Imagine that you are trying to reach a specific population about a health topic and are creating a health campaign directed toward them.

Designing AHealth Campaign

Imagine that you are trying to reach a specific population about a health topic and are

creating a health campaign directed toward them.

Once you have your health topic, brainstormwhy this is important for your target

population to know about and how it specifically impacts them. Consider what

specifically youwould like for them to be educated about regarding this topic. For

example, “eating healthy” couldmeanmany things.What specifically about “eating

healthy” would be helpful for them to know?

Youwill need to find 3 academic sources that relate to your topic and include at least 2

of them in your final campaign document.

You also need to apply one of the behavioral changemodels (Social EcologicalModel for Public Health / Behavioral ChangeModels) to assess the causes of your health problem and discuss how your interventions address your health problem.

Think about the following as you design your campaign:

● Decide exactly who is your target audience (for example young people ages

8-10 living in the Bay Area, or women of color over 40 living in the Excelsior

district, orMills College students who are enrolled in their first semester of

college).

● Apply one of the behavioral changemodels found inModule 1. Talk about

how your campaign assesses the fundamental causes of your health problem

andwhat interventions have you developed to address these problems in

your campaign. Be specific.

● Design a short slogan to promote positive and healthymessages related to

your topic.

● Include some images that relate to your health campaign. (Youmay create

these or use existing images).

● Decide how youwill convey this message (TV, magazine, app, social media,

etc.) Of course, youwill not really be doing this campaign, but imagining that

youwere, what media outlet would you use andwhy.

Information about sources:

1. Please find 3 academic sources that relate to your topic. .edu or .gov sources are best but youmay use a .org source if it is academic/research

organization. (Do not use any source that is selling something as part of their

website.) For example, youwant to reduce the rate of diabetes in young

people. Find sources that talk about diabetes in young people.

2. Your textbook cannot be one of your 3 required sources, but you can use it

in your paper if youwant but you need 3 other sources.

3. If you use a .com source, it cannot be part of your 3 required sources. 4. Please cite at least 2 of your sources in your paper inMLA or APA format.

5. Please include a bibliography/works cited at the end of your essay.

6. Youmay incorporate your sources wherever they fit in the paper. You could

put them in why you choose your topic or your target audience for example.

There are 2 parts to this assignment

Part 1 (15pts)

I want you to tell me

1. Your topic- Be specific such as saying depression in youngwomen at UCSC.

Do not just say depression. Specify your population by age, location, etc. (4

points)

2. Why are you choosing your topic? (4 points)

3. What Behavioral changemodel do you think youwill use andwhy are you

choosing it? (4 points)

4. Include your 3 sources. You need 3 distinct sources. They cannot all be from

onewebsite.(3 points)

Part 2 is the complete campaign. (35 pts)

Please write your paper in the following format.

Number each section! Each section is worth 5 points

1. Why did you choose your topic? You could use your sources in this section or

section 2 or both. This section should be at least 1-2 paragraphs.

2. Target audience-explain why you are choosing your target audience.

3. Apply one of the behavioral changemodels found inModule 1 to your health

campaign. How does your health campaign assess the fundamental causes of

a health problem andwhat interventions have you developed to address

these problems in your campaign.

4. Slogan-Tell mewhy you chose your slogan

5. Images (2-3)

6. How youwill convey yourmessage?

7. Bibliography/works cited- Include your 3 sources

Introduction

Public health is a multi-disciplinary field that aims to 1) prevent disease and death, 2)

promote a better quality of life, and 3) create environmental conditions in which

people can be healthy by intervening at the institutional, community, and societal level.

Whether public health practitioners can achieve this mission depends upon their

ability to accurately identify and define public health problems, assess the fundamental

causes of these problems, determine populationsmost at-risk, develop and implement

theory- and evidence-based interventions, and evaluate and refine those interventions

to ensure that they are achieving their desired outcomes without unwanted negative

consequences.

To be effective in these endeavors, public health practitioners must know how to apply

the basic principles, theories, research findings, andmethods of the social and

behavioral sciences to inform their efforts. A thorough understanding of theories

used in public health, which aremainly derived from the social and behavioral sciences,

allow practitioners to:

● Assess the fundamental causes of a public health problem, and

● Develop interventions to address those problems.

TheHealth BeliefModel

TheHealth BeliefModel (HBM)was developed in the early 1950s by social scientists

at the U.S. Public Health Service in order to understand the failure of people to adopt

disease prevention strategies or screening tests for the early detection of disease.

Later uses of HBMwere for patients' responses to symptoms and compliance with

medical treatments. The HBM suggests that a person's belief in a personal threat of an

illness or disease together with a person's belief in the effectiveness of the

recommended health behavior or action will predict the likelihood the personwill

adopt the behavior.

