudentisexpectedto: 1.Identifythedifferentcharacteristicsof alearner 2.Identifywaysonhowtoassessa learner 3.Applythedifferent strategiesonhowtomotivatelearnerstochangebehaviorspositively 4.Identifyteachingstrategiesforlowliteratepatients 5.Developteachingmaterials Keyterms: affectivedomain bibliography Bloom’ staxonomy course courseplanning learningobjective subjectmatter syllabus unit Lesson8:PlanningandConductingclasses-midterms CoursePlanning-referstoplanningofcoursesofinstructions Course– anumberoflecturesorothermatterdealingwith asubject. (Merriam-Webster) Asystematiccourseplanningprocesscanhelpmakeyourteachingmorefulfillingandlesstime-consuming. There are avarietyofmethodsusedbydifferentfacultytoplancourses, but thebeststart bythefaculty answeringthefollowingquestion: "What shouldmystudentsbeabletodowhentheyhavecompletedthe course?" PlanningProcess 1.First,considerthe situational factors-whoareyourstudents,howdoesthiscoursefitintothe largeeducationprogram? 2.Then, consideryourlearninggoalsforthecourse.What doyouwant yourstudentstoachieveattheendofthe course? 3.Next, planhowyouwill assessyourstudentsandgivethemfeedback. Assessment shouldbeconsistent with thegoalsofthecourse. 4.Finally,planyourteachingandlearningactivitiestohelpthestudentsreachtheseobjectives. CriteriaofaGoodCoursePlanning 1.ChallengesstudentstoHIGHERLEVELLEARNING. 2.UsesACTIVEFORMSOFLEARNING. 3.GivesFREQUENTandIMMEDIATEFEEDBACK tostudentsonthequalityoftheirlearning. 4.UsesaSTRUCTUREDSEQUENCEOFDIFFERENTLEARNING ACTIVITIES. 5.Hasa FAIRSYSTEMFORASSESSING ANDGRADING STUDENTS FactorstoConsiderinPlanning 1.Theunitstobetaught inthesubject(formationofunits) 2.Theobjectivetoberealizedthrough thevariousunits(formationofobjectives) 3.Thenumberofperiodsavailableforthesemester(timeavailableforteaching) 4.Thenumberofperiodstobeassignedfortesting(timerequiredfortest) UnitPlan -isalargesubdivisionofthesubject matterwhereintopicsareinawell-organizedmanner. -it isorganizedinsucha waythat it achievesacertainset ofspecificationsandobjectives. Content 1.Objectives(centralobjectives) 2.Specificationoflevel ofthelearner. 3.ResourceMaterialsneeded 4.Theunit plan 5.EvaluationMeasures 6.BibliographyorReferences Characteristics • It recognizesthat learningtakesplacemost effectivelyintermsofwholeratherthanfractions. • It recognizesthat learningisdevelopmental. • It recognizesthat learningtakesplacemost effectivelywhenthereisanunderstandingandacceptanceof goalstobeachieved. • It recognizesthenecessityforprovidingforindividual differences. • It recognizesthat truelearningrendersthelearnersincreasinglyskilledinself-direction • It providessoundbasisforevaluation TypesofUnitPlanning 1.Subject MatterUnit – emphasisisplacedprimarilyonthe thingstobelearned. It isessential fortheteacher remembersoneprinciple” subjectmatterfortheunitsmust beselectedandorganizedtoprovideforthe cumulative, consistent,continuousmental growth oftheindividual. 2.ProcessUnits- emphasisisplacedonthelearnersneeds, interestsorontheprocessesthought involved. 3.ResourceUnit– isacompendiumofsuggestedactivitiesandmaterialsaccompaniedbystatementsof significance, scope, objectiveseducational resourcematerialsandsuggestions THEPLANNINGSEQUENCE 1.DEVELOPINGACOURSEOUTLINEORSYLLABUS -Itisconsidereda contract betweentheteacherandthelearner.Ithelpsthelearnerstogaugejust whatistobe learnedandwhat isexpectedofthem. Characteristics 1.It signifiestheunitsorwholenessoflearningactivitiesrelatedtosomeproblem. 2.It shouldgiveimportance tointegratedlearningoutcomes. 3.It shouldnot representonlythesubject matterbut learningexperiencesaswell. 