Thought for the Day

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Thought for the Day
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• The job's not over until the paperwork is done.

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Transtheoretical Model
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Transtheoretical Model (often referred
toincorrectlyas the Stages of Change)

• Different strategies must be used depending upon
  the stage that the person is in

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Precontemplation
No intention to takeaction within thenext 6
months
Contemplation
Intends to takeaction within thenext 6 months
Intends to takeaction within thenext 30 days
Preparation
Has changed overtbehavior for less than6 months
Action
Has changed overtbehavior for more than6 months
Maintenance
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Precontemplation
Contemplation
Preparation
Relapse
Maintenance
Action
Termination
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Thought for the Day
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Thought for the Day

• The MOST important skill you can have as a health
  educator is to be a clearinghouse--in other
  words, you don't need to know all of the
  answers--just where to find them (people,
  resources, etc.).  You master this and you'll
  become a master health educator.

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Focus on the next slide
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PRECEDE/PROCEED

• PRECEDE
• Predisposing, Reinforcing and Enabling Constructs
  in Ecosystem Diagnosis and Evaluation
• PROCEED
• Policy, Regulating or Resourcing and Organizing
  Constructs for Educational and Environmental
  Development

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PRECEDE/PROCEED
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Social Assessment

• Identify and evaluate the social problems which
  impact the quality of life of a target population
• Community Forums
• Nominal Groups
• Focus Groups
• Surveys
• Interviews

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PRECEDE/PROCEED
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Epidemiological Data

• Helps identify behavioral and environmental
  factors related to the quality of life issues.
• vital statistics
• years of potential life loss
• disability
• prevalence
• morbidity
• incidences
• mortality
• From phase 1 and 2 program objectives are created

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PRECEDE/PROCEED
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Behavioral and Environmental Assessment

• Includes non-behavioral causes (personal and
  environmental factors) that can contribute to
  health problems, but are not controlled by
  behavior.
• age, gender, existing disease, climate, and
  workplace, the adequacy of health care
  facilities, etc.

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Behavioral and Environmental Assessment

• The determination of the importance and relative
  changeability of each behavioral cause.
• Behavioral Diagnosis
• is the analysis of behavioral links to the goals
  or problems that are identified in the
  epidemiological or social diagnosis.
• Environmental Diagnosis
• is a parallel analysis of factors in the social
  and physical environment other than specific
  actions that could be linked to behaviors.
• The Behavioral Matrix
• This helps to identify targets where the most
  effective intervention measures can be applied.

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Behavioral and Environmental Assessment
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PRECEDE/PROCEED
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Educational Ecological Assessment

• Predisposing Factors
• any characteristics of a person or population
  that motivates behavior prior to the occurrence
  of that behavior
• knowledge
• beliefs
• values
• attitudes
• Enablers
• characteristic of the environment that facilitate
  action and any skill or resource required to
  attain specific behavior
• accessibility
• availability
• skills
• laws (local, state, federal)
• Reinforces
• rewards or punishments following or anticipated
  as a consequence of a behavior. They serve to
  strengthen the motivation for behavior.
• family
• peers
• teacher

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PRECEDE/PROCEED
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Administrative Policy Assessment

• Administrative Diagnosis
• the analysis of policies, resources and
  circumstances prevailing organizational
  situations that could hinder or facilitate the
  development of the health program.
• Policy Diagnosis
• to assess the compatibility of your program goals
  and objectives with those of the organization and
  its administration does it fit into the mission
  statements, rules and regulations.

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PRECEDE/PROCEED
Phase 6 Implementation
Phase 7 Process evaluation
Phase 8 Impact evaluation
Phase 9 Outcome evaluation
Monitoring Continuous Quality Improvement
Output
Longer-term health outcome
Short-term social impact
Short-term impact
Process
Input
Long-term social impact