The HBMderives from psychological and behavioral theory with the foundation that

the two components of health-related behavior are 1) the desire to avoid illness, or

conversely get well if already ill; and, 2) the belief that a specific health action will

prevent, or cure, illness. Ultimately, an individual's course of action often depends on

the person's perceptions of the benefits and barriers related to health behavior. There

are six constructs of the HBM. The first four constructs were developed as the original

tenets of the HBM. The last twowere added as research about the HBMevolved.

1. Perceived susceptibility – This refers to a person's subjective perception of

the risk of acquiring an illness or disease. There is wide variation in a

person's feelings of personal vulnerability to an illness or disease.

2. Perceived severity – This refers to a person's feelings on the seriousness of

contracting an illness or disease (or leaving the illness or disease untreated).

There is wide variation in a person's feelings of severity, and often a person

considers themedical consequences (e.g., death, disability) and social

consequences (e.g., family life, social relationships) when evaluating the

severity.

3. Perceived benefits – This refers to a person's perception of the effectiveness

of various actions available to reduce the threat of illness or disease (or to

cure illness or disease). The course of action a person takes in preventing (or

curing) illness or disease relies on consideration and evaluation of both

perceived susceptibility and perceived benefit, such that the personwould

accept the recommended health action if it was perceived as beneficial.

4. Perceived barriers – This refers to a person's feelings on the obstacles to

performing a recommended health action. There is wide variation in a

person's feelings of barriers, or impediments, which lead to a cost/benefit

analysis. The personweighs the effectiveness of the actions against the

perceptions that it may be expensive, dangerous (e.g., side effects),

unpleasant (e.g., painful), time-consuming, or inconvenient.

5. Cue to action – This is the stimulus needed to trigger the decision-making

process to accept a recommended health action. These cues can be internal

(e.g., chest pains, wheezing, etc.) or external (e.g., advice from others, illness

of family member, newspaper article, etc.).

6. Self-efficacy – This refers to the level of a person's confidence in his or her

ability to successfully perform a behavior. This construct was added to the

model most recently in mid-1980. Self-efficacy is a construct in many

behavioral theories as it directly relates to whether a person performs the

desired behavior.

Limitations of Health BeliefModel

There are several limitations of the HBMwhich limit its utility in public health.

Limitations of themodel include the following:

● It does not account for a person's attitudes, beliefs, or other individual

determinants that dictate a person's acceptance of a health behavior.

● It does not take into account behaviors that are habitual and thusmay

inform the decision-making process to accept a recommended action (e.g.,

smoking).

● It does not take into account behaviors that are performed for non-health

related reasons such as social acceptability.

● It does not account for environmental or economic factors that may prohibit

or promote the recommended action.

● It assumes that everyone has access to equal amounts of information on the

illness or disease.

● It assumes that cues to action are widely prevalent in encouraging people to

act and that "health" actions are themain goal in the decision-making

process.

The HBM ismore descriptive than explanatory and does not suggest a strategy for

changing health-related actions. In preventive health behaviors, early studies showed

that perceived susceptibility, benefits, and barriers were consistently associated with

the desired health behavior; perceived severity was less often associated with the

desired health behavior. The individual constructs are useful, depending on the health

outcome of interest, but for themost effective use of themodel it should be integrated

with other models that account for the environmental context and suggest strategies

for change.

The Theory of Planned Behavior

The Theory of Planned Behavior (TPB) started as the Theory of Reasoned Action in

1980 to predict an individual's intention to engage in a behavior at a specific time and

place. The theory was intended to explain all behaviors over which people have the

ability to exert self-control. The key component to this model is behavioral intent;

behavioral intentions are influenced by the attitude about the likelihood that the

behavior will have the expected outcome and the subjective evaluation of the risks and

benefits of that outcome.

The TPB has been used successfully to predict and explain a wide range of health

behaviors and intentions including smoking, drinking, health services utilization,

breastfeeding, and substance use, among others. The TPB states that behavioral

achievement depends on bothmotivation (intention) and ability (behavioral control). It

distinguishes between three types of beliefs – behavioral, normative, and control. The

TPB is comprised of six constructs that collectively represent a person's actual control

over the behavior.

1. Attitudes – This refers to the degree to which a person has a favorable or

unfavorable evaluation of the behavior of interest. It entails a consideration

of the outcomes of performing the behavior.

2. Behavioral intention – This refers to themotivational factors that influence a

given behavior where the stronger the intention to perform the behavior,

themore likely the behavior will be performed.

3. Subjective norms – This refers to the belief about whether most people

approve or disapprove of the behavior. It relates to a person's beliefs about

whether peers and people of importance to the person think he or she

should engage in the behavior.