4.It shouldbeorganizedinsuch awaythat it achievesa certainset ofspecificationandobjectives. Generally,thecourseoutlineshouldinclude: 1.Nameofthecourse 2.Thenameoftheinstructor 3.Oneparagraphcoursedescription 4.List ofcourseobjectives 5.TopicOutline 6.Teachingmethodtobeused 7.Textbook andotherreadingmaterials 8.Methodsofevaluation 2.DEVELOPLEARNINGOBJECTIVES -Alearningobjectiveanswersthequestion: “ What isit that yourstudentsshouldbeabletodoattheendofthe hourthat theycouldnotdobefore?” -Alearningobjectivemakescleartheintendedlearningoutcomeorproductofinstruction,ratherthanwhatform theinstructionwill take. -Learningobjectivesfocusonstudent performance. Actionverbsthat arespecific, such aslist, describe,report, compare,demonstrate,andanalyze, shouldstatethebehaviorsstudentswill beexpectedtoperform SMARTERobjectivesare S– simple M-measurable A– achievable R– realistic T– Time Bound E– Excellent value R- Rewarding ValueofObjectives 1.It servesasguideinselectionandhandlingofcoursematerials. -decidewhat you wantthestudentstolearn, beforeoutliningthecontents 2.Ithelpstodeterminewhetherthepeopleintheclasshavelearnedwhat you havetriedtoteach -educational objectivesarecalledlearningoutcomes ->focusedontheexpectedbehavior 3.Itisessential fromthelearner’ sperspective -tocommunicateclearlywhat isexpectedtoknowdowiththecoursematerials. ComponentsofLearningObjectives 1.Action--Identifytheactionthe learnerwill betakingwhenhe/she hasachievedtheobjective(e.g.,toidentify; tomeasure). 2.RelevantConditions--Describetherelevantconditionsunderwhichthelearnerwill beacting(e.g., "giventhe patient'shistory";"withtheuseoftheinformationfromthelaboratoryresults"). 3.PerformanceStandard--Listasmanyoftheactual conditionsaspossibleunderwhich theobjectiveistobe performed(e.g., "must beabletoidentifyat leastonepossibletreatment forthepatient'sillnessbytheendofthe casestudy"). TaxonomyofObjectives(Bloom,1984) -makeobjectivesmeasurable • Cognitivedomain(mental aspect)– knowledge, comprehension, application,analysis,synthesis, evaluation -writtenandoral tests • Psychomotordomain– skillsthat canbeobservedwhat thelearnersare actuallydoingarrange, assemble, calibrate, execute -demonstrateandratetheirperformance • AffectiveDomain(emotional aspect)– accept, agree, choose, comply, commit,defend, explain, influence, integrate,recommend, resolve,volunteer BLOOM’ STAXONOMYOFOBJECTIVES A.COGNITIVEDOMAIN(Rememberingtocreating) Category Remembering: Recall or retrieve previous learned information. Examples, key words (verbs), and technologies for learning (activities) Examples: Recite a policy. Quote prices from memory to a customer. Recite the safety rules. Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Technologies: book marking, flash cards, rote learning based on repetition, reading Examples: Rewrite the principles of test writing. Explain in one's own words the steps for performing a complex task. Translate an equation into a Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. computer spreadsheet. Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, givesan example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Technologies: create ananalogy, participating in cooperative learning, taking notes, storytelling, Internet search Examples: Use a manual to calculate an employee's vacation time. Apply laws of statisticsto evaluate Applying: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace. the reliability of a written test. Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Technologies: collaborative learning, create a process, blog, practice Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information froma Analyzing: Separates material or department and selectsthe required tasks for concepts into component parts so that its organizational structure training. may be understood. Distinguishes contrasts, diagrams, deconstructs, differentiates, between facts and inferences. discriminates, distinguishes, identifies, illustrates, Key Words: analyzes, breaksdown, compares, infers, outlines, relates, selects, separates Technologies: Fishbowls, debating, questioning what happened, run a test Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Evaluating: Make judgments about the value of ideas or materials. