HLTH-6038-1/HLTH-8038E-1 Health Behavior Theory-Spring 2024
HLTH-6038-1/HLTH-8038E-1 Health Behavior Theory-Spring 2024
Module 1 Discussion
APPLYING THE SELF-EFFICACY THEORY
Have you ever tried to change a behavior, such as starting a walking routine after a period of being sedentary? Perhaps you convinced yourself this was something you could do because you had already mastered another good habit, such as giving up sweets. Put simply, your earlier success gave you the confidence to succeed at something else. This is the premise of the Self-Efficacy Theory, identified as an intrapersonal theory. In essence, it centers on the idea that an individual’s belief that he or she can accomplish something is critical to attempting it. Self-Efficacy Theory includes the constructs of mastery experiences, vicarious experiences, verbal persuasion, and somatic and emotional states, which are defined in your Learning Resources.
Like most theories and models, however, the Self-Efficacy Theory cannot be unilaterally applied the same way to all individuals in all populations. Other factors enter the equation and must be taken into consideration. For example, how might gender, age, socioeconomic status, self-esteem, or other factors affect one’s beliefs?
For this Discussion, you apply the Self-Efficacy Theory to different populations using the health behavior examples provided.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE :
Review this module’s Resources.
Focus on Hayden (2023), Chapter 2, “Medication Adherence, When Lifestyle is the Medicine” (pp. 25-34).
Reflect on your individual Strength Finder strengths discovered in HLTH 8003 or HLTH 6005.
BY DAY 3
Using the Self-Efficacy Theory example from Hayden (2023), Chapter 2, “Medication Adherence, When Lifestyle is the Medicine” respond to the following questions:
Why is it important to help people choose the right lifestyle behaviors to change?
What qualifies as a “mastery experience”?
Why is it important for people to have mastery experiences when changing behavior?
According to the article authors, how might a person’s perception of an unsuccessful mastery experience be turned around?
One barrier to strong self-efficacy for lifestyle behavior change is the belief that the change can lead to adverse consequences. How does vicarious experience address this?
How can the potential debilitating effects of emotional or physical reactions to a lifestyle behavior change be addressed?
Then, describe how, when exposed to stress and challenges, Self-Efficacy Theory might influence one of your strengths from your individual Strength Finder (from HLTH 8003 or HLTH 6005).
Note: If you have not previously completed the StrengthsFinder for any reason (for example you did not have this in any of your prior courses) please contact your Program Director or Coordinator for instructions on completing the StrengthsFinder Assessment.
BY DAY 5
Respond to at least three of your peers with a substantive contribution by asking questions and/or adding additional insight and resources.
Refer to the Rubric for specific grading criteria on what constitutes substantive content and peer engagement.
Continue the Discussion until Day 7.
Be sure to cite information using APA style.
HLTH-6038-1/HLTH-8038E-1 Health Behavior Theory-Spring 2024
Module 2 Discussion
SOCIAL COGNITIVE THEORY AND BULLYING
Social Cognitive Theory (SCT) is classified as an interpersonal level theory including the constructs of self-efficacy, observational learning, expectations, expectancies, emotional arousal, locus of control, reinforcement, and behavioral capability. Within the construct of Social Cognitive Theory, personal and environmental factors play a large role in health behavior—and they interact with each other. Changing one changes them all.
In this Discussion, you will examine the Social Cognitive Theory as it relates to addressing the negative behavior of bullying. You will explore how the constructs impact the development of the negative behavior of bullying as well as how it can be used to create anti-bullying programs.
Note: This Discussion will span the full 2 weeks of this module, with your final participation culminating on Day 7 of Week 3 in the second week of the module.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE:
Review the resources in this module and Focus on “Parent and Household Influences on Calcium Intake Among Early Adolescents” (Hayden, 2023, pp. 180-198).
BY DAY 5 OF WEEK 2
Post your responses to the following selected questions from Theory in Action-Article Questions (Hayden, 2023, p. 199):
What behavior is of concern in this article and why?
Which ethnic groups are most at risk of the long-term consequence of the behavior of concern?
In what ways do the authors propose parents influence the environment, behavior, and personal factors of their children associated with the behavior of concern?