4. Social norms – This refers to the customary codes of behavior in a group or

people or larger cultural context. Social norms are considered normative, or

standard, in a group of people.

5. Perceived power – This refers to the perceived presence of factors that may

facilitate or impede performance of a behavior. Perceived power

contributes to a person's perceived behavioral control over each of those

factors.

6. Perceived behavioral control – This refers to a person's perception of the

ease or difficulty of performing the behavior of interest. Perceived

behavioral control varies across situations and actions, which results in a

person having varying perceptions of behavioral control depending on the

situation. This construct of the theory was added later and created the shift

from the Theory of Reasoned Action to the Theory of Planned Behavior.

Limitations of the Theory of Planned Behavior

There are several limitations of the TPB, which include the following:

● It assumes the person has acquired the opportunities and resources to be

successful in performing the desired behavior, regardless of the intention.

● It does not account for other variables that factor into behavioral intention

andmotivation, such as fear, threat, mood, or past experience.

● While it does consider normative influences, it still does not take into

account environmental or economic factors that may influence a person's

intention to perform a behavior.

● It assumes that behavior is the result of a linear decision-making process,

and does not consider that it can change over time.

● While the added construct of perceived behavioral control was an important

addition to the theory, it doesn't say anything about actual control over

behavior.

● The time frame between "intent" and "behavioral action" is not addressed by

the theory.

The TPB has shownmore utility in public health than the Health BeliefModel, but it is

still limiting in its inability to consider environmental and economic influences. Over

the past several years, researchers have used some constructs of the TPB and added

other components from behavioral theory tomake it a more integratedmodel. This has

been in response to some of the limitations of the TPB in addressing public health

problems.

Diffusion of Innovation Theory

Diffusion of Innovation (DOI) Theory, developed by E.M. Rogers in 1962, is one of the

oldest social science theories. It originated in communication to explain how, over time,

an idea or product gains momentum and diffuses (or spreads) through a specific

population or social system. The end result of this diffusion is that people, as part of a

social system, adopt a new idea, behavior, or product. Adoptionmeans that a person

does something differently thanwhat they had previously (i.e., purchase or use a new

product, acquire and perform a new behavior, etc.). The key to adoption is that the

personmust perceive the idea, behavior, or product as new or innovative. It is through

this that diffusion is possible.

Adoption of a new idea, behavior, or product (i.e., "innovation") does not happen

simultaneously in a social system; rather it is a process whereby some people aremore

apt to adopt the innovation than others. Researchers have found that people who

adopt an innovation early have different characteristics than people who adopt an

innovation later.When promoting an innovation to a target population, it is important

to understand the characteristics of the target population that will help or hinder

adoption of the innovation. There are five established adopter categories, and while themajority of the general population tends to fall in themiddle categories, it is still

necessary to understand the characteristics of the target population.When promoting

an innovation, there are different strategies used to appeal to the different adopter

categories.

1. Innovators – These are people whowant to be the first to try the innovation.

They are venturesome and interested in new ideas. These people are very

willing to take risks, and are often the first to develop new ideas. Very little,

if anything, needs to be done to appeal to this population.

2. Early Adopters – These are people who represent opinion leaders. They

enjoy leadership roles, and embrace change opportunities. They are already

aware of the need to change and so are very comfortable adopting new

ideas. Strategies to appeal to this population include how-tomanuals and

information sheets on implementation. They do not need information to

convince them to change.

3. EarlyMajority – These people are rarely leaders, but they do adopt new

ideas before the average person. That said, they typically need to see

evidence that the innovation works before they are willing to adopt it.

Strategies to appeal to this population include success stories and evidence

of the innovation's effectiveness.

4. LateMajority – These people are skeptical of change, andwill only adopt an

innovation after it has been tried by themajority. Strategies to appeal to this

population include information on howmany other people have tried the

innovation and have adopted it successfully.

5. Laggards – These people are bound by tradition and very conservative. They

are very skeptical of change and are the hardest group to bring on board.

Strategies to appeal to this population include statistics, fear appeals, and

pressure from people in the other adopter groups.

Source: http://blog.leanmonitor.com/early-adopters-allies-launching-product/

The stages by which a person adopts an innovation, andwhereby diffusion is

accomplished, include awareness of the need for an innovation, decision to adopt (or

reject) the innovation, initial use of the innovation to test it, and continued use of the

innovation. There are fivemain factors that influence adoption of an innovation, and each of these factors is at play to a different extent in the five adopter categories.

1. Relative Advantage – The degree to which an innovation is seen as better

than the idea, program, or product it replaces.

2. Compatibility – How consistent the innovation is with the values,

experiences, and needs of the potential adopters.

3. Complexity – How difficult the innovation is to understand and/or use.

4. Triability – The extent to which the innovation can be tested or

experimentedwith before a commitment to adopt is made.