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports Technologies: survey, blogging Examples: Write a company operations or process manual. Design a machine to performa specific task. Integratestraining fromseveral sources to solve a Creating: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Technologies: Create a newmodel, write an essay, network withothers B.PSYCHOMOTORDOMAIN(PerceptiontoOrigination) Category Example and Key Words (verbs) Examples: Detects non-verbal communication cues. Estimate where a ball Perception (awareness): The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Examples: Knows and acts upon a Set: Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person's response to different situations (sometimes called mindsets). GuidedResponse: The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. sequence of steps in a manufacturing process. Recognize one's abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the “Responding to phenomena” subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds Mechanism(basicproficiency): This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. ComplexOvert Response (Expert): The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer and highly coordinated quickly and accurately. Displays performance, requiring a minimum of energy. This competence while playing the piano. category includes performing constructs, dismantles, displays, fastens, without hesitation, and automatic performance. For example, fixes, grinds, heats, manipulates, measures, players are often utter sounds of satisfaction or expletives as soon NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. as they hit a tennis ball or throw a Key Words: assembles, builds, calibrates, mends, mixes, organizes, sketches. football, because they can tell by the feel of the act what the result will produce. Examples: Responds effectively to unexpected experiences. Modifies Adaptation: Skills are well instruction to meet the needs of the developed, and the individual can modify movement patterns to fit learners. Perform a task with a machine that special requirements. it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination: Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. C.AFFECTIVEDOMAIN(fromReceivingphenomenatoInternalizingvalues) Category Example and Key Words (verbs) Examples: Listen to others with respect. ReceivingPhenomena: Awareness, willingness to hear, selected Listen for and remember the name of newly attention. Key Words: acknowledge, asks, attentive, courteous, dutiful, follows, gives, listens, understands introduced people. Responds toPhenomena: Active participation on the part of the learners. Attend and react to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practice them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, presents, tells Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value simple acceptance to the more complex state of commitment. diversity). Shows the ability to solve Valuing is based on the internalization of a set of improvement and follows through with specified values, while clues to these values are expressed in the learner's overt behavior and are problems. Proposes a plan to social commitment. Informs management on matters that one feels strongly about. Key Words: appreciates, cherish, treasure, demonstrates, initiates, invites, joins, justifies, proposes, respect, shares often identifiable. Organization: Organizes values into priorities by contrasting Examples: Recognizes the need for balance between freedom and responsible behavior. different values, resolving conflicts between them, and Explains the role of systematic planning in solving problems. Accepts professional creating a unique value system. ethical standards. Creates a life plan in The emphasis is on comparing, relating, and synthesizing values. beliefs. Prioritizes time effectively to