Unit7HealthBehaviorStudyGuide.pdf

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

PUH 5304, Health Behavior 2

UNIT x STUDY GUIDE

Title

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)

PUH 5304, Health Behavior 3

UNIT x STUDY GUIDE

Title

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 rec s (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.

PUH 5304, Health Behavior 4

UNIT x STUDY GUIDE

Title

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

https://online.columbiasouthern.edu/bbcswebdav/xid-111890339_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111890319_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111890329_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111890320_1

PUH 5304, Health Behavior 5

UNIT x STUDY GUIDE

Title

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?