5. Observability – The extent to which the innovation provides tangible results.

Limitations of Diffusion of Innovation Theory

There are several limitations of Diffusion of Innovation Theory, which include the

following:

● Much of the evidence for this theory, including the adopter categories, did

not originate in public health and it was not developed to explicitly apply to

adoption of new behaviors or health innovations.

● It does not foster a participatory approach to adoption of a public health

program.

● It works better with adoption of behaviors rather than cessation or

prevention of behaviors.

● It doesn't take into account an individual's resources or social support to

adopt the new behavior (or innovation).

This theory has been used successfully in many fields including communication,

agriculture, public health, criminal justice, social work, andmarketing. In public health,

Diffusion of Innovation Theory is used to accelerate the adoption of important public

health programs that typically aim to change the behavior of a social system. For

example, an intervention to address a public health problem is developed, and the

intervention is promoted to people in a social systemwith the goal of adoption (based

onDiffusion of Innovation Theory). Themost successful adoption of a public health

program results from understanding the target population and the factors influencing

their rate of adoption.

For more on diffusion of innovation theory see "On the Diffusion of Innovations: How

New Ideas Spread" by Leif Singer.

The Social Cognitive Theory

Social Cognitive Theory (SCT) started as the Social Learning Theory (SLT) in the 1960s

by Albert Bandura. It developed into the SCT in 1986 and posits that learning occurs in

a social context with a dynamic and reciprocal interaction of the person, environment,

and behavior. The unique feature of SCT is the emphasis on social influence and its

emphasis on external and internal social reinforcement. SCT considers the uniqueway

in which individuals acquire andmaintain behavior, while also considering the social

environment in which individuals perform the behavior. The theory takes into account

a person's past experiences, which factor into whether behavioral action will occur.

These past experiences influences reinforcements, expectations, and expectancies, all

of which shapewhether a personwill engage in a specific behavior and the reasons

why a person engages in that behavior.

Many theories of behavior used in health promotion do not consider maintenance of

behavior, but rather focus on initiating behavior. This is unfortunate as maintenance of

behavior, and not just initiation of behavior, is the true goal in public health. The goal of

SCT is to explain how people regulate their behavior through control and

reinforcement to achieve goal-directed behavior that can bemaintained over time. The

first five constructs were developed as part of the SLT; the construct of self-efficacy

was addedwhen the theory evolved into SCT.

1. Reciprocal Determinism – This is the central concept of SCT. This refers to

the dynamic and reciprocal interaction of person (individual with a set of

learned experiences), environment (external social context), and behavior

(responses to stimuli to achieve goals).

2. Behavioral Capability – This refers to a person's actual ability to perform a

behavior through essential knowledge and skills. In order to successfully

perform a behavior, a personmust knowwhat to do and how to do it. People

learn from the consequences of their behavior, which also affects the

environment in which they live.

3. Observational Learning – This asserts that people canwitness and observe a

behavior conducted by others, and then reproduce those actions. This is

often exhibited through "modeling" of behaviors. If individuals see

successful demonstration of a behavior, they can also complete the behavior

successfully.

4. Reinforcements – This refers to the internal or external responses to a

person's behavior that affect the likelihood of continuing or discontinuing

the behavior. Reinforcements can be self-initiated or in the environment,

and reinforcements can be positive or negative. This is the construct of SCT

that most closely ties to the reciprocal relationship between behavior and

environment.

5. Expectations – This refers to the anticipated consequences of a person's

behavior. Outcome expectations can be health-related or not health-related.

People anticipate the consequences of their actions before engaging in the

behavior, and these anticipated consequences can influence successful

completion of the behavior. Expectations derive largely from previous

experience. While expectancies also derive from previous experience,

expectancies focus on the value that is placed on the outcome and are

subjective to the individual.

6. Self-efficacy – This refers to the level of a person's confidence in his or her

ability to successfully perform a behavior. Self-efficacy is unique to SCT

although other theories have added this construct at later dates, such as the

Theory of Planned Behavior. Self-efficacy is influenced by a person's specific

capabilities and other individual factors, as well as by environmental factors

(barriers and facilitators).

Limitation of Social Cognitive Theory

There are several limitations of SCT, which should be consideredwhen using this

theory in public health. Limitations of themodel include the following:

● The theory assumes that changes in the environment will automatically lead

to changes in the person, when this may not always be true.

● The theory is loosely organized, based solely on the dynamic interplay

between person, behavior, and environment. It is unclear the extent to

which each of these factors into actual behavior and if one is more

influential than another.

● The theory heavily focuses on processes of learning and in doing so

disregards biological and hormonal predispositions that may influence

behaviors, regardless of p

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