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Week 6. Health Promotion by Social Cognitive Means & Social Learning Theory. Social Cognitive Theory. Knowledge of health risks and benefits of different health practices P erceived self-efficacy - that one can exercise control over one’s health habits.

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week 6

Week 6

Health Promotion by Social Cognitive Means &

Social Learning Theory

social cognitive theory
Social Cognitive Theory
  • Knowledgeof health risks and benefits of different health practices
  • Perceived self-efficacy- that one can exercise control over one’s health habits.
  • Outcome expectations - expected costs and benefits for different health habits.
  • Goalspeople set for themselves
  • Concrete plans and strategies for realizing goals
  • Perceived facilitators/impediments (social and structural)to change.
health comm as a tool for altering health behavior
Health Comm. as a tool for altering health behavior
  • Impartation of information
  • Increasing perceived threat
  • Increasing perceived susceptibility
  • Increasing sense of self-efficacy
  • MOST EFFECTIVE?
answer self efficacy
Answer : Self-efficacy
  • Does this agree with the constructs of the TTI?
slide6

THE THEORY OF TRIADIC INFLUENCE

Levels of

Causation

Ultimate

CULTURAL

SOCIAL

BIOLOGY/

Causes

ENVIRONMENT

SITUATION

PERSONALITY

1

2

3

4

5

6

a

f

Social/

Personal

Nexus

c

d

e

b

Sense of

Information/

Interpersonal

Others’

Social

Interactions w/

Self/Control

Opportunities

Bonding

Beh & Atts

Competence

Social Instit’s

Distal

Influences

7

8

9

10

11

12

g

r

p

i

q

h

k

n

m

l

j

o

Expectancies

& Evaluations

Self

Skills:

Motivation

Perceived

Values/

Knowledge/

Determination

Social+General

to Comply

Norms

Evaluations

Expectancies

13

14

15

16

17

18

s

x

ATTITUDES

SOCIAL

SELF-EFFICACY

u

w

v

t

Affect and

Cognitions

TOWARD THE

NORMATIVE

BEHAVIORAL

BEHAVIOR

BELIEFS

CONTROL

Proximal

19

20

21

Predictors

Decisions

A

G

B

H

C

I

D

E

F

22

K

Experiences

23

Related Behaviors

J

Intrapersonal Stream

Social/Normative Stream

Cultural/Attitudinal Stream

Biological/Nature

Nurture/Cultural

DECISIONS/INTENTIONS

Trial Behavior

6

EXPERIENCES: Expectancies -- Social Reinforcements -- Psychological/Physiological

guidance and social support in the 21 st century
Guidance and social support in the 21st century
  • Group social support
  • Interactive media
whose behavior are we trying to change

The concept of self-management and social support in health promotion:

Whose behavior are we trying to change?

Enabling the individual to seize power/control

Vs:

Educating those with power to relinquish power/control

the argument for sct
The Argument for SCT
  • Political impediments to legislative initiatives
  • Lack of collective efficacy to realize policy prescriptions
  • For many public health issues - time is of essence
  • Socially oriented approaches seek to raise public awareness, build community capacity and mobilize the collective citizen action needed to override vested political and economic interests that benefit from existing unhealthful practices.
limitations
Limitations
  • ‘Victim blaming’?
  • Who are safety nets intended for?
  • Repercussions of failed safety-nets?
  • Widespread applicability of SCT?
  • Other thoughts?
requirements for social learning
Requirements for Social Learning
  • Attention
  • Retention
  • Reproduction
  • Motivation

- external (direct)

- vicarious (indirect)

social learning theory effects
Social learning Theory ‘effects’
  • Modeling
  • Eliciting
  • Disinhibitory/inhibitory effects
  • Combine with the 4 Social Learning operations to produce behavior.
commonality of sct slt
Commonality of SCT & SLT
  • A focus on the individual’s active participation for successful implementation of behavior change
class activity
Class Activity:
  • Topic – Addressing MDGs 3, 4and 5:

Ending Girl Child Marriage Using:

(A) Three-fold Stepwise Implementation

Model of the SCT

(B) Social Learning Theory

  • UNDP Report

http://www.unfpa.org/webdav/site/global/shared/documents/publications/2012/MarryingTooYoung.pdf

any challenges
Any challenges?

How else might you go about addressing the peculiar challenges of those in level 3 of the 3-fold stepwise implementation model?