meet harmony with abilities, interests, and the needs of the organization, family, and self. Key Words: compares, relates, synthesizes Internalizes Values (characterization): Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to and most important ethical practice daily. Revises judgments characteristic of the learner. Instructional objectives are evidence. Values people for what they are, concerned with the student's general patterns of adjustment (personal, social, emotional). and changes behavior considering new not how they look. Key Words: acts, discriminates, displays, influences, modifies, performs, qualifies, questions, revises, serves, solves, verifies 3.DEFININGANDLIMITINGCOURSECONTENT Thegeneral guidelinesforcoursecontentareusuallyprescribedbythecurriculumoftheschool, sometimes throughthecoursedescription, but moreoftenfrompreviouscourseoutline.It isalwayslefttotheinstructor’ s discretiontodetermineexactlywhat topictoincludeandwhatcanbesafelyskipped. Considerations 1. Howmuch timecanbe allottedtothetopic Crammingtoomuchinformationintoa classsessionisa no-no, it will lessenthetimefordiscussionforthe mostimportant topics.It will lessenretentionofstudents. 2. Kindofbackgroundthestudentshave 3. Ifa textbook hasbeenselectedforthecourse, itsdepth ofcontent cangiveyou somehintsaswhat you need toinclude. StepsinSelectingContent 1.First, list everythingthatyoufeelmight beimportantforstudentstoknow, justasyou might stuff several large suitcaseswitheverythingthat youthink you might needona trip. 2.Thenseverelyparedownthetopicsyouhavelisted, just asyou might limit yourselftoone ortwopiecesof luggage.Researchshowsthat toomuch detail andtoomanytopicsworkagainststudents'learningthematerial (BeardandHartley,1984). basicmaterial shouldbemasteredbyeverystudent, recommendedmaterial shouldbe masteredbyeverystudent seekingagoodknowledgeofthesubject, andoptional material shouldbemasteredbythosestudentswith special interestsandaptitudes. 3.Emphasizethecoreconcepts 4.Preparea detailedsyllabus 4.STRUCTURINGANDORGANIZINGTHECOURSE -Devisea logicalarrangement forthecoursecontent. Material canbearrangedchronologically, bytopicorcategory,fromconcretetoabstract orviceversa, from theorytoapplicationorviceversa,byincreasinglevel ofskill orcomplexity,orbyotherschemes.Somecourses-inhistoryorliterature--almostdemandachronologicalsequence. 5.SELECTINGTEACHINGMETHODS FactorsAffectingChoiceofMethod 1.Objectiveandtypeoflearningyouwant toachieve lecture– facts, theories, rules games– motivatingthe students problembasedlearning-creativity,problemsolvingskills simulations, roleplaying,cooperativelearning– activelearning 2.Abilitiesandinterest of theteacher 3.Compatibilitybetweenlearnersandteachingmethods 4.Numberofstudentsina class 5. Resourcesoftheinstitutions -classroomsize, furniture,technology, availabilityofinstructional equipmentandsupplies Learningactivitiesmustbepurposeful,plannedandorganized.Theyshouldengagethestudentsto: 1. listen 2. interact with each other 3. makeobservations 4. think oranalyzecritically 5. performskills 6. demonstrateskillsorbehaviorthat approximateexpectedorintendedoutcome 6.CHOOSEATEXTBOOK. Guidelinesinselectinga textbook 1.Credibilityoftheauthor 2.Revisedperiodicallyforupdatingpurposes 3.Mechanical factor 4.Purposeandobjectivesshouldbeevident intheprefaceandintroductionofthebook 5.Content Well organizedandeasytounderstand Scholarlyinstyleandwordsaresimpleandunderstandable Teachingandlearningaidsarecomplete 7.PLANANDCONDUCTEVALUATION. a. Formative evaluation, evaluationthat occursfromfeedbackwhiletheinstructionisinprogress, providesdata forrevisingandimprovingthe instructional materialsthatwereusedandthosethat areyet tobe used. (Quizzes, assignments,seatwork) b.Summativeevaluation,evaluationthat occursattheendoftheinstructional effort(unit,course,etc.), provides dataontheeffectivenessoftheinstructional effort.Thisistheevaluationthat providesinformationonhowthe wholeinstructional unit enabledthelearnertoachievetheobjectivesthat wereestablishedat theoutset.