Why did the authors conduct the study in the article?
What social and environmental factors did the authors investigate related to the behavior of concern?
What did the authors find out about how social and environmental factors that influence the behavior of concern?
Based on the results of their study, what suggestions did the authors make regarding program development?
Be sure to cite information using APA style.
BY DAY 7 OF WEEK 2
Respond to at least three of your peers with a substantive contribution by asking questions and/or adding additional insight and resources.
Refer to the Rubric for specific grading criteria on what constitutes substantive content and peer engagement.
Continue the Discussion until Day 7 of Week 3.
HLTH-6038-1/HLTH-8038E-1 Health Behavior Theory-Spring 2024
Module 3 Discussion
APPLYING THE THEORIES OF REASONED ACTION/PLANNED BEHAVIOR AND THE TRANSTHEORETICAL MODEL TO HEALTH CHALLENGES
The Theory of Reasoned Action/Planned Behavior is based on the principle that one’s “intention” to perform a behavior is the key, rather than as previously thought, that one’s attitude alone toward the behavior is the driving force. The Transtheoretical Model, which is classified as a theory, is based on the concept that behavior change is a process that occurs in specific stages, irrespective of the behavior.
In this Discussion you will explore the application of the Transtheoretical Model to better understand the health literacy of inner-city families and their purchase of fruits and vegetables at convenience stores.
Note: This Discussion will span the full 2 weeks of this module, with your final participation culminating on Day 7 of Week 5 in the second week of the module.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
Consider what resources are available to inner-city families and what access might they have to fresh fruits and vegetables. Then consider how the Transtheoretical Model might apply to these inner-city families and their access to fresh fruits and vegetables.
BY DAY 5 OF WEEK 4
Explain why someone might use the Transtheoretical Model to better understand an inner-city family’s purchase of fruits and vegetables at a convenience store
Analyze how health literacy impacts the purchase of fruits and vegetables
Be sure to cite information using APA style.
BY DAY 7 OF WEEK 4
Respond to at least three of your peers with a substantive contribution by asking questions and/or adding additional insight and resources.
Refer to the Rubric for specific grading criteria on what constitutes substantive content and peer engagement.
Continue the Discussion until Day 7 of Week 5.
HLTH-6038-1/HLTH-8038E-1 Health Behavior Theory-Spring 2024
Module 4 Discussion
PROTECTION MOTIVATION THEORY
Within the Protective Motivation Theory (PMT), threat and coping appraisals are important constructs. This theory is classified as an intrapersonal level theory and includes the constructs of threat severity, threat probability (vulnerability), response efficacy, self-efficacy expectancy, and response costs.
In this Discussion, you will examine PMT as it relates to determinants of adherence regarding COVID 19 among the Belgian population . Specifically, you will explore how the constructs of PMT impact this health issue as well as how this theory might be used to create effective risk reducing strategies.
Note: This Discussion will span the full 2 weeks of this module, with your final participation culminating on Day 7 of Week 7 in the second week of the module.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
Review the resources in this module and focus on “Determinants of Adherence to COVID-19 Measures among the Belgian Population: An Application of the Protection Motivation Theory” (Hayden, 2023, pp. 153-164).
BY DAY 5 OF WEEK 6
Post your responses to the following selected questions from your course text (Hayden, 2023, p. 165):
What were the public health measures recommended by the Belgian government?
What was the underlying message of communications from the Belgian government in its attempt to motivate people to comply with recommended public health measures, and what was the reasoning behind this?
According to the article authors, what is the likely success of getting people to adhere to the public health prevention measures if communications are solely based on the underlying message used by the government?
To which recommendations did people adhere to the most in the past, and to which would they adhere to most in the future?
To which recommendations did people adhere to least in the past and to which would they least adhere to in the future?
What did the authors find when they surveyed people in Belgium about the relationship between the constructs of the PMT and adherence to the recommended public health measures?
Be sure to cite information using APA style.
BY DAY 7 OF WEEK 6
Respond to at least three of your peers with a substantive contribution by asking questions and/or adding additional insight and resources.
Refer to the Rubric for specific grading criteria on what constitutes substantive content and peer engagement.
Continue the Discussion until Day 7 of Week 7
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