4. Behavior change is…
• central objective of public health interventions and
primal goal of all prevention programs;
• the motivational and actional reduction of risky (or
health-compromising) behaviors in favor of the
augmentation and sustentation of health-enhancing
behaviors;
• achieved through behavior change communication
(BCC).
5. Then behavior change communication
is…
• a scientifically-informed effort, integrated into each
and every public health program;
• an interactive process within the community;
• aimed at developing positive behaviors that promote
and sustain behavior change;
• carried out through specific messages and
approaches using a variety of communication
channels.
6. The information deficit model
Basic Assumption:
The adolescents would refrain from risky behavior
if they were provided with adequate information
demonstrating that this behavior may cause
serious harm to the body.
Great! But…
7. The information deficit model
Programs based solely on this objective did
increase knowledge as intended, but they were
evaluated as ineffective in terms of behavior
change.
8. The affective education model
Basic Assumption:
If a person develops stronger interpersonal
resources (building self-esteem) and general
social competence (decision-making,
communication, and assertiveness) he or she
would be able to avoid risky behavior, since he or
she would realize it as such.
Great! But…
9. The affective education model
Evaluation of these programs demonstrated that
they were almost as ineffective in reducing risky
behavior, as programmes based on the
information deficit model.
?
10. Health belief model
Basic Assumption:
If a person has a desire to avoid illness or to
get well (value) and the belief that a specific
health action would prevent illness
(expectancy), then a positive behavioral action
would be taken with regards to that behavior.
11. Health belief model
Key theoretical concepts in the
adoption of healthy behavior:
• Perceived susceptibility: Individuals consider
themselves at risk.
• Perceived severity: Individuals consider the risk to
have serious consequences.
• Perceived benefits: Individuals consider that taking
actions will be beneficial.
• Perceived barriers: Individuals consider that costs
are less than benefits.
12. Health belief model
In the context of peer education:
The most relevant concept in the health belief
model is that of perceived barriers. A peer
educator could reduce perceived barriers through
reassurance, correction of misinformation,
incentives and assistance.
13. Theory of reasoned action
Basic Assumption:
The individual performance of a given behavior is
preliminary determined by a person’s intention to
perform that behavior. The intention is
determined by two major factors:
14. Theory of reasoned action
A person’s subjective beliefs and his or her
beliefs about the consequences of that behavior.
A person’s normative beliefs, that is, how a
person’s view is shaped by the norms and
standards of his or her society and by whether
people important to him or her approve or
disapprove of the behavior.
15. Theory of reasoned action
In the context of peer education:
This concept is relevant because young people’s
attitudes are highly influenced by their perception
of what their peers do and think.
Also, young people may be motivated by the
expectations of respected peer educators.
16. Diffusion of innovations theory
Basic Assumption:
Social influence plays an important role in behavior
change. The role of opinion leaders in a community,
acting as agents for behavior change, is a key
element of this theory. Their influence on group
norms or customs is predominantly seen as a result
of person-to-person exchanges and discussions.
17. Diffusion of innovations theory
In the context of peer education:
The selected peer educators should be
trustworthy and credible opinion leaders within
the target group. The opinion leader’s role as
educator is especially important in informal peer
education, where the target audience is not
reached through formally planned activities, but
through everyday social contacts.
18. IMBR model
Basic Assumption:
A sustainable health behavior can be achieved if
a person receives or develops:
• the Information or the “What?”;
• the Motivation or the “Why?”;
• the Behavioral skills or the “How?”;
• the Resources the “Where?”;
needed for that behavior.
19. IMBR model
In the context of peer education:
This means that a programme that does not have
a comprehensive approach including all four
IMBR concepts probably lacks essential
components for reducing risky behavior and
promoting healthier lifestyles.
20. Social ecological model for health
promotion
Basic Assumption:
According to this model, behavior is viewed as
being determined by the following:
•Intrapersonal factors
•Interpersonal processes and primary groups
•Institutional factors
•Community factors
•Public policy
21. Social ecological model for health
promotion
In the context of peer education:
This means that it is important to recognize that
peer education is just one piece of the puzzle.
While peer education can be an important
intervention to affect intrapersonal and
interpersonal change, in order to be successful,
peer education activities must be coordinated
with other efforts designed to influence
institutions, communities, and public policy.
22. Social learning theory
Basic Assumption:
People learn through:
• Through direct experience.
• Indirectly, by observing and modeling the
behavior of others with whom the person
identifies.
• Through training that leads to confidence in
being able to carry out behavior (self-efficacy).
23. Social learning theory
In the context of peer education:
1. Тhis means that the inclusion of interactive
experiential learning activities is extremely
important, and
2. Peer educators can be influential teachers and
role models.
24. Theory of participatory education
Basic assumption:
The empowerment and full participation of the
people affected by a given problem is a key to
behavior change.
25. Theory of participatory education
In the context of peer education:
Many advocates of peer education believe that
the process of peers talking among themselves
and determining a course of action is a key to the
success of a peer education project.