(Term examinations) Lesson1:DeterminantsofLearning Learnercharacteristics -Learnercharacteristicsareaffectedbydifferent factors.Tomentionsome, but not limitedto: 1.CULTURE -invisiblepatternsthat formthenormal waysofacting, feeling, judging, perceivingandorganizingtheworld -affectsbehaviorandteaching/learningprocess -genderroles, sexualbehavior, diet,personal hygiene,bodyimage -familydecision-making -medication/medical compliance 2.LITERACY a. abilitytoreadandunderstandwhatisbeingread->essential component b.readinglevelandusingmaterial shouldbeconsistentwiththeclient’ sability c.toohighliteracy->useless;toolowliteracy->insulting d.illiterate->arenot obvious;writtencommunicationmaynot beused ->maybeembarrassingtosomeandtheymaynotdiscloseit. 3.AGE ->asmoreofourpopulationlivelonger, it isincreasinglytheagedwhoareourclients ->olderadultsneedmoretimetolearn ->adultslearnbest wheninformationisrelevanttothemandhaspractical application ->mental andemotional aspectsshouldbeaccounted ->considerphysical deficits(eg: presbiopia, presbicusis) 4.EDUCATIONLEVELANDHEALTHSTATUS -educationlevel issignificantlyassociatedwith health status ->moreeducatedclientistheonewhoseekstreatmentearlierinthediseaseprocess,lesseducatedclientis usuallysicker, delayedinseekingmedical care ->establishlevel ofknowledgeordepth ofunderstanding ->useappropriateterms 5.SOCIOECONOMICLEVEL -resourcesmaynot beavailable -maydictatewherea client lives -incomeofthefamily 6.EMOTIONALSTATUS -Mental andemotional aspectsshouldalsobeaddressed -Canaffect theteaching-learningprocess -Needstobeaddressedfirst togetherwith physical needs LEARNINGPRINCIPLES 1.Use several senses -10%-read;20%-hear;30%-see;50%-hearandsee;70%-say; 90%-sayanddo; - practice 2.Activelyinvolvethepatientsorclientsinthelearningprocess- enhances,success 3.Provideanenvironment conducivetolearning 4.Assesstheextenttowhich thelearnerisreadytolearn 5.Determinetheperceivedrelevanceof theinformation 6.Repeat information 7.Generalizeinformation 8.Makelearningapleasantexperience 9.Beginwithwhat isknown, movetowardwhat isunknown 10.Presentinformationat anappropriaterate Lesson2:MotivationandBehavioroftheLearner Motivationandbehaviorchangetheories -usedbytheeducatortoplanandimplementthemosteffectiveeducational interventionpossible -set of ideasthat helptoexplaintherelationshipamongfactorsorpredict theoutcomeof theirinterrelation -helpustounderstandwhypeopledoordon’ t docertainthingsina givensituation -usingtheoryasthebasisforaneducational interventiondoesnot guaranteesuccess, but increasesthe likelihoodofit 1.HEALTHBELIEFMODEL -Basedonperceptionsofseriousnessorseverityofthehealthproblem -Personal beliefofsusceptibilitytoorrisk -Benefitsofadoptingthenewbehaviororchangingtheoldbehavior -Changeistriggeredbycuestoactionandsupportedorhinderedbymodifyingvariables -TheHealthBelief Modelwasdevelopedinthe1950’ stohelpunderstandwhymorepeopledidnottake advantageof animmunizationprogramofferedbythefederal government.(Rosenstock, 1990) -Thefocusofthemodel isonadaptingnewbehaviorsintimeswhentruemedical careisnot warranted. CuestoAction Otherfactorsthat maymediateormotivatebehaviorhavebeenaddedtothemodel inrecentyears. It wasrecognizedthat demographicandsociopsychological factorsaswell asinformationandexperiencealso affect thelikelihoodoftakinga preventiveaction. CategoriesofBelief A. PerceivedSeriousness/Severity -Relativeseverityofthehealth problem. E.g. SeriousnessofCOVID-19encouragesindividualstotakeprecautionaryandpreventivemeasures B.PerceivedSusceptibility - Natureandintensityofperceptionsaffectwillingnesstotakepreventive action. -Thisis“ howvulnerable” doIfeel relatedtoa specifichealthproblem? - People’ sperceptionoftheirvulnerabilitymaynot match theirtruerisk. E.g., Smokersmayfeel protectedfromlungcancerandnot personallyfeel at risk forthedisease C. PerceivedBenefits Anticipatedvalueoftherecommendedcourseofaction. Must believerecommendedhealthactionwill dogoodiftheyaretocomply. Thisisrelatedto“ howwill Ibenefit ifItaketherecommendedcourseofaction” ? E.g., confidence intheefficacyofthefluvaccineshouldincreasethelikelihoodofseekingthevaccine. D. PerceivedBarriers Perceptionofnegativeconsequences Greatest predictivevalueofwhetherbehaviorwill bepracticed. Theperceptionofanynegativeconsequencesoftakinga preventiveactionisrepresentedunderperceived barriers. Thesecouldbeinthe formofhighcost, takingtoomuch time,transportationissues, childcareissues, orbeing painful. 2.TRANSTHEORETICALORSTAGESOFCHANGEMODEL - AlsoknownasStageofChangeModel -Developedin1984byProchaskaandDi Clemente -Theirworkwasbasedonthefact that peoplearenotall at thesamestageofreadinesswhenitcomesto changinglifestylefactors. -Thisapproachbeginswithindividual assessment of “ readinesstochange” andcustomizeshealth promotionstrategiesbasedontheirstage. -Thegoal inthismodel istomove apersontothenextstageratherthantohavea groupgoal -discontinuationof unhealthybehavior a.Precontemplation -beforetheyevenbegintothinkaboutchange; -noseriousthought -Notconsideringchangingtheirbehavior -Lackofawareness InterventionApproach Novel information Persuasivecommunications Experiences b.Contemplation -whentheyweightheprosandconsofchangingthebehavior; -awareness -Personisbeginningtoconsiderbehaviorchange -Important stageof informationacquisition InterventionApproach Motivatedbyrolemodelingandpersuasivecommunications Receptivetoplannedorincidental learningexperiences. c.Preparation -whentheydecideonhowtheywill undertake the change, what theywill do -planning;preparing;experimenting -Psychological preparationoftryingonorvisualizingnewbehaviorsandsharingtheideawithothers. -Decidingtochange. InterventionApproach How-toinformation Skill development Attitudechange d.Maintenance -keepingthenewbehaviorandresistingtheold -Actually, tryingthenewbehavior InterventionApproach Skill Reinforcement Support Self-management Attitudeandattributionchange e.Termination -whenthebehaviorbecomesa habit -Maintenance -Establishment ofthenewbehavior -Takingonthenewattitudinal andenvironmental supports InterventionApproach Relapsepreventionskills Self-management Social andenvironmental support -thegoal duringmaintenanceistoadopt necessaryattitudesandestablishanenvironmentthat willenablea newbehaviortobecomea lifelongpractice. 3.THEORYOFREASONEDACTION -consequences -thisisbasedontheperson’ sintentiontodosomething.Intentiontochangebehavioristheresultof: a. Person’ sattitudetowardbehavior-positiveornegative b.Subjectivenorms- significantothers’ reactiontobehavior. Other’ sviewsmayaffect thebehaviorchange c.Behavioral control- howeasyordifficult thepersonbelievesthenewbehavioris 4.SOCIALCOGNITIVETHEORY -basedonthereciprocal determinism -behavioristheresult ofaninteractionbetweenthebehavior,thepersonorpersonal factors(personality, characteristics), andtheenvironment (social, physical) -ifoneischanged,allarechanged 5.SELF-EFFICACY -basedontheideathat peoplewill doonlywhattheythink theycando -Fourvariables: a. Performanceaccomplishments b.Vicariousexperience c.Verbal persuasion d.Physiological state a.Performanceaccomplishments -mastery: Ifthepersonhasa masteryonsomething(topic, skill), themorelikelyorhigherchancehe/shewill doit. Ontheotherhand,ifthepersondonot haveamasteryonsomething(topic, skill), the morelikelyhe/shewon’ t abletodoit. - Masteryisimportant: Repetition,practice/rehearsal b.Vicariousexperience -observationofother’ sexperiences c.Verbalpersuasion -coach, encouragement = higherchancesofadoptingbehaviorchange d.Physiological state *Mostimportant determinant ofbehaviorchangeislearninga newbehaviorbyDOINGIT. 6.BEHAVIORMODIFICATIONTHEORY - Idea ofrewardsandpunishment -Doeswhatiswanted->rewarded -Doesnotdowhatiswanted->punishment -Usingrewardsismorelikelytobeeffective
